Worsbrough Common Primary School

& Rising Stars Daycare

Learning & Teaching Policy

Reviewed September 2017

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 WORSBROUGH COMMON PRIMARY SCHOOL

Learning and Teaching Policy

Teaching and learning is the business of the whole school

Contents
Page Nos

Section 1
Aims 2

Section 2
Ethos 3
Equal Opportunities 3

Section 3
Management of the School Day 4
Classroom management and organisation 5
Planning 6
Differentiation 6
Record-keeping and assessment 6
Screening 6
Monitoring and evaluation 7
Teaching styles/strategies 7
Resources 8

Section 4
Learning processes 9
Learning styles 9
Governors role 10
Parents role 10
Community role 11
The Schools role 11

ECM//Agenda

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Section 1

Aims

At Worsbrough Common Primary School we undertake to:

Raise levels of attainment and achievement for all learners enable them to
achieve their personal best in all areas of school life.
Develop confident, disciplined and enquiring learners who have a love for learning
and are able to make informed choices.
Use learning and teaching strategies which take account of, and develop, the
learning styles of children and adults.
Foster self-esteem and personal responsibility, linked to respect for the needs and
feelings of others.
Facilitate considerate and positive relationships between all members of the
school community.
Ensure equal opportunities in relation to gender, race, class, special needs,
disability and belief.
Value and respect all cultures.
Provide a safe, happy and stimulating environment for all.
Promote a thoughtful attitude towards the immediate and wider environment.

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Section 2

Ethos:

The ethos and atmosphere underpin the agreed aims of the school. Teachers will
provide a broad and balanced curriculum, which will develop the skills, concepts and
knowledge necessary for future learning. In the course of their daily work the staff
will contribute to the development of this ethos through:

Providing a calm, quiet and effective working environment in which each person
can achieve his or her maximum potential.
Providing a welcoming environment, in which courtesy, kindness and respect are
fostered.
Providing positive role models.
Providing a fair and disciplined environment, in line with the schools behaviour
Policy.
Maintaining purposeful and informative planning, assessment and record-keeping
documents, in line with the schools assessment policy.
Effective management of their professional time.
Providing children with meaningful, purposeful and enjoyable tasks, related to the
National Curriculum programmes of study and desirable learning outcomes.
Valuing and celebrating learners success and achievements.
Reviewing their personal and professional development and undertaking
appropriate INSET, training and support from colleagues, LEA and other sources
to ensure a high level of professional expertise.
Developing links with the wider community.
Welcoming, teaching and supporting the learning of students, parent helpers and
other adults.

Equal Opportunities:

In accordance with the schools Equal Opportunities Policy (see school policies
folder), all children at Worsbrough Common Primary School will be given full access
to the National Curriculum. Staff will endeavour to help all children to reach their full
potential irrespective of race, gender, age, ability or disability.

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 Section 3

Management of the School Day:

I. The School Day

KS1 KS2
8.50 9.00 Registration 10 minutes 8.50 9.00 Registration 10 minutes
9.10-9.30 Assembly 20 Minutes 9.10-9.30 Assembly 20 minutes
(M,W,F) (M,W,F)
9.30 11.00 Session 1 1 hour 30 9.3 0-10.30 Session 1 1 hour
minutes
11.00 11.15 Break 15 minutes 10.30 10.45 Break 15 minutes
11.15 12.15 Session 2 1 hour 10.45 12.00 Session 2 1 hour 15
minutes
12.15 13.15 Lunch 55 minutes 12.00 13.00 Lunch 60 minutes
13.15 14.15 Session 3 60 Minutes 13.00 14.00 Session 3 60 Minutes
14.15 14.30 Break 15 minutes 14.00 14.15 Break 15 Minutes
14.30 15.30 Session 4 60 minutes 14.15 15.30 Session 4 75 Minutes

NB Assemblies are held on Mondays Wednesdays and Fridays for KS1 and KS2.
EYFS classes attend celebration assemblies on a Friday.

Foundation 1 (Nursery) Day (am) 8.45 11.45 and (pm) 12.30 3.30.

Total Hours per School Day: 5 hours 35 minutes (excluding lunch times)

Total Hours per Week: 27 hours 35 minutes

II. Time Allocation

Curriculum time is planned as continuous study throughout the term, or as blocks of

study. Work will be planned using the Whole School Long Term Curriculum Map and
and Broad Medium term planning. Teachers will follow the agreed Schemes of Work*
with reference to whole school planning to ensure that programmes of study are
effectively covered.

We are committed to raising standards of Key Skills at Worsbrough Common Primary

School. By Key Skills, we mean the ability to read, write and speak in English and to
use mathematics and ICT at levels necessary to function and progress at work and in
society in general.

Teachers will encourage learners to work within given time scales, and will facilitate
the effective use of time through:

The provision of effective, appropriate and attractive resources

Planning activities that offer sufficient challenge to all, are linked to the main
lesson objectives.

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Time Allocation per Week:

Literacy: 7.5 hours (5 x 1 hour sessions & 5 x

30 minute guided reading/phonics
sessions)
Numeracy: 5 hours (5 x 1 hour sessions)
Science: 60 minutes These times may be
ICT: 60 minutes blocked to ensure
History/Geography 60 minutes relevant coverage
Art: 60 minutes according to our cross
Music: 60 minutes curricular themes in
PE 120 minutes (2 x 60 minute sessions) the long term plan
RE 30 minutes
DT 60 minutes
PSHE 60 minutes

The allocation of time for the computing curriculum will be incorporated into the
planning for other areas of the curriculum, alongside planning of explicit computing
lessons.

Classroom Management and Organisation:

I. Management
The learning environment will be managed in such a way as to facilitate different
styles of learning, with particular regard to Special Educational Needs:
Whole class teaching
Group work, organised according to appropriate criteria (ie Ability, mixed ability,
interest, etc)
One to one teaching
Conferencing
Collaborative learning in pairs or groups
Independent learning
Flexible groupings

All areas of the learning environment will be planned for, including the outside areas,
in order to ensure opportunities for a range of practical activities, which will develop
appropriate skills, concepts and knowledge.

Learning assistants, support teachers and external agencies will be employed to

support children with Special Educational Needs and physical needs, as outlined on
their Individual Education and Care Plans.

II. Behaviour Management

As outlined in the whole school behaviour Policy, each class will display reminders of
expectations & rules , Playground Rules, Aims and Values.

III. Organisation
The classroom will be organised to facilitate learning, the development of
independence and transition through school. This may require flexibility in the

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organisation of furniture or access to resources and tools that are particularly
relevant for certain groups, classes or year groups.

Tools to support learning will be displayed throughout all classrooms in school

and serve as prompts for learners independent application.
Writing resources will be available for use at all times, and from Foundation 2
upwards.
Classroom reading areas will be inviting, comfortable and attractive and
encourage positive attitudes to reading.
Labels and posters should wherever possible reflect the language diversity in the
school including communication tools such as communicate in print and makaton
prompts where appropriate.
In Foundation and key stage 1 areas for imaginative play and continuous
provision will change regularly, in order to give opportunities for a range of play
and role-play which will contribute to learning in a purposeful manner.
Learners will be involved in the maintenance and care of all equipment and
resources.

Planning:
Medium term plans will be drawn up on a half termly basis showing coverage
planned for all subjects for the coming half term. Content may be blocked into cross
curricular projects or themes to allow for efficient use of curriculum time and should
be linked to the long term curriculum plans.

Teachers and support staff will meet regularly to plan. The agreed Weekly Planning
documents will be available for monitoring in planning files or stored on the staff
shared drive. An agreed Individual Lesson Plan sheet is available for teachers to use
if they wish.

Differentiation:
Teachers will differentiate the curriculum by:
Time
Task
Outcome
Teacher/adult support
Resources

Differentiated tasks will be detailed in core weekly planning. Learning objectives will
be specified for all differentiated teaching. Detailed reference will be made in weekly
plans to Individual Education Plans, and to Section 11 support for children with
English as an additional language. Differentiation will be supported by in class
intervention, flexible grouping and use of learning tools and resources.

Record-keeping and assessment:

Regular assessments are made of learners learning in order to establish the level of
attainment, and to inform future planning. Record-keeping and assessment
procedures are defined in the Assessment Policy and Feedback Policy.

Screening:

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Foundation 1 learners will be screened using agreed Baseline Assessment within

their first three days and again within 2 weeks of starting school. All Reception
learners will be screened using an agreed Baseline Assessment Format within 2
week of starting school.
Year 1 children will complete the statutory Phonics check at the end of Y1
(summer term)
Year 2 learners will be assessed for Mathematics and English using Teacher
Assessment and supported by Key Stage 1 Assessment materials published by
the NCA.
Children in Y3, Y4 and Y5 will be assessed using optional test materials alongside
teacher assessment
Year 6 children will be assessed for Mathematics and English using Teacher
Assessment and Statutory Key Stage Assessments for Reading, Spelling,
Punctuation & Grammar and Maths. Science, Computing & other subjects will be
assessed using teacher assessment
Attitudes and Dispositions for learning will be assessed termly and recorded on
learner trackers
Learners will all be screened using Thrive Assessment framework during the first
half term of the academic year to determine level of nurture or pastoral support
that may be appropriate and to identify other learning, behaviour or emotional
needs.

All results from these assessments will be analysed and used to inform future
planning.

Monitoring and evaluation:

Learners work will be monitored and moderated termly in each of the core
curriculum areas by the Curriculum leader, teachers and the Deputy or
Headteacher.
A termly review of this monitoring is held with all members of the teaching staff,
and individual targets are agreed for each child through the process of learner
progress meetings
Summaries of monitoring activity are reported to Leadership team in the termly
RAP and are used to inform School Improvement activity for the following term
where appropriate
Subject lead teachers will regularly monitor childrens books and folders.
Observations of teaching in different curriculum areas will take place at least
termly and may form part of wider enquiry work.

Teaching Strategies:
In order to ensure equality of access, and effective matching of tasks to needs,
teachers will employ a variety of strategies:
An extensive and robust transition process for all new learners including
Ready, Steady, Play for new starters in EYFS, pre visits and meeting with
parents and carers for new learners in Y1 Y6
Home visits, to initiate contact and a relationship between parent, child and
teacher in Foundation 1.
Provision of an integrated curriculum both inside and outside the Foundation
Stage unit

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 The development of close links between Foundation Stage and Rising Stars
day care provision
The involvement of subject lead teachers in the development of individual
curriculum areas, in order to ensure continuity and progression between
Foundation Stage and Key Stage 1 and Key Stage 2
Development of learning behaviours in all year groups with a focus on
Learning Muscles and Building Learning Power
Teacher observation
Discussion and questioning (open and closed as appropriate)
First hand experiences
Previewing and reviewing work
Didactic teaching
Interactive teaching
Collaborative learning
Conferencing
Listening
Brainstorming
Providing opportunities for reflection by learners
Flexible grouping & differentiated activities
Pre learning and home learning to support learning in class
Demonstrating high expectations
Providing opportunities for repetition/reinforcement
Providing encouragement, positive reinforcement and praise
Making judgements and responding to individual need
Intervening, as appropriate, in the learning process in order to encourage
development
Provide all children with opportunities for success
Use a range of communication strategies verbal and non-verbal.
Use of innovative new technology e.g. tablet devices, 1:1 devices, blogs,

Teachers will use a range of strategies in any one session.

Activities should show a balance in terms of individual, group and whole class work.
Teachers should follow the accelerated learning lesson cycle in all subjects/sessions

Resources:
Each classroom will be equipped with a basic set of resources and books appropriate
to the age range. Specialist resources will be stored in the appropriate shared
spaces and will be audited and replenished termly. Staff may request additional
specialist materials which may need ordering.

Learners will be taught how to use all resources correctly and safely, with care and
respect; and with regard for Health and Safety and waste.

Care will be taken to ensure that resources reflect the cultural and linguistic diversity
of our society, and that all learners have equality of access.

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Section 4

Learning Processes:
Children enter school at different stages of development. Children learn in different
ways and at different rates of progress. In the course of learning children develop
their skills through a variety of processes. These include:
Investigation
Experimentation
Listening
Observation
Talking and discussion
Asking questions
Practical exploration and role play
Retrieving information
Imagining
Repetition
Problem-solving
Making choices and decision-making
Reflection
Collaboration
Imitation

At Worsbrough Common Primary School opportunities are organised to allow

learners access to these processes, and for them to develop their own strategies to
gain knowledge and skills. The process of learning is made explicit to all learners
through the use of Building Learning Power and the language of learning muscles.

Learning Styles:
At Worsbrough Common Primary school we acknowledge that there are often many
and varied ways to learn. We never restrict children on one particular learning style
but staff will make efforts to use a range of teaching & learning styles in order to
enable all learners to develop deep understanding and to reach their full potential.

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 Section 5

Governors Role:
It is the Governors role to monitor and review the policy and its practise through:
Reporting to the Headteacher and teachers.
Reporting to the curriculum sub-committee.
Reporting to the Full Governing Body.

And as detailed in the Governors Document:

To receive reports from the Headteacher and/or the Teacher Governor
To attend INSET
To receive reports from the Premises Officer on relevant issues, in particular
Health and Safety, and to follow up any relevant issues.
To promote and ensure at all times equal opportunities in relation to race, gender,
class and belief.
To promote and ensure at all times the practice of giving value and respect for all
cultures and faiths.

Parents Role:
Parents are encouraged to support their childrens learning by:
Ensuring that their child comes to school feeling confident and positive.
Ensuring that their child arrives at school punctually and regularly.
Sharing with the teacher or other appropriate member of staff any problems in
school that their child is experiencing.
Supporting their child by attending Parents Evenings and other meetings &
events.
Supporting their child and the teacher by becoming actively involved in the
operation of the Individual Education Plan, and any Special Educational Needs
processes.
Ensuring that all contact addresses and telephone numbers are up to date and
correct.
Ensuring that their child arrives at school wearing the correct uniform and bring
the correct PE kit.
Agreeing to the home school agreement concerning their childs behaviour.
Supporting their child with home learning activities.
Welcoming staff at home-visiting times, such as before starting in EYFS.
Contributing relevant information to base-line assessment.
Attending all medicals and health interviews when invited.
Responding to letters sent home from school.
Informing the school of reasons for their childs absence.
Informing the school of any significant matters at home which may affect their
childs progress, happiness or behaviour.
Supporting extra-curricular activities, such as visitors to school, concerts, visits
and fairs.

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Community Role:
The community is invited to support the school by:
Contributing to activities, such as assemblies, artistic events, specialist outings
and clubs.
Presenting themselves as positive role models to be emulated.
Providing positive role models with regard to behaviour.
Supporting school events.
Voluntarily helping in the classroom.

The Schools Role:

In relation to each of the above areas the school will reciprocate by:
Responding to all offers of support as far as it is able.
Respecting all information given in confidence.
Giving clear information on the aims and objectives of the curriculum and school
procedures.
Setting up curriculum meetings.
Ensuring that curriculum plans at all levels are available to parents and
governors.
Giving reasonable/appropriate access to teaching staff.
Working in partnership with parents and carers to ensure the success of their
child, and encouraging parental involvement in working out the way forward for
their childs educational future.

Review

This policy is a working document and, therefore, is open to change and restructuring
as and when the need arises. To be reviewed by Autumn Term 2018

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