Buckland CE Primary School
Teaching and Learning Policy 2015
Providing high quality teaching is the core purpose of our school. Successful teaching and
learning is the key to a school’s overall effectiveness. Teachers’ Standards, the Ofsted
School Inspection Handbook and Effective Teaching Research provide useful information
on the characteristics of effective teaching and learning.
Successful teaching promotes powerful learning and helps to ensure that pupils achieve as
well as they can. Effective teaching also promotes pupils’ spiritual, moral, social and
cultural development.
The impact of teaching on learning (cause and effect).
Teaching is only effective if it leads to successful learning for pupils. Teachers
are not expected to teach in any specific way or follow a prescribed methodology.
However, there are common features of effective teaching and learning.
The Four key areas of successful teaching and learning at Buckland are:
PURPOSE, EXPECTATIONS, CHALLENGE AND PACE.
PURPOSE
 Lessons should have a clear learning focus. Sharp learning intentions shared with the
class help to ensure that pupils know and understand what they are expected to learn.
 Pupils know what they are expected to know, understand and be able to do.
 Specific success criteria or steps to success can be provided to guide pupils’ learning
towards the learning intentions.
EXPECTATIONS
 Successful teachers convey high expectations of pupils’ learning and behaviour. These
are reflected in teachers’ planning and practice.
 Pupils’ respond very positively to these high expectations. They are fully focused on
their learning, productive and make rapid gains in their learning. They take care and
pride in their work.
CHALLENGE
 In successful lessons, challenging tasks are set which are well matched to
pupils’ abilities. Pupils’ interest is sustained and they make rapid progress in
acquiring knowledge, deepening their understanding and applying skills.
 Assessment information is used well to plan teaching and match tasks to pupils’
different abilities and needs.
PACE
 Learning and the lesson proceed at a good pace and precious learning time is not lost.
 Pupils show high levels of concentration, they are highly productive and make
exceptional gains in their learning.
Other elements of effective teaching and learning (these are not exhaustive)
Assessment
 The successful teacher accurately assesses pupils’ attainment and needs.
 Assessment information is used effectively to plan teaching and the next stages of
pupils’ learning.
 Through effective feedback, including marking, pupils know how well they are doing
and what they need to do to improve.
 Pupils gain skills is assessing and reviewing their own learning.
Planning
 Effective teachers plan their lessons well and ensure that tasks and learning resources
are well matched to pupils’ needs. They successfully build on pupils’ prior learning.
Subject knowledge
 Successful teachers have a strong knowledge of the subjects they teach and know how
to teach them. Pupils are inspired and motivated by the teachers’ knowledge and
teaching skills.
Teaching methods
 The highly effective teacher uses a range of methods, strategies and techniques
skilfully to promote successful learning.
 Effective demonstrations, instructions, explanations, feedback and questioning are all
part of the successful teacher’s repertoire to promote powerful learning.
Promoting SMSC and managing pupils
 The effective teacher creates a classroom climate which is purposeful, learning
orientated and has a clear sense of order. Pupils show enthusiasm for learning.
 High quality relationships are established based on mutual respect.
 Pupils show consideration for others and respect different cultures and faiths.
 Cooperative and collaboratively are strong features.
 Pupils are well managed and this leads to positive behaviour. Misbehaviour is dealt
with swiftly.
Promoting independence
 The teaching and the curriculum successfully promote independent learning.
 Teachers provide good opportunities for pupils to acquire and apply investigative,
problem solving and independent study skills. Pupils are effective independent
learners.
With the four key elements in place, the above list can be used to contribute positively to
successful teaching and learning and ensure all lessons are at least good or outstanding.
We have agreed the following as avoidable features that will not creep into the
everyday teaching and learning.
BIG NO NOs - PITFALLS TO AVOID
The following features are often associated with teaching and learning that are less than
good:
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Pupils sit through overlong introductions to lessons listening to the teacher. Pupils are
passive for too long, rather than actively engaged in their learning.
Expectations are not high enough and this leads to inadequate learning and poor
behaviour.
Dull, mundane worksheets which lack challenge fail to inspire pupils and impede their
ability to plan and organise their own work.
All pupils tackle the same task regardless of their abilities and needs. Tasks
are too easy or too difficult for pupils.
Weaknesses in teachers’ subject knowledge and methodology hinder pupils’ learning.
TAs do not contribute fully to pupils’ learning because they are poorly deployed.
Learning time is lost because of weakness in the organisation and structure of the
lesson.
The lesson lacks purpose and there is little opportunity for independent learning.
LW
(Discussed at staff meeting 8/12/14)