Teaching and Learning Policy Essay Example for Free

instruct and Learning Policy EssayLearning is a dynamic process which begins at the time of supposition and continues for the rest of our lives. At stages along this doctrine journey we sectionalizationake in black-tieised skill in which we may interact with other human beings who may hold on the role of t separatelyer. This invariably happens inside the confines of a crop. The school being the environment designed to help pass on the knowledge, skills and qualities needed as preparation for adult life. Our school is a section of a partlynership involving pupils, families, the local and wide communities and school staff that give all(a) the hazard to develop for to each one one minors formal learning and to promote everyones spiritual, moral, social and cultural development . In this way our school is arctic in the formation and preparation of opportunities, responsibilities and experiences for life.This policy is for all educational activity staff, Governors, p arnts, sh ares of the community and book knocked out(p)side agencies, including OFSTED, to estimate our drive for high expectations and our strategies for ensuring that didactics and learning are effectual. It sits alongside all other curriculum and guidance policies including the policy for Performance Management. It should excessively be read in conjunction with OFSTED documents and other applicable information including The Code of Conduct for Teachers that provide drive our standards forward.Making a DifferenceMuch hold has been done on how pupils learn and multiple intelligence theories. This policy leases how as practitioners we can motivate all to ensure sound learning.Research suggests that there are many ways to ensure that effective learning takes come in within the different learning environments that a child may encounter within a school. all told staff have the ability to make a difference and all must consider the following There is no one right way to teach, but teachers and TAs enhance their potentiality when teaching is purposeful, efficient, clear, social structured and adaptive. Good teaching takes into account all aspects of legal opinion, prior learning and the individual need of each child. High expectations are paramount Good teaching involves more than exposition and arranging activities the nature of the fundamental interaction is care estimabley designed, with differentiation matched closely to pupils actual abilities and needs. Good teaching is where the pupils are devoted opportunity to comport their ability to take missionary post of their get learning. It is where teachers establish active links to enhance pupils learning styles. The effective learning environment is orderly, stimulating, attractive, safe and supportive. The effective teaching atmosphere encourages learners to value and draw on their own experience Good lessons are carefully planned and involve pupil participation as frequently as possib le. They have pace, good questioning strategies and opportunity for reflection. Learning to learn entails increasing scope for pupils to engage their initiative and to develop a capacity for independent work according to age range. Effective teaching occurs when pupils are given opportunity to apply the knowledge and skills they are taught. Effective learning design allows pupils to add what they have experienced and reflect carefully And effective teaching is complemented by fair discipline, positive reinforcement, and unadorned formative feedback.Every member of staff must consider their professional characteristics and reflect and analyse how each pupils learning can be enhanced in preparation for the future. It is the role of all staff to break down their teaching to ensure outstanding teaching and learning opportunities for each child. observe Of Teaching and LearningMonitoring is a regular feature of our school and has become embedded into the culture and working life of our school life .It enables all to have an accurate picture of performance and developments in learning. It is a positive arrogate in moving the school forward. Monitoring lead occur in a variety of forms - regular monitor of lessons as part of Performance Management. Monitoring of lessons as part of item school initiatives and developments. This leave include in-depth supervise of the core subjects. Half termly classroom monitoring on working environments and pupils learning. Half termly monitoring of preparation and sagaciousness files. Half termly monitoring of pupils books by SMT and set aside co- ordinators. Weekly monitoring of books as part of phase meetings. Weekly light touch monitoring on specific subjects to increase our overall effectiveness and efficiency.Monitoring leave behind positively support teaching staff done - up individual and aggroup performance Expanding skills, knowledge and insight for all Providing a supportive working environment for all Improving communication that results in modify learning opportunities for pupils. Identifying individual, team and school needs. Developing individuals monitoring skills as part of the schools effectiveness and efficiency.Monitoring is about accountability and will give all the opportunity to discuss positively and staff will be given feedback on lesson observation and scrutiny of their planning and pupils work. Written feedback will include a summary of agreed actions to be put in place for the following round of monitoring. Monitoring of lessons, planning, pupils work and associated self go overs will provide the origination for the School Development Plan and the vehicle from which Governors and all other interested agencies can gain on the effectiveness of our school.Induction of New StaffTo ensure that all new staff have a successful induction and immediately enhance the learning of pupils, the school will allocate a member of staff to work alongside the new member. Scho ol procedures and expectations will be discussed and the opportunity to set out the professional needs of themember of staff will be formalised. Appropriate professional development will be instigated and expectations set.Continued Professional DevelopmentEffective CPD is a planned progress. It will be the magisterial and progressive improvement of competencies across the school. It is about the meeting of individual and the school objectives and therefore is intrinsically tie in with the Performance Management policy, the Schools Development Plan, pupil performance and the needs of the individual.CPD will be designed to meet the individuals immediate and future needs, it will give a structure to each psyches career development whilst having an impact on pupils learningHowever, each person must take responsibility for reviewing and fulfilling their own needs and school will hold each accountable for developing their own potential. The individual therefore must continually assess their needs and discuss issues with appropriate senior managers.The SDP for each school academic year is operational for all working or multiform within school. It gives the direction for the school and will indicate how CPD will be organised. Each individuals performance management objectives will reflect the needs of school and the individual.Planning, Preparation and AssessmentPlanning, preparation and sound judgement time is organised so that teachers can work with appropriate colleagues. It gives opportunity for the termly and weekly plans to be scrutinised, assessment of learning analysed and the learning needs of the pupils met. Each phase leader will organise the sessions so that each teacher can maximise the time available. During the sessions the following will occur- A selection of books will be scrutinised to ensure marking, presentation and that progress is consistent and of high quality. Work is analysed and assessment drives the next planning. The needsof groups including DSEN and Gifted and Talented pupils are discussed and appropriate planning is put in place. Differentiation is put in place. Target setting is put in place, monitored and modifyd. IEPs are updated as appropriate and new IEPs written at the relevant times. The needs of staff are discussed and information, as required, passed on to the SMT. Teaching and classroom practise are discussed Relevant plans and information is prepared for TAs The sessions will also discuss resources and ICTAll teaching members of staff are given specific details on the formats for planning and the layout of files. These will be scrutinised at phase meetings and by the SMT and co-ordinators throughout the school year to ensure corporative effectiveness.The different forms of assessment are dealt with in the Assessment Policy. All teaching staff must use the information and apply the knowledge to their teaching. Assessment must be consistently used to drive teaching and learning forward. Within this, target setting must be active with all pupils understanding their targets and how they can achieve them. kick upstairss must also be updated of their childs targets using the schools pro- formas. Targets must be displayed in classrooms and within the pupils books for core subjects. scoring and Feedback to Pupils.The Marking Policy deals with marking issues in detail. Teaching staff must be up to date in marking and marking must give clear indications of how the pupil can move forward appropriate to age . Comments must be positive and opportunity must be given for pupils to act on comments and work on issues that have arisen. Marking will be scrutinised at phase meetings, whole staff meetings, through coordinators monitoring and by the SMT. Pupils will be asked through interviews and in monitoring whether marking and feedback has improved learning.ResourcesRegular audits of resources are to be carried out by coordinators and phase leaders prior to each cease of work is undert aken. Within this remit is the organising of school visits and appropriate visitors to enhance the curriculum and learning opportunities. Pupil Premium, the set aside to provide increased opportunities for pupils and to improve learning and reduce gaps between groups of pupils, will be used in part to fund these enhancements.The Pupils VoiceAs stated, good learning is facilitated when pupils have the opportunity to take charge of their own learning. Pupils have a voice and at all keystages staff must give credenza to pupils and include them in the planning and delivery of lessons. By monitoring of planning and through discussions with pupils, the SMT will come along for this. Prior to specific blocks of work, appropriate to age, pupils will be given time to consider the work onward and give input.To ensure that every child has the opportunity to gain the range of learning skills to prepare them for life, teaching staffs planning must show that within lessons pupils have ownershi p of their learning through teamwork, problem solving, research etc.The Role of GovernorsThe Governing frame of is given at each full governing body meeting and at appropriate sub committee meetings details of monitoring and the review of performance and attainment across the school. As part of its role, the Governing Body will scrutinise our results from monitoring, assessment and internal reviews and ensure that our approaches are consistent and promotes our drive for excellence. Each Governor is linked with a specific area of school and will be in termly contact with co-ordinators to ensure they are fully briefed on teaching and learning. Co-ordinators of core subjects will report to governors termly to again ensure accurate information is passed on. From this the Governing Body will be active in teaching and learning across school.Informing ParentsTo ensure effective learning for our pupils, parents have to be an informed and active partner. Courses are run throughout the year to update parents on our teaching techniques and strategies so that they can support learning at home and help with homework. Termly Parent feedback sessions are held to update parents on their childs attainment and progress. At these sessions parents will be given written information on their childs targets and next steps. They will be given their childs levels for the core subjects and how this compares to national statistics. For DSEN up to date information will be given and discussed. IEPs will be available for parents to sign and remark on.Yearly school reports will be issued in the summer term and will accurately reflect on the childs attainment and attitudes. It will also give targets for the next academic year and how parents can support their child.Informal discussions will also take place throughout the year as required to keep parents informed. The Parent Support Adviser is available to help liaise with parents. The PSA will also arrange parent courses to upgrade the par ents own skills in core subjects, these will have a direct positive effect on pupils learning as seen from past experience.Outside AgenciesWalsall Childrens Services support school through a variety of eventful vehicles. The School Improvement Officer will routinely meet with staff and discuss improvement, initiatives, data and monitoring of teaching. Officers will also oversee teaching and learning and support school with CPD issues. Other outside agencies much(prenominal) as Walsall Business Partnership will be used to support the curriculum and maximise learning opportunities for pupils. The school works with local schools and local communities also to improve learning opportunities and inspire pupils.