Learning and Teaching
Policy
Committee:
Standards & Achievement
Author:
Jodie Long
Date of issue:
February 2015
Amended:
Reviewed Date:
March 2015 (No change)
Review Date:
March 2016
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‘Goffs is a community that values respect, confidence and achievement’
An Outstanding Learning Experience – All students and staff are given the opportunity to
improve their knowledge and understanding of the world in which they live and to develop key
skills so they can become life-long learners. The learning experience plays a significant role in
the following objectives as outlined in the Strategic Development Plan;
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to enable everyone to have the confidence, knowledge and personal skills to embrace
change, seeing it as a means to live more satisfying and fulfilling lives.
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to provide the opportunities, challenge, support and encouragement to enable all
students to achieve the best of which they are capable, and to celebrate that
achievement.
As such, high quality learning is the most significant factor in securing students’ progress,
engaging and motivating them and ensuring positive outcomes in terms of fulfilled potential.
We aim, therefore, through successful learning and teaching, to develop the whole child and to
enable our students to become lifelong learners.
PURPOSE:
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to ensure high quality teaching and learning experiences for students of all abilities and
aptitudes
to provide a framework for learning and teaching, within which there is flexibility and
scope for creativity
to provide coherence of approach and consistency of expectation
to make explicit the entitlement of all students
to raise attainment by increasing levels of student motivation, participation and
independence
to promote reflection on, and sharing of, good practice
to promote an understanding of how learning takes place
to make explicit a baseline for monitoring and evaluating the learning that takes place
to provide practical guidance and clear procedures
to inform teachers, students, parents, governors and the wider community about the
aims and processes of learning
to identify specific areas of responsibility at a whole school, departmental and
individual level
ROLES AND RESPONSIBILITIES:
We believe learning will most effectively take place when:
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the environment is secure, stable and stimulating
students’ self-esteem is high
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students understand the purpose of the learning and see relevance to their own
experience
students understand the ways in which learning takes place
the learning builds on prior knowledge and understanding
success criteria are explicit and models are provided
the learning is active and collaborative
student questioning, reflection, and discussion are encouraged
independent learning and thinking is facilitated and encouraged
there are opportunities for creativity and utilising different learning styles
students can self assess, know what they need to do to improve and are able to set
appropriate targets
students have opportunities to transfer skills, knowledge and understanding to other
contexts
As such, students, teachers, the Leadership Team and Governors all have an important role to
play.
Students should;
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Work effectively and purposefully in a range of contexts
Come fully equipped and prepared to maximise the learning opportunity
Be prepared to share their learning and ideas
Ask questions where appropriate – of each other and the teacher
Support one another, working collaboratively, recognising that the contributions of all
are valid
Undertake self-assessment or peer assessment with some confidence, becoming
increasingly able to apply the criteria for success and to set appropriate targets for
improvement
Know where to go for help and recognise that further progress can always be made
Be able to select appropriate learning resources to help develop their own learning
Work with increasing independence, developing the skills to become life-long learners
Make increasing use of ICT to develop their learning, accessing a wide variety of
sources and using appropriate methods to present their work
Routinely develop ‘learning habits’
Teachers should;
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Teach stimulating lessons which engage the students, allowing them to make good or
outstanding progress towards meeting the intended learning outcomes of the lesson.
Ensure that learning is planned with clear learning objectives, structure and challenge
for all students
Ensure that planning allows for a variety of learning styles across a scheme of learning
and provides opportunities for developing a wide range of ‘Learning Habits’ using the
Building Learning Power (BLP) model.
Make use of all available information (prior attainment data, assessment data and
information and knowledge of particular needs) to plan differentiated learning
opportunities
Ensure that learning is planned to build on prior learning and ensures continuity and
progression
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Ensure that opportunities for developing literacy, numeracy, ICT skills and crosscurricular elements are integrated into lesson plans wherever possible
Ensure that planning makes provision for the effective use adults who may be
supporting the class (e.g. TAs)
Ensure that planning allows regular and varied opportunities for checking of learning
and, thus, appropriate intervention.
Ensure that objectives are clearly linked to departmental long and medium term plans
Ensure there is a dual BLP (Building Learning Power) objective so that students’ can
see what habit they are developing.
Ensure that appropriate and stimulating resources are organised prior to the lesson
It is recognised elsewhere in this policy that Continuous Professional Development (CPD)
should be sufficiently rigorous to support this intention. Likewise, various advice booklets,
presentations, articles and video clips are available, either in hard copy or on the Staff
development zone of the Learning Gateway. Lead Practitioners are also responsible for
running drop-in advice sessions and surgeries.
Planning; (A Goffs planning pro-forma exists with advice, which, if used, will facilitate the key
intentions outlined . The above list is, by no means exhaustive - It is recognised that
colleagues may also wish to extend their repertoire of teaching methods and provision of
learning experiences beyond the basic intentions given here in order to ensure even more
varied and effective learning opportunities for all our students.
During the lesson;
Ensure that the good practice above is carried out in reality in the lesson. More specifically this
entails;
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Present lessons with clarity, enthusiasm and pace.
Make learning active by providing tasks which enable students to make meaning,
construct knowledge and develop understanding ‘learning habits’
Model activities and processes on occasion, making their thinking and decision-making
explicit to students. However, students should also be allowed to explore ways in
which they can complete a task without teacher input.
Provide exemplar work so that students are aware of the sophistication of response
expected
Provide appropriate levels of scaffolding to support students’ learning, taking care not
to do the task for them
Use a variety of questioning techniques to probe and develop students understanding
Promote active listening, inviting a range of different responses and building in time for
reflection
Give constructive, positive feedback on work in progress
Provide opportunities for success for every student through the promotion of
differentiation
Seek frequent opportunities for praise
Provide opportunities for progression which increase the level of conceptual challenge,
the depth of understanding and the breadth of application of skills
Vary groupings and seating arrangements according to the task
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Use Assessment for learning techniques including providing immediate verbal
feedback using ‘what went well’ and ‘even better if’ and utilising peer and self
assessment/target setting opportunities
Students are made aware of the criteria for progression between levels or grades and
are enabled to interpret these criteria in a meaningful way.
Demonstrate flexibility in their approach and be prepared to deviate from the lesson
plan where appropriate
Set a variety of home-learning tasks to deepen, extend, or initiate learning. These
should be set frequently at both ‘Level 1’ and ‘Level 2’. See the Home Learning policy.
After the Lesson (Marking)
Marking and Assessment should be carried out by the teacher in line with the Marking policy. It
should be rigorous and appropriately detailed. Comments should be both diagnostic and
formative, ensuring that students clearly understand how to progress in their learning and meet
key assessment criteria. There should be evidence of students acting upon targets and
feedback given.
The Leadership Team should;
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provide appropriate support, training and resources for departments and individuals
monitor and evaluate the delivery and impact of the policy
modify and update the policy in the light of ongoing developments and the changing
needs of the school.
Heads of Department should;
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be responsible for the coordination and planning and delivery of effective schemes of
learning taking into consideration the aims and objectives of the policy
monitor and evaluate consistent delivery of the policy at team level., as part of ensuring
absolute equality of delivery and opportunity across the department and in different
classrooms.
provide appropriate support to team members through training materials or coaching
Support Staff should;
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be aware of the principles of the policy and how they can contribute to it
Parents/Carers should;
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support the policy of the school, in line with the Home School Learning agreement, by
providing support for students at home, allowing them to continue to develop their
learning effectively
Governors should;
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ensure the effective and rigorous implementation and monitoring of the policy
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SUMMARY OF KEY INGREDIENTS FOR SUCCESSFUL LESSONS:
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These key ingredients are not meant to be a straight-jacket, to which every lesson has
to conform
For further detail see the Goffs advice publication on outstanding lessons and staff
development resources on the Staff Learning Gateway.
Essential and fundamental aspects of successful learning are:
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Appropriate setting of the learning climate (meet and greet, uniform, planner and
equipment checks)
Engaging starter activity (appropriate to the context of the lesson, or checking homelearning or building a ‘Learning habit’)
Recap (student involvement)
Learning objectives (shared with students appropriately and linked to assessment
criteria)
Teacher input (stimulus to learning)
Student grouping/seating plan (engineered by teachers the most effective learning)
Student activity (differentiated, meeting, learning styles of all students – all students on
task, mini plenaries to check learning)
Teacher and teaching assistant support (purposeful intervention)
Quality resources (eg ICT)
Summary/plenary/assessment for learning (cross referencing against the learning
objectives)
Next lesson – continuity and progression.
ARRANGEMENTS FOR MONITORING AND EVALUATION
Learning Observations;
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Each member of the Teaching Staff should have a minimum of 3 formal learning
observations per year (this may be fewer in the case of part-timers or teachers who
teach significantly fewer periods than the standard).
These learning observations are graded overall according to Ofsted criteria (1 =
outstanding, 2 = good, 3 = requires improvement and 4 = unsatisfactory).
They are also graded, using the same criteria, according to 7 different aspects
(Planning, Teaching strategies and Differentiation, Generic Learning Skills, Learner
Engagement, Checking Learning, Marking and Feedback and Progress as a result of
all of the above)
Formal learning observations can be conducted by members of SLT, people holding
positions of leadership within the department or Appraisal reviewers.
All the above must have received training on how to conduct a learning observation.
A central record is kept by the Lead Professional and Vice Principal (i/c Curriculum and
Achievement) of the outcomes of these observations.
Learning observation outcomes must be recorded on the Goffs Learning observation
form.
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Protocols for the observation and the very important feedback are printed on the
Learning observation form and must be adhered to.
Coaching and Support;
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The observer’s prime responsibility is to assess the quality of learning taking place and
coach the member of staff having their lesson observed. To this end, the teacher
should be encouraged to reflect on the lesson themselves. After, the observer should
comment on ‘what went well’ and set up to 3 targets (‘even better if’) for the teacher to
work on to improve on further.
In the case of an unsatisfactory lesson (Requires improvement or inadequate), targets
will be set in the normal way and another lesson will be observed after approximately
three weeks.
If this lesson is judged to be unsatisfactory (Requires improvement or inadequate), a
programme of focused support and an action plan will be put in place. This programme
will last approximately six weeks. Progress on this programme of support will be
judged through three learning observations, two of which will be unannounced,
including one from the Principal, and one which is pre-arranged. Should concerns
persist, a decision will be made about moving to formal capability processes.
Learning Walks and Drop-ins;
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Heads of Department and SLT should monitor learning by conducting ‘drop ins’ and
‘learning walks’.
A pro-forma exists which monitors learning during Learning walks.
Work scrutinies;
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Work scrutinies are invaluable in terms of checking that home-learning is set and that
marking is of sufficient frequency and quality.
They can also be used to inform Heads of Department and SLT links about the quality
of learning and student attitudes.
These work scrutinies form part of the school’s self-evaluation procedures
Role of Governors;
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Governors will receive an evaluation of Learning in time for every Standards and
Committee Meeting.
This will also feature in the Principal’s termly report to Governors.
RELATIONSHIP TO OTHER POLICIES: This policy relates to the assessment, curriculum,
home-learning, performance management, D/SEN and Behaviour for Learning policies and to
the Home-School Agreement.
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