TEACHING AND LEARNINGPOLICY

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Contents

Principle p.3

Introduction p.4

Roles and Responsibilities p.5

Learning p.6

Impact p.9

Monitoring and Evaluation p.11

Annex - British Values1. Democracy2. The Rule of Law3. Individual Liberty4. Mutual Respect5. Tolerance of Different beliefs and faiths

p.12p.13p.14p.15p.16

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➔ Principle

In 2011, the government defined British Values as democracy, the rule oflaw, individual liberty, mutual respect and tolerance of different faiths andbeliefs. This guidance was initially published to further strengthen theprevious guidance published in improving the spiritual, moral, social andcultural development of pupils to ensure young people leave schoolprepared for modern life in Britain.

In November 2014, the government outlined that all schools must nowhave a clear strategy for embedding these values and show how their workhas been effective in doing so.

IncludEd promotes these values through our own school values, curriculumdelivery, and the school offer and enrichment activities. The purpose ofour actions will ensure that all pupils at IncludEd have a voice that islistened to through the school based activities outlined below. In order torecognise the impact of these values through our work we have identifiedkey performance indicators to allow us to judge the effectiveness of ourwork through our curriculum offer, school vision statement and IncludEdCode of Conduct.

To provide the consistent delivery of effective teaching and learning that ensuresexcellentlevels of progress for all students taking into account any learning barriers.

To support all of our students to achieve the highest academic qualificationspossible by ensuring they have learning opportunities to support this.

To keep learning at the heart of what we do at IncludEd and provide allstakeholders with a clear vision of teaching and learning.

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➔ Introduction

All schools are, on occasions, asked to keep information confidential. This canrelate to a variety of issues such as underage sexual activity, abuse, drug use orThe aims and principles of this policy have been arrived at through a consideredprocess of discussion, consultation and reflection involving all teaching staff,pupils and parents.

At IncludEd, we are passionate about the concept of ‘life-long learning’ andbelieve that learning should be a rewarding and enjoyable experience for all. Weneed all to be ‘active participants’ in their learning and not ‘passive recipients’.

Through our Teaching we should equip our pupils with the skills, knowledge andunderstanding necessary to be able to make informed choices about theimportant things in their lives. Appropriate Learning and Teaching experienceshelp our pupils to lead happy, fulfilled and rewarding lives.

We believe that it is the entitlement of every child to have access to a highquality ‘learning environment’ and ‘effective teaching’ and that it is the provisionof these that are the most significant factors in determining:

● Pupil attitudes to, and successes with, learning● Standards of attainment● Rates of progress

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➔ Roles and Responsibilities

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➔ Learning

Learning needs to;● Develop literacy and numeracy skills

● Allow students to develop socially, emotionally, physically and academically

● Be inspirational, focused and targeted● Allow students to develop through a journey of self-discovery● Be exciting, challenging and memorable● Regularly Inform students’ progress

Lessons should be underpinned by IncludEd’s instructional pedagogy which isevidence based and research informed. It is fundamentally based on theprinciples of cognitive science and developing student long term memory toaid learning and progress over time. Lessons should:

● Be well PLANNED to meet the needs of the group● High EXPECTATIONS should be in place for all learners● Be CHALLENGING and push students’ understanding forward● Be STIMULATING and ENRICHING● Be FOCUSED and PURPOSEFUL● Be INCLUSIVE through catering for the needs of ALL learners● Have a VARIETY of activities where appropriate● Foster CREATIVITY and INNOVATION in the students● Have time built in for REFLECTION● Demonstrate PROGRESS of all learners

Learner responsibilities:

● Understand lesson outcomes through shared success criteria;● Be fully prepared and equipped appropriately for their learning;● Respond to questioning to the best of their ability;● Be motivated, interested and play an active role in making progress;● Use both peer and self-assessment fairly and responsibly to improve their

learning;● Generate ideas and concepts;● Collaborate effectively with others and show respect to each other;● Show a capacity for independent and interdependent learning;● Actively participate in lessons;

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● Demonstrate a commitment to achieve their own targets;● Be resilient in their learning;● Show individual accountability for their own learning;● Put the best effort into their work to be marked/complete and end point

tasks;● Read comments written by teachers and respond positively to the

instructions to improve their work;● When advised, self-assess work using criteria provided;● Catch up on work after absence to ensure all end point tasks are

completed to the deadlines set;● Keep standards of presentation of work high and take pride in all work

undertaken;● Take responsibility over accessing online learning and take advantage of

remote learning opportunities as and when directed to by their teachers.

Students are reminded of these expectations through their daily work withtutors and teachers. We ask all students to ‘work hard and be kind’ and this isarticulated through the co-operative values of self-help, self-responsibility,solidarity, democracy, equity and equality.

Teaching staff will:

● Not allow their practice to fall below the ‘Bottom Line’. This underpinsour annual CPD programme and new staff induction which is receivedon arrival to IncludEd;

● Ensure they meet the Teachers’ Standards;● Promote learning and their subject area;● Provide a rich variety of learning experiences for ALL students;● Plan lessons in accordance to the students ability;● Regularly assess and feedback to students on their progress through as

range of AFL strategies and adhere to the marking policy to supportnext steps feedback to all students;

● Advise students on how to improve work in their books or folders. Keyquestions or statements are given, not lengthy targets by using finediagnostic methods to correct faulty interpretations;

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● Allow students to improve their work and remark it when done. (We callthis dedicated improvement and reflection time);

● Continually re-assess student progress, intervening in response tomaximise on student achievement;

● Insist on high standards of presentation and care with all work (draft andfinal);

● Award students a level/grade once per assessment period;● Share good practice with marking in meetings;● Co-operate with SLT by providing when asked a sample of marking;● Recognise and reward effort and progress;● Encourage the use of cooperative learning structures where appropriate

and develop independent and flexible learning;● Have consistently high expectations of all students and foster a culture of

high aspirations;● Apply IncludEd’s policy for behaviour for learning;● Encourage and promote student independence and interdependence;● Create a safe non-judgemental environment where students feel valued;● Develop a creative and exciting learning environment;● Maintain a liaison with all parents and carers about the progress of

learners;● Take responsibility for their own learning through active participation and

engagement with relevant CPD;● Ensure they provide high quality remote learning opportunities as and

when appropriate.

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➔ Impact

When can teaching and learning happen?If students are to learn in school, it can happen within three contexts; lesson,routines and events.

● Lessons – those planned experiences when students are in the care of ateacher or others and work through a programmed scheme of work tomove towards their learning goals. The lesson may take place in a rangeof settings.

● Routines – those regular occurrences in schools when students go abouttheir school life whilst being influenced by the place in which they findthemselves. Routines, the start of the day, lunchtime, leisure time,moving around the school, access to ICT, homework and many others.

● Events – IncludEd arrange events such as sporting occasions, communityvolunteering, residentials and the like. All of these events createopportunities for students to both learn curriculum content and/ordevelop qualities and personal characteristics. IncludEd recognises thatthe aims of the school will be achieved through lessons, routines andevents and they can be achieved much more successfully if all of theseare planned and carefully managed.

Important considerations;● Relationships – the relationships within IncludEd will be based upon an

understanding of the social, emotional, behavioural and learning needs ofthe child. There will be an expectation of appropriate challenge andmutual respect.

● Student Voice is used and actively encouraged both at the beginning ofthe ‘theme’ and throughout so as curiosity and the desire to pursueaspects of learning are satisfied. Student Voice is taken and phrased as‘questions’ which can then be answered by the whole class, groups orindividuals (but fed back to the whole class) as appropriate. The classteacher ‘manages’ the balance between Student Voice and NationalCurriculum Coverage on a continuous basis so whilst the student’s areshaping and having an active part in the direction of their learning, theyare also still receiving a broad and balanced curriculum in terms ofcoverage, continuity and progression.

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● Assessment – the students at IncludEd will learn well when learning isplanned, based on what students know, understand and can do.Assessment of learning (summative) is there to inform the individuallearning strategies for student progress. When students know where theyare now, what they need to do next to improve, they are clearly involvedin the assessment for learning (formative) process and will learn.

The key issues;The key issues can be narrowed down into these essential components of schoollife.

● Teaching Style – schools need a balance of teaching styles ranging fromwhole class didactic teaching through to individual exploratory workpassing through interactive group work or interactive whole class teachingon the way. IncludEd will undertake a range of styles based on learningpreference and understanding of need through assessment andexperience of working with the student.

● Environments – students learn well when the environment in which theyfind themselves is well ordered and well managed, where there isdiscipline and clarity about expectations. Environments will varydepending on the curriculum content or the characteristics that are beingdeveloped. Included will provide or access a variety of environments.

● Rules and Behaviours – Included will use a clearly defined and managedset of expectations and consequences to promote positive approaches tolearning and each other.

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➔ Monitoring and Evaluation

All Senior Leaders have a responsibility to ensure the teaching and learningpolicy is adhered to across IncludEd through monitoring and supporting all staff.

The Senior Leadership team evaluates the effectiveness of the Teaching andLearning policy by:Validating and supporting Faculty judgements through teaching and learningreviews, which include:

● Work Scrutiny● Analysis of student progress and attainment data● Observations of teaching and learning● Student voice feedback● Parental and other stakeholder feedback

In addition to this there is an annual review of exam results if applicable.

CPDThe CPD is an integral part of developing the teaching and learning at IncludEd.The programme aims to meet the needs of teachers and align with whole schoolimprovement objectives in order to make teaching and learning more effective.

● All staff have access to a series of workshops throughout the year to meettheir individual pedagogical development needs, these are built aroundthe whole school objectives;

● Staff who have particular challenges in their teaching will have a fullysupported and monitored action plan to ensure they have access toprofessional development to move their practice forward. This will includethe use of incremental coaching and mentoring;

● All staff are expected to share practice and support each other.

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➔ Democracy

Value How do we promote democracy Impact

1. DemocracyLinks to IncludEd Code of Conduct:• Respect ourselves• Respect our school and everybody

in it• Be polite and treat each other with

care• Make our visitors feel welcome

Links to school curriculum/offer:• Maths (data handling)• English – Understanding and

Speaking• SMSC – Social, Moral• Lesson activities – Effective

participators, Creative thinkers,Reflective learners, Independentworkers, Team workers

• School Council

Links to school vision statement:

• IncludEd promotes and teachespupils about democracy (views ofothers) and the electoral process(data handling)

• IncludEd’s partnership withManchester Secondary PRU is

highprofile and involves regularmeetings where representativesshare student concerns anddiscuss issues that affect thestudents

• We discuss how to obtain theviews of others through surveys,class visits, site visits andmeetings with Governors andstaff/visitors

• SMSC curriculum is establishedthroughout IncludEd

• Democracy is also promotedthrough the maths curriculumwith a focus upon data handlingenabling the students tostrengthen their keepconcepts/skills of obtaining viewsof others

• PHSE/Citizenship where studentslearn about other societies, faithsand ways of life and learn aboutthe development of democracy inBritain

• Students’ voice is recognised andlistened to – leisure/playequipment survey and outcomesacted upon (play/leisure areadesigned incorporates pupil views)• Agenda items underpin thedevelopments of the schoolimprovement plan – healthylifestyles/eating, lunchtime activities• Leisure time rules identified and

cascaded through the school;students remain safe at IncludEd• Behaviour and safety of the school

further informed• Governance of the school further

informed• SMSC outcomes addressed in an

informed way; personalisation oflearning remains at the heart ofprovision/all students at IncludEmake progress within SMSC• Long term planning curriculumpathways map provision for allstudents within IncludEd;curriculum offer providesequality of opportunity for alllearners• Personalised learning programmestrack progress identifies personallearning outcomes for learnersstruggling to make appropriateprogress – all students atIncludEd now make expectedprogress within literacy and maths(see progress reports)

We will ensure the entitlement of eachpupil to access a variety ofopportunities to promote academic,social, emotional and physicaldevelopment.

We will use autistic specific, empatheticapproaches and an autistic sympatheticlearning environment to promotestudent learning and personaldevelopment.

We will provide choices and challengesin order to maximise potential and buildupon strengths and interests. All themembers of the school community arevalued equally and work in partnershipwith parents, careers and the widercommunity. We will work within asupportive school framework topromote and celebrate individualsuccess, integration into the widercommunity and prepare students forlife after school.

UN CRC Article 12:Children have the right to say what they think should happen, when adultsare making decisions that affect them, and to have their opinions takeninto account. Students are supported so they can express their views andpreferences at their annual reviews and conversion meeting to formulatetheir Education Health and Care Plans.

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➔ The Rule of Law

Value How do we promote the rule of law Impact

2. The Rule of LawLinks to school Code of Conduct:• Respect each other’s property• Only leave the classroom and school

with permission• Take care moving around the school• Take care on our way to and from

school

Links to school curriculum/offer:• PHSE/SRE/Emotional Confidence &

Well-Being Programme –Relationships scheme of work

• ILP targets• Behaviour Management Strategies

Links to school vision statement:• Celebrating success• Promoting educational potential• Working for success• Preparing students for life afterschool

• We have high expectations of students’conduct and this is reflected in ourBehaviour Policy

• Behaviour Management Strategies andsupport to guide learners in identifyingways they can moderate their

behaviour and act towards others• Personalised BMS target and address

behaviour for learning in a consistentand informed way

• Good behaviour and consistentdemonstration of our values by staff

• Recognition of students’ positivebehaviour through rewards and merits

• Postcards sent home to parents/carersto identify positive behaviour

• Manchester Secondary PRU scrutinisebehaviour data at meetings each term

• Through regular reviews and throughclassroom discussions students aretaught how to earn trust and respectand supported to develop a strongsense of morality; knowing right fromwrong and doing

• Through our safeguarding policy andsafeguarding training (whole staff)

• Behaviour policy andassociated behaviourmanagement strategiesidentify triggers andde-escalation techniques to assiststudents in changing their ownbehaviour towards others• Anti-bullying policy identifiesnature of learners; succinctrecord keeping enables staff todetermine alternative strategiesfor the management ofbehaviour• Parents/carers help determineIEP targets; strengthened visionstatement ‘all members of theschool community work inpartnership with parents/carers• Students celebrateachievements throughout theschool; peer assessmentembedded within weekly rewardsystems• Manchester Secondary PRU

regularly informed by the Headof Centre and schoolself-evaluation document leadingto opportunities to scrutinisedata and challengeoutcomes

• Behaviour and safety within theschool further strengthenedthrough robust staff training andprotocols which determineinformation sharing

UN CRC Article 19:Governments should ensure thatchildren are properly cared for, andprotect them from violence, abuseand neglect by their parents, oranyone else who looks after them.

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➔ Individual Liberty

Value How do we promote individualliberty

Impact

3. Individual LibertyLinks to school behaviour code ofconduct:• To be kind and considerate

towards others• To look after the school and

everything in it• To keep ourselves and others safe

Links to school curriculum/offer:• E-safety• PSHCE/SRE - Relationships scheme

of work• Life Skills and travel training• Citizenship

Links to school vision statement:• Celebrating success• Promoting educational potential• Providing choices and challenges• Integrating into the wider

community• Preparing for life after IncludEd

• Through our school values,students are taught about personalresponsibility, choices, ambition andaspiration• Students’ aspirations arerecognised, and promoted withintutor time, the aspirations boardsand wider aspects of our curriculum• Centre rules are displayed which

provide meaning and relevance foreach learner

• Peer and self-assessmentencourages students to determinewhat went well and howimprovements can be made in allaspects of learning (e.g. marking

policy and can do statements)• Through the use of outcomes

identified within EHCP/Annual andTransition reviews students’ voice isobtained through ‘All about me’ in

the residential provision and‘students’ views annual reviewdocument’• Students are encouraged to take

opportunities to follow theiraspirations/ interests through ourcurriculum, vocational courses andlunchtime and in their localcommunities

• Students’ achievements arecelebrated in displays, on our website and the Manchester SecondaryPRUs newsletters• Students are taught how to keepthemselves safe through the PSHEand the Relationships curriculumdelivered throughout the school;they learn about how to keep safe byteachers reminding them about thesafety rules in science, PE, E-Safety,food technology, computing, and offsite visits• The school has a high profileapproach to e-safeguarding asrecognised in our e-safety policy,protocols and posters;

• Students’ voice obtained todetermine outcomes for destinationplanning; destination fully informed• Curriculum offer identifiesappropriate personalisation whichencourages engagement; studentscontinue to make progress over time• Class rules help inform behaviouroutcomes• Learning environments areconducive to well-being; learningenvironments continue to supportstudents’ progress over time (use ofwork stations and calming areas)• Students enjoy their time atBaskerville (see parent and students’questionnaires); curriculuminterest/aspiration led• Students’ learning celebrated bywhole school community• Relationships curriculum (safety)identifies learning outcomes whichare fully differentiated to supportinformed progress over time• E-safety protocols embedded

throughout the schoolUN CRC Article 15:Children have the right to meettogether and to join groups andorganisations, as long as this doesnot stop other people from enjoyingtheir rights.

UN CRC Article 31:All children have a right to relax andplay, and to join in a wide range ofactivities.

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➔ Mutual Respect

Value How do we promote mutual respect Impact

4. Mutual RespectLinks to school behaviour codeof conduct:• To be respectful towardsourselves and to others• Be polite to visitors• To keep ourselves and otherssafe at school and to and fromschool

Links to school curriculum/offer:• PSHE curriculum and schemeof work• SMSC Long term planning –social, moral, spiritual andcultural• DofE• Emotional Well-Being and

Confidence Programme

Links to school vision statement:• Working in partnership,parents and professionals• Working for success• Whole school communityvalued equally

• We have high expectations aboutstudents’ behaviour and this isreflected in our Behaviour Policy

• Our anti-bullying policy demonstratesan understanding of students’difficulties in communication and inmaking their needs known

• Incidents are recorded and triggers areview of the Behaviour ManagementStrategy where further strategies andapproaches are identified to addressissues

• Through our behaviour code, PSHElessons and mentoring lessonsstudents are taught to respect eachother, to be cooperative andcollaborative, to be supportive and tobe understanding of differences

• The staff at IncludEd treat all studentswith mutual respect; staff assist allstudents on a daily basis in thedevelopment of their behaviour andpersonal skills through theimplementation of the code ofconduct, class rules and IEP targets

• Through our wider curriculum westudy ways we can help others, e.g.volunteering in the community

• We support a range of charities suchwater aid, red nose day and cancercharities identified each year bystudents’ initiative

• We use stories and drama to promotea wider understanding of the beliefs ofothers through our PSHE curriculumidentifying when such areas will beaddressed through our long termplanning for this subject area

• We celebrate a range of differentcultures and their faith/beliefs

• Mutual and self-respect is alsopromoted through the Code ofConduct, PSHE lessons and

throughout the curriculum

• Staff CPD further strengthened toinform all policy, protocols andstrategy throughout the school

• Students at IncludEd remain safe;students are equipped withstrategies that make their needsknown to staff

• Staff able to guide students intomaking good choices through theallocation of tutor time, and thedeployment of teaching assistants

to classes so that students are wellsupported by planned interventions• The code of conduct is upheld

throughout the school leading toinformed practice

• Staff able to guide students intomaking good choices throughplanned intervention which isoutcome led

• ILPs reflect targets identified tosupport respect/behaviour towardsothers

• All staff monitor ILP targets, andBehaviour Management strategiesassisting teaching teams inestablishing targets that providemeaning and challenge

• SMSC outcomes firmly embeddedthroughout the school leading tostudents’ making good progress

over time• PSHE curriculum provides

appropriate breadth and balancefor all learners throughout theschool• IncludEd provides opportunity to

pursue learning through a commonapproach to learning - TEEP

• Visiting professionals andorganisations, the police, the firebrigade, careers advisor etc

underpin our school offer by creatingopportunities to maintain students’interests and curiosity

UN CRC Article 2: TheConvention applies to everyonewhatever their race, religion,abilities, whatever they think orsay and whatever type of familythey come from.

UN CRC Article 30: Children havea right to learn and use thelanguage and customs of theirfamilies, whether these areshared by the majority of peoplein the country or not.

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➔ Tolerance of Different Beliefs and Faiths

Value How do we promote tolerance ofdifferent faiths and beliefs

Impact

5. Tolerance of DifferentFaiths and BeliefsLinks to school behaviour code ofconduct:• Treat others with respect• Respect the school and property• To keep ourselves and others safe

Links to school curriculum/offer:PSHE curriculum SMSC long termplanning – Spiritual, Moral, Socialand Cultural Creative Arts (Art,Design and Music) – FoodTechnology, Emotional Confidenceand Well-Being Programme

Links to school mission statement:• Promoting opportunities for all• Encouraging students to make

choices• Promoting success• Working with parents and

professionals• Preparing students for life after

IncludEd

• We have high expectations aboutstudent conduct and this is reflectedin our Behaviour Policy and EqualOpportunities Policy.

• Tolerance of different faiths andbeliefs is promoted throughoutIncludEd. Students learn aboutdifferent religions, their beliefs, placesof worship and festivals; Students’work is often displayed within theschool environment

• Long term planning identifiedpractical opportunities for students tolearn about their own and othersbeliefs

• This is supplemented by visits fromlocal religious representatives (classand whole school), where studentsare provided with opportunities tolearn about significant religiousfestivals such as Ramadan, Diwali andthe Jewish and Islamic New Years.

• Whole school culture day

• Behaviour data is scrutinisedfor potential trends over time;pupil behaviour support plansupdated accordingly• Manchester Secondary Prufurther informed; and areprovided with termlyopportunities to monitorbehaviour and challenge thedata presented• PSHE curriculum providesbreadth and balance for allcohorts of learners• School environment celebrateslearning and students’achievements• Opportunities created tounderpin our school visionstatement of uniting parents andprofessionals by holdingmeetings and reviews• Students continue to enjoytheir learning and theopportunities it brings; studentsfully engaged within theteaching/learning process,evidenced by observations andself evaluations• Students’ progress over timeand learning outcomesdetermined for all areas of thecurriculum; school meetsstatutory guidance onreporting to parents

UN CRC Article 14:Children have the right to think andbelieve what they want, and topractise their religion, as long asthey are not stopping other peoplefrom enjoying their rights. Parentsshould guide their children on thesematters.

UN CRC Article 30:Every child has a right to learn anduse the language, customs andreligion of their family

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