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Teaching & Learning
Policy
November 2013
DRAFT
Rationale
This policy has been produced after consultation with the key staff and Management Committee
members of The Bridge School; it endeavours to identify the processes which by which a pupil receives
his/her statutory entitlement to the national curriculum.
It takes into account the special educational needs of the pupils, statutory obligations which are placed
on the school and the principles of Every Child Matters. Consideration is also given to the bench marks
set down by Ofsted and HMI. This policy needs to be read in conjunction with: -
the schools ‘Ideology’, which defines our core purpose, mission statement, vision, core
values, statement of purpose and
the school’s ‘Progress and Achievement Policy’
the school’s ‘Behaviour Policy’
the schools ‘Equal Opportunities Policy’
the school’s ‘Curriculum Statement’
the school’s ‘Special Educational Needs Policy’
Aim
This policy aims to support the school in meeting its core purpose of providing personalised, high
quality, teaching/learning, in a safe and secure environment for vulnerable boys deemed to have BESD.
It does this by ensuring that the pupil’s at The Bridge School are provided with high quality learning
experiences that lead to a consistently high level of pupils’ achievement.
Values
We believe that children learn best when they:
Are happy
Are interested and motivated
Achieve success and gain approval
Are given tasks which match their ability
Clearly understand the task
Are confident, feel secure and are aware of boundaries
Are challenged and stimulated
We believe that learning takes place in an environment which:
Is challenging and stimulating
Is peaceful and calm
Is happy and caring
Is organised
Is well resourced
Makes learning accessible
Is encouraging and appreciative
Is welcoming
Provides equal opportunities
Provides a working atmosphere
We believe that children should be encouraged to develop organisational skills and independence
through:
Appropriate tasks
Confidence building
Example
Co-operation
Provision of suitable opportunities
Responsibilities
Structure
Clear consistent boundaries and expectations
Methodology
Children learn through their total experience. This policy guides what children do, what staff do, how
time is managed, the organisation of the learning environment and what the school as an organisation
does to create an effective and well-managed learning environment in which the individual needs of
each child can be met.
The characteristics described below meet the minimum expectations that the school has of its teachers,
teaching assistants, key workers, instructors and un-qualified teachers. We require from you:-
High Expectations – exemplified by:
Encouraging high standards of effort, accuracy and presentation
Tailoring lessons / activities appropriately to challenge all pupils in the class / group
Varying motivational strategies for different individuals
Enabling pupils to take responsibility for their own learning
Drawing on pupil experiences or ideas relevant to the lesson / activity
Always believing in pupils’ capacity to achieve more than they have in the past
Planning – exemplified by:
Communicating a clear plan and objectives for the lesson / activity at its start
Having the appropriate materials and resources ready for the class / activity
Linking lesson / activity objectives to the national curriculum or exam syllabus
Reviewing what pupils have learned at the end of the lesson / activity
Ensuring that learning assistants know what their role is during the lesson / activity
Ensuring that learning needs identified in intervention plans are incorporated into your planning
Methods and Strategies – exemplified by:
Involving all pupils in the lesson / activity
Using a variety of activities, learning methods
Applying teaching methods appropriate to national curriculum objectives
Using a variety of questioning techniques to probe pupils’ understanding
Encouraging the pupils to use a variety of problem solving techniques
Giving clear instructions and explanations
Ensuring practical activity has a clear purpose in improving pupils’ understanding
Listening and responding to pupils
The Learning Environment – we require you to provide opportunities for the children to:
Work individually, in groups and as a class
Make decisions
Work co-operatively
Solve problems
Be creative
Discuss their ideas
Develop social skills
Develop independence
Use initiative
Receive support
See their work displayed appropriately
Achieve academically
Behaviour and Discipline – exemplified by:
Keeping the pupils on task throughout the lesson
Correcting poor behaviour constructively and immediately
Praising good achievement and effort
Treating children fairly
Managing support staff well
Showing respect and compassion for the pupils
Following the schools Behaviour Policy
Time and Resources – exemplified by:
Structuring the lesson / activity to use the time available well
Ensuring the lesson / activity lasts for the planned time
Using learning resources to enhance pupils’ opportunities
Using an appropriate pace
Allocating your time fairly among pupils
Using a behaviour plenary session at the end of each lesson / activity so that individual pupil
feedback can be given and the pupil diaries filled in appropriately
Assessment – exemplified by:
Focussing on understanding and meaning, factual memory, skills mastery
Using tests and competition to assess understanding
Presenting applications in real life settings
Recognising misconceptions and clearing them up
Providing evidence of pupils’ written work having been assessed
Encouraging pupils to do better next time
Maintaining accurate records in line with the schools Achievement and Progress Policy.
In addition to the formal characteristics mentioned previously, the best lessons / activities are where:
Fun is allowed
Displays are interactive and supportive of what is being taught
The tone of voice and relationships between staff and pupils is positive
Pupils are treated as individual learners with differing learning styles
Planning and assessment is practical and useful
Teachers, teaching assistants, instructors, un-qualified teachers and key workers reflect
creatively on how their lesson / activity went
There is a prompt start and finish
Every achievement is acknowledged and celebrated
An enjoyable and productive atmosphere exists
Intrigue and anticipation is evident
Imagination is required
Monitoring and Evaluation
The implementation of this policy will require regular monitoring if it is to achieve its stated aim. Our
practice will be monitored through observation and through the scrutiny of records.
Date: November 2013
To be reviewed by: SLT and Management Committee
Review date: July 2014
Teaching and Learning Policy
The undersigned have read and agreed to comply with this policy. Page 1 of 2
NAME SIGNATURE DATE
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