Teaching For Learning Policy
Tower Hill Primary School
Teaching For Learning Policy
Principle of Policy
We strongly believe that the ethos at Tower Hill Primary School creates an environment where all members of our community, including children, parents, staff and governors, can learn. We know that by working in partnership in a positive, caring and supportive environment, people develop a sense of belonging and feel valued. We understand the impact of self-esteem on motivation and the ability to learn.
Learning and teaching are viewed as ‘the two sides of the same coin’ – able to be looked at and analysed separately but most effective when seen as ‘the whole’, hence the title of this policy.
Our Mission Statement for Teaching for Learning reflects our understanding and beliefs:
At Tower Hill Primary School we strive to provide High Quality Teaching which will inspire and motivate children to engage in their learning. We commit ourselves to our own development, always seeking to improve our practice. Placing an emphasis on first-hand experiences, hand-in-hand with the tools for learning, we aim for our teaching to lead to learning that is real, relevant and will support our children to leave us equipped for life: able to make their own informed choices, with aspirations to succeed and
a life-long desire to learn.
We recognise that people learn in many different ways. Therefore, our planning for teaching and learning reflects and addresses a variety of styles and organisations, and includes:
Promoting the power of Speaking and Listening to include discussion, questioning, explanation, hypothesising, prediction and concluding;
Organising individual work in addition to in a range of different groupings;
Investigating through problem solving, exploration and discovery;
Embedding opportunities to take on increasing responsibility for own learning;
Reflecting on and evaluating progress and way forward;
Creating opportunities to experience working in a variety of settings both in and out of the school environment;
Drawing on the expertise of others, peer and adult.
We believe that Thinking should be at the heart of every learning opportunity.
We place great importance on relationships and understand how this can have a positive effect on learning. We should:
- Nurture trust through appropriate support and interaction;
- Be consistent and fair;
- Make learning fun, motivate and engage children and instil an appetite for learning;
- Know individual’s strengths and weaknesses and interests;
- Challenge all appropriately irrespective of initially apparent cognitive ability level;
- Develop confidence in ability through appropriately pitched provision;
- Have high expectations of behaviour which translate into positive ‘learning behaviour’;
- Ensure that learning is accessible to all, regardless of ability, gender, ethnicity, cultural background or specific needs;
- Establish a climate where mistakes and risk taking are viewed as part of the learning process;
- Encourage the contribution of ideas from knowledge and experience.
In order to ensure that our practice reflects our beliefs about learning, and that as adults we remain open to new ideas, we:
- Reflect continuously on own practice in order to evaluate the strengths and areas for development;
- Review classroom practice and embrace opportunities to engage openly and honestly in dialogue in order to continue to develop;
- Hold the learner as integral in all planning;
- Seek opportunities to try new ideas and be flexible in approach;
- Use quality resources, including first-hand, to drive children’s learning experiences;
- Read and reflect upon a variety of up-to-date ‘think pieces’ on considered current best practice and educational research.
‘Is each individual achieving his/her potential?’ is the key question to inform our practice.
Thus we evaluate the effectiveness of our Teaching for Learning Policy using a variety of methods that inform us of the progress children are making:
Assessment of pupil outcomes against key learning objectives;
Marking and pupil feedback;
Ongoing formative assessment;
Teacher’s knowledge of individual’s strengths and area of development;
Pupil self assessment;
Review and adaptation of planning;
Ongoing use of pupil tracking system;
Teacher and Learning Support Staff Performance Management cycle.
Above all we believe that varied teaching and learning experiences, matched to need, help children to be positive about their learning both now and in the future.
This policy should be read in conjunction with our policies and/or procedures on the following:
- Early Years
- Special Educational Needs & Disability, including Attaining Highly
- Core and Foundation Subject Policies
- Performance Management (Teachers and Support Staff)