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

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