ࡱ> q` E7bjbjqPqP 8v::/%8N\6llR R "t t t t t t kkkkkkk$nh qkx"t t x"x"kt t k%%%x"dt t k%x"k%%d5jt F [J}{%"f4kl06lfLq#qh5jq5jlt h J%&!<b!t t t kk$dt t t 6lx"x"x"x"$  Our Lady of Victories Catholic Primary School, Learning and Teaching Policy In our school we are striving to create and develop a community based on the values and teachings of the Gospel, in which there is a mutual respect, love and understanding. We seek through Catholic education to enable every individual to develop their unique potential within a wider and changing society. Achieving Together In Gods Love Philosophy At Our Lady of Victories School we believe that learning should be a rewarding and enjoyable experience for all. We seek to establish our school as an excellent centre of learning for both pupils and staff; where we can all learn new and exciting things in a Christian atmosphere of love and care; where self esteem, self confidence, self-respect and positive relationships are fostered. We firmly believe in the concept of life long learning and that we share the responsibility for nurturing all our childrens spiritual, moral, academic, social and physical development as well as their mental well-being, enabling them in the future to make informed decisions in their lives and become responsible citizens of the future. At Our Lady of Victories we provide a rich and varied learning environment using stimulating and creative teaching strategies which takes account of different learning styles, challenging and encouraging all our children to reach their true potential and become motivated and independent learners. Aims and Objectives: To enable children to become confident, resourceful, motivated, enquiring and independent learners for life, in order for them to become valued members of society. To develop knowledge and understanding of their own faith journey and an understanding and tolerance of other faiths and cultures. To establish an ethos of excellence and enjoyment by fostering challenge, confidence, and self esteem in all children and staff. To develop a mutually dependent and interactive partnership for learning, based on trust and understanding between children, parents, governors and staff, in order to raise academic standards and promote the well-being of learners. To provide access for all pupils to a broad and balanced curriculum. Role of the Teacher Personal skills and professional values. Learning is effective when teachers. Actively contribute to and share responsibility for the corporate life of the school. Build good relationships with the children: valuing, encouraging and challenging them to do their best, whilst being fair and firm. Are positive, enthusiastic, confident, inspirational and calm, showing empathy and humour. Are well prepared, adaptable, willing to embrace new ideas and open-minded to change. Take account of equal opportunities. Build effective relationships with other professionals (including outside agencies and visiting specialists), parents and Governors. Take responsibility for the influential role they play in childrens lives. Are mindful of being role models to the children in and out of the school environment. 3.2 Knowledge and Understanding Learning is effective when teachers. Have a good knowledge and understanding of the requirements of the National Curriculum and other National Strategies as appropriate. Have good subject knowledge with focused learning objectives that facilitate progression. Have an understanding of how children learn, including different learning styles, abilities and preferences by providing differentiated activities to meet these needs. As subject leaders, employ whole school agreed policies/systems to enable them to have an over-view of the strengths and weaknesses within their subject, and an appropriate plan of action to raise standards. Teaching Strategies Learning is effective when teachers. Focus beyond what children learn to how they will learn and how the teacher needs to intervene in the process. Structure lessons well have focused learning objectives that are written in a language that children understand, include meaningful tasks and have a plenary that allows time to reflect and review on what has been learned. Demonstrate a wide range of teaching strategies to accelerate learning. Use visual, auditory and kinaesthetic teaching styles to ensure that all children are reached in a way that suits their particular learning style. Communicate in an articulate way using a variety of effective questioning to ascertain understanding and challenge leaning. Model and demonstrate, use stimulating foci and teach memory and study skills. Encourage a variety of learning techniques and talk to children about how they learn and respond positively to their efforts. Mark childrens work regularly (within one week of the piece of work being completed) and in accordance to the schools marking policy, indicating what children need to do next in order to raise their own attainment. Make the most of opportunities to learn together, reflecting on their own experiences and sharing good practice with colleagues especially those who are new to the profession. Try new ways of working, embrace new ideas and take pedagogical risks. 3.4 Planning, assessing, recording and monitoring Learning is effective when teachers. Follow the agreed long, medium and short term planning systems in school. Use assessment for learning techniques on a daily basis to ensure that children have acquired the necessary learning in order to proceed. Evaluate lessons and annotate short term planning to identify modifications to the learning and teaching process. Have high expectations of childrens work in both content and presentation. Set challenging but realistic targets and communicate them to the children. Take account of childrens special educational needs. Set Small Measurable Achievable Realistic Targets for children with identified SEN on their IEP and communicate them to both the child and key staff. Assess childrens progress against targets identified on their IEPs. Formally and informally assess childrens work on a regular basis and keep effective records in line with Our Lady of Victories Monitoring and Assessment policy and timetable. 3.5 Creating a learning environment Learning is effective when teachers. Create an environment which is rich and stimulating, well resourced well organised and tidy, where children are encouraged to have respect for and take pride in their school. Create a positive atmosphere where children are encouraged to try their best and are praised for their efforts. Facilitate creative, personalised learning experiences. Our wonder weeks, target setting, radio station and outdoor environment help us to achieve this. Develop an ethos of high expectation of good manners and positive behaviour, where no-one is intimidated and no-one is humiliated. Promote a listening culture within the class. Maintain interesting Literacy and Numeracy displays that are interactive, highlight targets (including behaviour targets) and accelerate learning. Change displays regularly, to reflect, celebrate, value and support childrens learning (Subject word banks, interactive, 3D, sensory) Group children in a variety of ways individually, small groups, whole class, by ability and mixed ability groups as appropriate. Deploy teaching assistants and other adult helpers as effectively as possible, sharing with them the learning objectives of the lesson and your expectations. Provide a secure environment making sure all tasks and activities are safe. 3.6 Communication with parents Learning is effective when teachers. Inform parents of the targets that their child is working on within the term and about aspects of the curriculum to be studied so they can support their childrens learning. Communicate regularly with parents through meetings, homework diaries, reading records, letters and newsletters. Share concerns with parents if their child appears to be experiencing academic, behavioural, emotional or social difficulties. Meet with parents termly and verbally discuss their childs progress. Write an annual report commenting on progress made throughout the year and specific targets they will need to address to accelerate their childs learning. 4.0 The Role of the Pupil Pupils learn best when they. Feel respected and valued Feel the environment is non-threatening but challenging Are encouraged to take an active part in lessons Are prepared to listen to others Understand clear learning objectives for the lesson Are encouraged to reflect on prior learning Are given differentiated tasks appropriate to their ability and learning styles Are clear about the task and are supported when problems are encountered Are equipped with the correct apparatus for the task Develop independent learning strategies and are encouraged to take risks Are given opportunities to demonstrate their understanding Are encouraged to work at a pace to meet the challenges set Feel their efforts are rewarded appropriately Receive evaluative comments on their marked work indicating how to improve or what the next steps are in their learning Are given a moderate amount of homework to reinforce learning 5.0 The Role of Parents Pupils learn best when parents. Promote a positive attitude to school and learning in general Offer support with homework (reading, spellings, tables, topic work) Attend parent consultations Are aware of the targets that their child is working towards Inform school if there are any matters outside school that are likely to affect a childs performance or behaviour Uphold the Home School Agreement Encourage good attendance Provide the correct uniform including the correct PE kit. Support the school in its Positive Behaviour Policy and Bullying Policy 6.0 The Role of the Senior Leadership & Management Team Pupils learn best when the Senior Leadership & Management Team. Promote the aims and ethos of the school Lead by example Have a focused School Improvement Plan that has involve all stakeholders and which develops a strategic plan to raise standards and promote learning Provide purposeful training for staff including the sharing of good practice to raise standards Stay informed and abreast of new initiatives Be up-to -date with changes to the National Curriculum and statutory testing arrangements Ensure that the quality of learning and teaching is good through lesson observation and staff discussion Assess, analyse and evaluate appropriate data to inform the next stages of strategic planning Communicate effectively with fellow colleagues, pupils, parents, and governors Develop good relationships with relevant professional agencies/organisations Allocate appropriate resources effectively and efficiently Represent the school to outside agencies in a professional, positive and informed way. 7.0 The Role of the Governors Pupils learn best when Governors. Talk up the school as a centre of excellence in learning Support the work of the teaching and support staff Attend Governing Body meetings and regular sub-committee meetings to be informed of everything that is happening in school Play an active part in the leadership process of the school and the development of the School Improvement Plan Allocate resources through the school budget to support learning and teaching Act as a critical friend to the Headteacher supporting him through policy making in raising standards, whilst setting challenging targets by means of Performance Management Ensure school buildings and premises are best used to support successful learning and teaching, keeping abreast of Health and Safety regulations 10.0 Other Relevant Policies School Aims Positive Behaviour Policy Curriculum Policy Assessment Policy Marking Policy Monitoring and Evaluation Policy This policy was written in conjunction with the Senior Leadership and Management Team This policy will be reviewed bi-annually Signed _________________________ Chair of Governors Date____________     PAGE  PAGE 1 012?HNOP  淮yfSf@$h*Nh>;CJOJQJaJmH sH $h*Nh2jCJOJQJaJmH sH $h*NhQuCJOJQJaJmH sH hSHhhD.OJQJmH sH hSHhhD.5mH sH hSHhhD?5mH sH  h 6] hrC=6]hrC=5mH sH hSHhhD?5CJaJmH sH hSHhhrC=CJaJmH sH hSHhh.05CJaJmH sH hSHhhrC=5CJaJmH sH h8H5mH sH 12OP 8 9 q & FgdxN & F ^`gd]gd2jgdq;gdD? 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