Mildmay Junior School
Teaching and Learning Policy
Headteacher: Mr. C. Jones
Deputy Headteacher: Miss J. Tuttlebury
Chair of Governors: Mrs. S. Ioannou
Teaching and Learning Policy
At Mildmay Junior School we believe in the concept of lifelong learning, and in the idea that
both adults and children learn new things every day. We maintain that learning should be a
rewarding and enjoyable experience for everyone. Through our teaching and learning
environment we equip children with the skills, knowledge and understanding necessary to be
able to make informed choices about the important things in their lives.
We are extremely committed to inclusion. We believe that educational inclusion is about equal
opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment
and background. All our pupils have a common entitlement to a broad and balanced academic
and social curriculum, which is accessible to them and to be fully included in all aspects of
school life.
Aims
We believe that people learn in a variety of ways and styles. At Mildmay Junior School we
provide a rich and varied curriculum supported by an engaging learning environment that
allows children to develop their skills and achieve their personal best.
Effective Learning
We know that people have varied learning styles and respond best to different styles of input
(visual, auditory, kinaesthetic) and we take into account the different forms of intelligence (e.g.
mathematical/logical; visual/spatial; interpersonal) when planning learning activities. We
believe effective learning occurs when:
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learners are given the ‘big picture’ of the whole lesson
students are captivated and enthused by what they are learning
it is an active process – a product of doing rather than receiving
there are links to prior knowledge
lesson objectives (LO) and success criteria (SC) for the lesson are shared
it is supported by both the teacher and other students, and takes the form of
interaction, collaboration and teacher intervention
there is collaboration through cooperation, positive behaviour, dialogue and creating
knowledge with others
lessons are centred on the learners’ responsibility for their own learning. They are able
to exercise choice, develop goals, plan their approach and work independently.
It is reflective and enables learners to monitor and review the learning
learners make considerably better progress than may be expected
students display a strong desire to contribute the effort and concentration required to
match the teachers passion for learning
learners are given feedback, celebrate success and review learning throughout the
lesson (afl)
next steps for learning are shared
offers children the opportunity to explore and enquire
Effective Teaching
Effective teaching motivates children whilst building on their skills, knowledge and
understanding of the curriculum. It should challenge them so they can reach their personal best
and achieve the highest level they can. Our school curriculum and the Primary framework guide
teaching and sets out the aims, objectives and values of Mildmay Junior School. Effective
teaching:
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Provides carefully structured activity matched sensitively to student needs
Gives students some responsibility for their work and independence
Develops well planned, prepared and paced lessons that maintain high levels of
interaction with the class
Provides ample, challenging work stemming from expert knowledge of curriculum, how
to teach it and how students learn
Maintains high levels of student involvement in tasks
Creates a positive atmosphere in the classroom through excellent relationships and
positive behaviour management strategies
Incorporates high levels of praise and encouragement
Uses a variety of approaches; strategies and techniques are well selected and time is
used productively
Uses homework effectively; particularly to reinforce and extend what is learned in
school or prepares for the introduction of new work
Utilises assessment for learning to enhance understanding and progression
All teaching staff at Mildmay Junior School have agreed to the following principles:
 To set high expectations of learners at school that clearly define the effort and
behaviours that students should put into learning in lessons.
 To communicate optimism by using positive language and designing challenging tasks.
 To demonstrate a commitment to every learner’s success, making him or her feel
included, secure and valued.
 To create an environment where learners feel able to make mistakes and are
comfortable to learn from them, without feeling inadequate or foolish.
 To create opportunities for learners to develop personal qualities such as considerate
behaviour and positive and tolerant attitudes that will enable them to contribute
effectively to the community.
 To set high expectations of learners at home - engaging parents in their child’s learning
in partnership with the school. Parental involvement and support in the home is
critically important.
 To provide a clear moral code as a basis of behavior. This is promoted consistently
through all aspects of the school that will enable them to be role models within the
wider community.
 To create a ‘high challenge-low stress’ environment for learning in which students are
relaxed, believe that they can learn (high self-esteem) and want to learn (motivated).
 To create opportunities for students to enjoy themselves and have fun through learning:
this is when students learn best, because their emotional state is fundamental to
learning.
In order for all our teaching to be successful we ensure staff are given professional
development opportunities and support as well as access to appropriate resources. Where
teaching and learning are not successful we identify key areas for action and provide support
and further training to ensure effective teaching and learning take place.
Planning
At Mildmay Junior School planning should always demonstrate the following aspects:
Weekly planning
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Identify the class and date.
Identify clear learning objectives that relate directly to the medium term plans.
Show evidence of good subject knowledge, vocabulary, phonics etc.
Differentiate using methods appropriate to the needs of the children.
Show a balance of whole class, group, individual or paired work.
Identify the work of other adults in the classroom.
Identify homework for that subject if appropriate and in line with Mildmay Junior
School’s Homework policy.
Identify links with ICT. (Where possible)
Show evidence of assessment being used to inform planning.
Identify the key points and show how the plenary session will be used. (E.g. to assess for
future learning or to recap on an objective.)
Show amendments to reflect daily/weekly evaluations.
Identify any links with previous learning.
Identify any specific work for SEN children.
Medium Term Planning
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Cover English and Maths as well as the other subjects of the National curriculum.
Identify Clear learning objectives from the Primary Framework, or schemes of work in
relation to the Mildmay Junior School School Long Term Curriculum Plan. These may be
numbered for ease of reference and linked to the National Curriculum (e.g. Music 1b)
Ensure topic or theme is linked to wherever possible
Identify possible links with other subjects.
Identify any possible assessment opportunities.
Identify any necessary resources.
Long Term Planning
The school curriculum is an on-going process that adapts to new strategies and ideas that can
broaden and enhance the learning at Mildmay Junior School. Designated time to review
planning is allocated to ensure reflective practise and allow for editing and refining of the
curriculum. This enables all staff to have input into long term planning, share their expertise,
ensure effective cross curricular links and ensure planning is at an optimum.
Monitoring
It is the responsibility of all to monitor the effectiveness of this policy, but formal monitoring
will take place by lesson observations in line with the school expectations and is clearly set out
in the School Monitoring and Management tasks document.
The Role of Assessment for Learning
Assessment for learning at Mildmay Junior School involves using assessment in the classroom
to raise pupils’ achievement. It is based on the idea that pupils will improve most if they
understand the aim of their learning, where they are in relation to this aim and how they can
achieve the aim (or close the gap in their knowledge).
Assessment for learning at Mildmay Junior School utilises the following key
principles to support and enhance learning:
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Are part of effective planning of teaching and learning through use of the teaching cycle
Focus on how students learn
Are recognised as central to classroom practice
Are regarded as a key professional skill for teachers
Are sensitive and constructive because any assessment has an emotional impact
Take account of the importance of learner motivation
Promote commitment to learning goals and a shared understanding of the criteria by
which they are assessed
Ensure learners should receive constructive guidance about how to improve
Develop learners' capacity for self-assessment so that they can become reflective and
self-managing
Recognise the full range of achievements of all learners
Effective use of Intervention programmes
The National Strategies target intervention at pupils who are working below national
expectations, but who have the potential to reach the levels expected for pupils of their age if
they are given timely support and motivation. Intervention programmes at Mildmay Junior
School are not focused specifically on pupils with learning difficulties and/or disabilities or on
those who may be underachieving, whatever their prior attainment. Nevertheless, according to
the National Strategies, individual pupils from these groups may make up some of the target
group for intervention.
We identify, as soon as possible, the pupils who would benefit from intervention in order to
tackle difficulties and barriers to learning early on, rather than trying to help pupils to catch up
later. The intervention programmes, materials and approaches are intended to help our
teachers support these targeted pupils.
There are three ‘Waves’ of teaching and support use at Mildmay Junior School.
Wave 1: high-quality, inclusive teaching supported by whole-school policies and frameworks
that are clearly targeted at all pupils’ needs and prior learning.
Wave 2: additional, time-limited intervention programmes designed to accelerate learning for
particular groups that are expected to catch up or exceed the performance of their peers as a
result.
Wave 3: targeted, time-limited, evidence based and increasingly individualised programmes of
intervention
We develop intervention plans based on a thorough audit of pupils’ needs; review their
provision for pupils working below age-related expectations in order to identify the specific
support they need in order to improve. Key aspects to the implementation of Intervention
programmes at Mildmay Junior School:
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Identify pupils in need of intervention support
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Ensure that the pupils have curricular targets that are explicit, understood and tackled
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Help to plan, and provide the resources for, appropriate intervention programmes
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Monitor the progress of pupils involved in the programmes
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Advise other staff on ways to help the pupils to make the next steps in their learning.
Inclusion
Mildmay Junior School beliefs it is essential for all children to access the curriculum and be
challenged at every opportunity. As such children with Special Educational needs or who are
Gifted & Talented will be targetted for support and tasks differentiated for as according to the
school SEN and G&T policies.
Putting the Key aspects of a good lesson into practice.
Creating a Positive and Supportive Learning Environment.
It is vitally important that every teacher at Mildmay Junior School creates a positive and
supportive learning environment. This means that children are safe from intimidation or put
down. They can take risks. The emphasis is firmly on what children can do - not on what they
cannot. Creating this supportive environment involves teachers structuring positive learning
interactions between pupils and teachers as well as other influencers. The classroom strategies
foster the personal qualities of resilience, resourcefulness and responsibility. A child who gains
these qualities will have a positive self esteem and a disposition to believe they can succeed.
Connecting the Learning
The lessons begin by ensuring that the present learning experience is related to what has
already been covered and what is to come. This is to reinforce the point that learning is
cumulative and not packaged into discrete units. In learning something new we are adding to
known knowledge and skills.
The Big Picture
This involves sharing with the children what they are going to do, how they are going to do it
and how the learning will be organised. Children are therefore exposed to key ideas and key
terminology and their current understanding is challenged.
The three stages to giving the Big Picture are:
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Describe what is to be done and how we will do it - be explicit.
Embed open ended questions to engage curiosity and challenge understanding.
Identify key terminology and reinforce it visually.
At Mildmay Junior School we use the phrase LO or Learning Objective to share the Big Picture
with the children. It is also important to state why this is an important thing to learn. It helps
to reinforce the Big Picture and the acronym TIB - This is Because, can be used for this purpose.
Describe the Outcomes
This can be likened to identifying the success criteria of an activity and enables the children to
know what they have to do to be successful. Outcomes are displayed along with the learning
objective and the expressions SC or Success Criteria. To allow for differentiation there may be
one learning objective for the class but several success criteria because the children are
working in differentiated groups. Each group is told verbally or may have a separate sheet
placed near to where there group is working. Research has proved that it is beneficial to involve
children in writing their own success criteria. At Mildmay Junior School we aim to develop this
so that children are able to identify what it is they have to achieve and what it looks like.
Creating the Big Picture and identifying success criteria creates and establishes the learning
ethos of the school. We encourages children to be active, self evaluative learners who are
motivated to learn.
Input
To be highly effective the input of information needs to be multi-sensory. Experiences need to
exploit different types of learning styles such as visual, auditory and kinaesthetic.
Activate Understanding
When thinking about the use of activities to reinforce learning we strive to ensure we cater for
multiple intelligences. We aim to provide a balance of these across the school day. This helps
to provide variety and challenge into the learning undertaken by the children.
Demonstrate Understanding
Frequent opportunities are given to test and show children’s understanding. Mind mapping
techniques may be used here along with activities which encourage use and application of skills
and knowledge.
Review for Recall
At Mildmay Junior School the plenary is used as an opportunity to review the learning that has
taken place. These are carefully planned for and activities used may vary but they all enable
children to consolidate or move their learning on. They are viewed as an integral part of the
teaching and learning cycle.
The following are the agreed essential characteristics of a lesson at Mildmay Junior School.
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Detailed planning including clearly focused objectives.
Sound introduction and plenary.
Clear instructions.
Objectives shared with children.
Objectives matched to the abilities of children.
Good interaction between teachers/children.
Children evaluate and share their work positively and link it to future learning.
Children are actively involved and enthusiastic.
Resources are available, accessible and of good quality.
Teachers have high expectations, and children are aware of these.
Good behaviour by children in an atmosphere of mutual respect.
“Safe environment” encouraged so that children are not afraid to volunteer
information.
Necessary warnings are given relating to health and safety issues.
Lessons ‘flow’ and children are on task and working towards the completion of their
objectives with urgency. (pace)
Worksheets are only used when appropriate and are of good quality to scaffold
learning.
Effective use of Assessment for Learning