Aims of Helmshore Primary School
Learning is at the heart of everything we do at Helmshore Primary School. It is an activity that involves and is participated in by everyone. The key to successful pupil learning is effective teaching that is differentiated to need and learning style. Effective teaching occurs when teachers understand and are able to apply the principles of the learning process to a range of children in a variety of situations. Learning is part of the growing process and therefore we are committed to the whole child.
At Helmshore Primary School, we aim to;
- enable effective learning
- promote a reflective approach to teaching
- encourage a consistent approach to leaching
- develop children as independent learners
- enable children to make maximum possible progress intellectually, physically, socially, spiritually & morally
- enable children to have equal access to the curriculum
We recognise the role of the learning environment in promoting positive attitudes to support learning. At Helmshore Primary School, we aim to promote a learning environment that;
- is stimulating, bright and cheerful
- is rich in language and number
- is safe and secure
- has a variety of displays covering the breadth of the curriculum
- reflects cultural diversity
- is well-ordered and organised
- conveys high levels of expectation
- is consistent between classes
- promotes an atmosphere of mutual respect
- promotes independence and appropriate ways of working
- has displays which are interactive, record celebrations, set standards of presentations and reflect children’s work and interests
Teaching
Helmshore Primary School recognises that the organisation and effectiveness of teaching
has a direct impact on the quality of a pupil’s learning experience. We aim to develop and
refine our teaching by adopting a reflective approach to teaching, a proactive approach to
change, and a responsibility for our own continuing professional development and
learning.
Within our work we aim to;
- have high and realistic expectations of ourselves and our pupils
- be well-planned and organised
- be a role model ~ punctual, dress and speak appropriately, show respect for others
- be supportive of and assist colleagues by respecting individual differences and working collaboratively as part of the whole-staff team
- have appropriate levels of subject knowledge
- take a reflective approach to our work
- seek to improve our skills and understanding through planned professional development
- develop classroom systems and organisation to support learning
- enjoy our teaching, maintain our enthusiasm and good humour
Teaching at Helmshore Primary School should demonstrate;
- good quality planning and appropriate levels of resourcing
- clear and shared learning objectives
- appropriate use of grouping
- differentiated and matched activities reflecting an understanding of pupils’ ability and development levels
- a range of teaching styles and methods
- good pace, with effective use of time
- lesson organisation which involves pupils in their learning
- developmental questioning
- challenge, encouraging risk-taking and learning from mistakes
- assessment
Learning
Learning is most effective when pupils are involved in, and take responsibility for, their own learning. Learning aims to increase levels of independence and develop the ability to work with sustained and increasing concentration. All curriculum planning identifies key areas where ICT can support learning and teaching and includes effective e-safety education for pupils.
At Helmshore Primary School, these effective learning strategies are promoted;
- the ability to ask and answer questions
- concentration when listening
- contributing to discussions in a relevant and thoughtful way
- co-operating and working collaboratively with peers and adults
- problem-solving skills
- selecting appropriate resources for a task and putting them away
- organisational skills
- responding to, and persevering with, a task to a conclusion
- taking pride in the presentation of work and self
- presentational skills
- organising learning
- responding and conforming to established routines and practices
- pupils explaining their understanding
- appreciating and evaluating their own work and that of others
Adults in school are also learners, and many of the above aspects of learning also apply to them. Adult learning goes on in a structured way through professional development both within and outside school.
Resources
Adequate levels of appropriately stored resources must support teaching and learning. Some resources will be communal and some classroom-based, some will be subject specific and others general purpose. All pupils will have regular access to Computing hardware and the school will focus on the use of Computing to develop independent and e-confident learners. Showbie provides a learning platform for all pupils to develop their Computing skills, communicate and complete homework on line.
Resources at Helmshore Primary School will;
- be of good quality, showing appreciation for best value
- be ample for the levels of use
- be appropriate to the task
- be frequently reviewed for continuing relevance
- be labelled in appropriate storage
- be varied to allow for differentiation and preference
- meet the needs of pupils and staff
- be arranged and organised within the classroom to promote independence
Planning and Assessment
Planning for learning is achieved through;
- teachers’ lesson plans
- assessment for learning
- subject leader and teaching staff curriculum-based meetings
- curriculum management team meetings
- individual education plans
- Senior Management Team meetings
- informal discussions amongst colleagues
- discussions between teaching and support staff
Assessment is achieved through;
- formal and informal testing
- teacher assessments
- statutory testing
Organising for Learning
Learning is most effective when the person directing the learning ensures that systems, procedures and expectations result in effective ways to;
- meet the lesson objectives
- meet the needs of all pupils
- optimise the use of support staff
- allow teachers to teach
Learning is most effective when the person directing the learning enables a variety of learning opportunities and styles to be experienced, and matches teaching to the preferences and abilities of the pupil and to the demands of the subject. Assessment for learning is a key feature of Teaching and Learning and is consistently applied across the school.
To achieve this, teachers use a mixture of;
Whole Class teaching to promote
- shared lesson objectives
- explanation and exposition
- direct teaching and skilled questioning
- broadcasting expectation and engendering enthusiasm
- focusing attention and concentration
Group Work to promote
- collaborative working practices
- differentiated teaching
- sharing and developing ideas
- assessment opportunities
- Individual Work to promote
- practise of skills
- individual responses
- reading
- close observational work
- working at own pace
Monitoring and Evaluation
It is the responsibility of all teaching staff to monitor and evaluate this policy by developing reflective practices, acting as a critical friend to colleagues, through their coordinator role, and by listening to comments from pupils, non-teaching staff and parents. More formal evaluation of the policy will occur through lesson observation and data analysis in relation to standards.
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