09 February 2016
Teaching and Learning Policy
Mission Statement & Vision
St. Ann’s Church of England Primary School is one of the family of church
schools within the Liverpool Diocese. Our welcoming school is at the heart of
the community and is distinguished by its nurturing ethos which is underpinned
by Christian values.
Excellent teaching makes learning exciting and accessible for all and we
challenge our children to develop a love of learning and to reach their full
potential.
Throughout their school journey we encourage children to grow as resilient
individuals who aspire to search out and grasp all of life’s opportunities, making
wise choices in order to build a positive future for themselves and others. Our
vision is that our children leave the school as compassionate citizens who
respect the rights, beliefs and individuality of others.
We want our pupils to be:
 Respectful of each other, ourselves and the world around us, having
reverence of what God has created.
 Inspiring to each other; giving each other hope and encouragement,
setting a good example to others.
 Independent and resilient learners who demonstrate perseverance;
keeping on trying and not giving up. They seek help from others and
resources available, showing honesty.
 Caring - they understand the feelings of others, wanting to help, showing
compassion, forgiveness and reconciliation.
 Confident in their own abilities and willing to try new things, confident in
those around them and trusting others.
 Approachable and willing to listen. Showing that they are willing to go
that extra mile to help out others.
 Supportive, warm, friendly and caring. They show love and friendship
towards others at all times and promotes resolution of conflict with their
peers; they are peacemakers.
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Aims

To have the highest expectations and aspirations for all our children,
removing barriers to learning, so that they can reach their full potential

To deliver a rich, broad, balanced and relevant curriculum which promotes
a love of learning and contributes to outstanding learning and achievement
for our children

To actively promote and develop pupils’ social, moral, spiritual and cultural
development

To create a positive learning environment where all pupils are valued

To value the contribution of parents and actively encourage this
partnership to support children’s learning

To provide enriching educational experiences that prepare children for
their continuing learning journey and encouraging children to be
inquisitive
The Curriculum
We put our children at the centre of their own learning and place great
emphasis on nurturing skills and encouraging our school values. We believe in
making learning inspiring and supporting children in developing as inquisitive
learners. Our quality Wave 1 teaching (teaching that supports the learning of all
within the classroom environment) develops children’s skills and knowledge and
love of learning by making links between the individual subjects which enables
our children to apply their growing knowledge and skills in a wide range of
contexts relevant to them.
Our curriculum is underpinned by the learning outcomes from the early learning
goals (Foundation Stage) and National Curriculum (2014) to create a broad,
balanced and engaging curriculum.
Across the whole school, literacy and maths is taught daily. Where learning can
be enhanced, cross curricular links (links made with other areas of the
curriculum such as history or DT) are made. Foundation subjects are taught
through a cross curricular approach with an overarching learning question
wherever appropriate. Often there will be a topic theme for the whole term /
half term with learning in most foundation subject incorporated, however each
subject’s objectives / learning outcomes are specifically taught.
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From key stage one (KS1) upwards, subjects are taught in weekly blocks, rather
than one lesson per week which, we believe, allows for a deeper understanding to
be developed. Literacy and Maths links are interwoven within the curriculum to
provide opportunity to practise and apply skills. Deep Learning Days (topic led
whole days) provide the flexibility and opportunity for this.
We are confident that we know our children very well and are aware of their
next steps for learning. These next steps are integrated into the curriculum to
ensure that they move on in their learning.
Specific aspects of the new National Curriculum (including computing, music and
Design Technology – cooking & nutrition) are taught through Preparation,
Planning & Assessment (PPA) sessions which are planned by teachers using the
learning objectives taken from the National Curriculum and led by teaching
assistants. Additionally, key basic skills such as fine and gross motor skills
(KS1) and art skills (KS1 & Lower KS2) are practised and applied, during these
sessions, to meet the needs of our children.
Learning Questions
The use of questions is an effective tool for challenging children’s learning. We
use a range of open and closed questions to stimulate, enrich and assess
learning, knowledge and understanding. All lessons have a learning question as a
starting point for the learning. These take the form of a ‘Can I… ?’ question
which provides the main focus for the lesson / series of lessons. This will be
shared verbally or written as appropriate to the age group and activity/lesson.
This will be used by the children to support self-assessment of their learning
through the lesson.
In Foundation Stage / KS1 a ‘Puzzle Pup’ cuddly toy is used to share the learning
question. In KS2 a picture of a ‘Puzzle Hound’ is used and the learning question
is generally written and shared visually and verbally. (see assessment policy for
further information)
Steps to Success
We use ‘Steps to Success’ (StS) to support children in knowing how they will
achieve the learning question.
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StS are an effective tool in helping children to know what they need to do to
achieve in their learning. There is no set format for these but examples are in
the form of a checklist or step by step instructions.
In literacy, when children are completing a sustained piece of writing or learning
how to write a genre over a period of time, the StS will generally be in the form
of a checklist.
In maths, where appropriate, the StS will be in the format of a step by step
guide of how to meet the learning question. In KS1 this is generally in a
pictorial form with this developing through KS2.
StS can be used in many different formats but it is a consistent theme
throughout school and children understand how it can be used to support
progress in their learning.
Planning
Foundation Stage
There is a long term plan for both literacy and maths for the Upper Foundation
Stage. In Lower Foundation Stage, literacy and maths are integrated into the
starting point overview long term plan and taught through a cross curricular
format rather than in ‘stand-alone’ lessons. Letters & Sounds (phonics teaching)
begins in Nursery and continues in Reception. This is planned separately.
Weekly plans are produced across the Foundation Stage which are cross
curricular and provide further detail including enhancements to learning and
differentiation in relation to stages of development.
Literacy
The long term literacy plan, for each year group, incorporates the genres / text
types that will be taught during the year.
The medium term plan provides information about the grammar that will be
covered through literacy lessons plus the texts which form the starting point
for learning.
To ensure that all phonics/spelling objectives are covered, a separate medium
term plan is written for each year group.
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Weekly plans provide further detail on differentiation and learning questions.
StS information is also incorporated. (see separate information regarding learning
questions and StS further within the policy)
Read Write Inc Spelling is the scheme used for the teaching of spelling from
Year 2 upwards. The planning for this is in the form of annotated lesson plans
to personalise this programme for our learners.
Maths
The long term maths plan, for each year group, is the new National Curriculum
document. The medium term plan details the specific objectives that will be
taught during the term. In addition, mental maths objectives that will be
covered are detailed. This information is taken from the National Curriculum
but additional information / detail is added. The Focus Education Nonnegotiable maths facts are incorporated into mental maths planning to ensure
that children are at age expected levels.
Weekly plans provide further detail on differentiation and learning questions.
StS information is incorporated. A separate mental maths weekly plan is
provided in KS2 with this being incorporated into main plans within Foundation
Stage and KS1.
(See long term and medium term planning for each Key Stage for further information. These can
be found on the school website)
Foundation Subjects
The long term planning is completed on a two year cycle (from KS1 upwards)
ensuring that subjects are planned over the period to support progress within
key stages as well as across key stages. Learning questions (LQ) are developed
from the Focus Challenge Curriculum and children’s progress and achievement
are assessed.
Weekly plans incorporate further detail, learning questions and differentiation.
Part of the Primary Sports’ Funding has been used effectively to purchase the
‘Real PE’ scheme and provide training to support teachers in delivering the new
scheme. The Real PE plans are photocopied and annotated to meet the needs of
our children.
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Additional Support
The Special Educational Needs and Disability (SEND) Code of Practice (2013)
states that:
Teachers are responsible and accountable for the progress and development of
the pupils in their class, including where pupils access support from teaching
assistants or specialist staff.
High quality teaching, differentiated for individual pupils, is the first step in
responding to pupils who have or many have SEN plus G&T pupils.
Teaching Assistants
Each year group from Nursery to Year 6 have an assigned teaching assistant
during each morning; teachers and the SEN co-ordinator (SENCO) /
Interventions Co-ordinator (INCO) are responsible for the effective direction
and deployment of teaching assistants (TA) to support learning. Teachers and
TAs discuss planning and feedback daily to ensure learning intentions and
activities are clear.
Interventions
TAs work with a variety of children across the week and many are trained in the
implementation of Wave 2 (small group) and Wave 3 (personalised 1:1)
intervention programmes which support children who are working just below age
related expectations and / or those that are on the SEN register and are
identified as ‘SEN Support’. Through assessment day, provision maps are
produced which highlight learning needs and interventions are then planned to
meet these needs. Interventions are reassessed each term upon assessment
results. Each intervention is completed for a minimum of a ten week period and
the impact is analysed to ensure that there has been a positive impact on
learning and amendments are made as necessary. (see SEND policy for further
information)
Inclusion
St Ann’s CE Primary School is committed to an inclusive education for all. Please
refer to the school’s SEND policy for a detailed explanation of how this is
achieved. We liaise and work closely with other professionals and agencies to
support. (Please see school website and Accessibility Plan & Audit for further
information)
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Gifted and Talented Provision
As well as supported those children with SEN, we are committed to identifying
and expanding learning opportunities for those who are identified as our ‘more
able’ pupils.
Children are identified as ‘more able’ through:

TA / Teacher observations

Discussions with parents

How quickly children ‘pick up’ new concepts

Test results – those children who are working at a higher level than is
expected for their age group
Teachers plan to extend and expand understanding for all pupils in their classes,
including those who have been identified as more able. Additionally, in years 5
and 6, children work in small groups with G&T maths teacher once a week to
challenge them further.
Throughout the year, there are planned opportunities for children who are
identified as more able in a particular subject, to be challenge further than in
their classroom.
Learning Environment including the Outdoor Environment
Our school’s aim is to provide pupils with a stimulating environment in which to
learn. The learning environment must be safe, clean, well-organised and
resourced. Displays are an integral part of the learning environment and they
are expected to celebrate children’s learning, reflect the cultural diversity of
the school community and support learning. In Foundation Stage and across KS1
outdoor learning is a key element of learning and an important part of the
learning environment.
Marking & Feedback
‘Consistently high quality marking and constructive feedback from teachers
ensure that pupils make significant and sustained gains in their learning.’
School Inspection Handbook July 2014
The Sutton Trust evidence shows that feedback can be highly effective at
supporting pupils in making good progress. Timely, specific, accurate and clear
feedback is when feedback is most effective.
(November 2014)
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Because of this, we ensure that marking is of a consistently high quality.
 Marking is an essential part of the assessment and planning process
 Marking techniques are used to encourage the pupils to look at errors in a
positive manner
 Marking supports the pupil by helping them know the StS and teaches
expectations
 Marking is used to help focus a pupil to a specific target, both previous and
next steps
 The marking procedures are used by members of staff to ensure a
commonality of approach throughout the school. This develops across school
and is age and ability appropriate.
Guidelines for Marking
 Work should be marked in a coloured pen, different to the one used by the
child
 Marked work should be handed back to the pupil quickly to maximise impact
 Marking should make informed judgements and be selective, keeping to the
learning question set in the lesson and their personal next steps of learning
 Comments should be written in a style that can be easily ready by the child,
modelling the school handwriting which is appropriate to their age group
 The words used should be easily understood by the child
 Marking should be concise
 Children should be given opportunities to self and peer assess as part of the
learning process
Foundation Stage
 Observations are annotated against characteristics of learning, area of
curriculum and next steps
 Staff always use positive oral language, with an appropriate next step to move
the child on
 In Reception class, guided activities and mark making are often annotated to
inform adults of the child’s next steps. Triangles denote the level of support
given in guided sessions and stars for effort in both guided and continuous
provision.
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 In the summer term, Reception class begin to self-evaluate using traffic
lights relating to the success of achieving the learning question.
Keystage 1
General Guidance
 In guided activities, feedback will be given through positive conversations and
if appropriate a written comment.
 The use of stars continues to reward effort, changing to smiley faces in Y2.
 Either an ‘I’ for independent or ‘G’ and triangles are used to show levels of
support
 Children begin to self-assess using coloured pencils next to the learning
question to show how they feel they have achieved. (Green Amber Red)
Literacy

Two stars and a wish (see appendix for examples) are used to mark against
the StS for sustained pieces of writing (writing of a longer length).
 In small guided groups, children are provided with a 10 minute opportunity at
the beginning of a literacy lesson to discuss the teacher’s comments and act
upon the wish given to edit and improve their piece of sustained writing.
 If a child achieves their wish from their previous piece of writing in their
next piece of sustained writing they will receive a reward stamp on the piece
of work as well as a sticker to acknowledge their achievement.
Maths
 Smiley faces (see appendix for examples) are used to denote children’s
effort.
 ‘ch’ is used to denote where a child needs to check their work.
Foundation Subjects

Reflection questions are asked of the whole class and responses recorded as
a collective exercise to further learning linked to the learning question.
These are kept in a file within the class.

As the children move through KS1, some will begin to respond independently
to questions following training by Teaching Assistant.
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Key Stage 2
General Guidelines
 In guided activities, feedback will be given using positive oral language and a
written comment.
 The use of smiley faces to reward effort continues through Y3/4.
 Either an ‘I’ for independent or ‘G’ and triangles are used to show levels of
support
 Children continue to self-assess using coloured pencils next to the learning
question to show how they feel they have achieved. (Green Amber Red)
Literacy
 Two stars and a wish (see appendix for examples) are used to mark against
the StS for sustained pieces of writing.
 At the beginning of literacy lessons children are provided with a 10 minute
opportunity to discuss the teacher’s comments and act upon the wish given to
edit and improve their piece of sustained writing.
 If a child achieves their wish from their previous piece of writing in their
next piece of sustained writing they will receive a reward stamp on the piece
of work as well as a sticker to acknowledge their achievement.
Maths
 Crosses are used to denote any incorrect answers but once the child has been
given 4 crosses, marking stops and the teacher ensures that they make a
comment to speak to the child the following day or as soon as possible to
review learning.
 If ‘ch’ (check) is written on the work, the child needs to go back and check
the incorrect answers and redo.
 If ‘vf’ (verbal feedback) is written, the child understands an adult will return
to looking at the activity with the child in a guided session the following day.
Additionally, ‘vf’ means that verbal feedback has been provided during the
activity to support the child in their learning.
Foundation Subjects
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 Questions are added by the teacher to extend the children’s thinking in
response to their learning. There is time provided within ‘topic’ work time to
allow for children to respond to their questions.
(Please see marking symbols chart for further explanation)
Assessment
Please see information in the Assessment Policy.
Parent involvement
Parents and carers are vital to, and considered as partners in children’s learning
and progress. We strive to involve them. We have an open door policy, which
encourages parents to come into school to become partners in their child’s
learning. Events are held across year groups throughout the year. Our Home /
School agreement provides further details of our working relationship. Parents
receive a detailed school report in July which outlines the child’s achievements
during the year, how they are achieving relative to expected levels and how they
can improve and develop in the future. In addition to this, parents are able to
attend two parents’ evenings throughout the year to discuss their child’s
progress. Teachers are available on the school playground at the end of each
day to discuss any issues with parents. Termly learning guides are produced by
each class to outline topics, learning and information for the forthcoming term.
Many parents offer some of their time to help in school. These offers are
always welcome and parents undertake a variety of tasks, working with
individuals and groups of all ages. All school helpers are required to have DBS
clearance before starting work.
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