At Eatock Primary School we believe that staff should inspire confidence through having a sound knowledge of the subjects being taught and the child’s stage of development. Staff should have high expectations, be enthusiastic, well organised and consistent. They should plan lessons employing appropriate strategies and differentiation, with clear learning objectives, as children make the most progress when they have a clear understanding of the objectives and expectations of the lesson and are motivated when presented with challenging but achievable tasks.
We believe that emotional learning is at the centre of the learning brain and that children learn best in an emotionally, nurturing environment. Children engage in learning when in a stimulating environment, where they feel valued and secure, this develops confidence, independence and mutual respect. This is underpinned by adults within the learning environment having firm and fair boundaries within which the children can learn. High expectations for behaviour and attitudes towards learning ensure high standards. The school is committed to the ‘Inclusion Agenda’ and strives to ensure ALL children have access to quality teaching and resources.
We believe that every child should have an equal opportunity to achieve.
Aims
We want all our children to:-
- be involved in making decisions regarding their learning and know how they learnbest.
- be fully included in teaching and learning sessions.
- develop resilience and a ‘Growth Mind set’.
- be proficient communicators, readers and be numerate.
- have a range of opportunities to learn outside the classroom and be immersed in experiential learning.
- achieve the standards expected, or above, appropriate to their age and needs, in all subjects
- be confident users of computers and to be able to apply computing skills across the curriculum
- experience success and be proud of their achievements
- be able to make positive choices in terms of health and personal well being.
- be motivated to learn, experience the satisfaction of learning and know how they learn best.
- have an understanding of their strengths and targets for development.
- have an understanding of the richness and diversity of the society in which they live.
- gain an understanding of the concept of equality of opportunity.
- have developed a range of ‘life skills’, feel safe and understand how to be safe, including a secure understanding of online safety
- know what’s right and wrong and take responsibility for their own actions
- recognise and have developed their differing learning styles (Visual, Auditory, Reading and Kinaesthetic)
- be flexible, independent, confident and well motivated learners, well prepared for their next phase of learning and for their life as 21st Century citizens.
Teachers should:-
have confident knowledge and understanding of the knowledge, skills and concepts to be taught ( including ensuring mastery approaches)
know how to plan for progression within English and maths and the Foundation subjects deliver the school’s agreed Curriculum Policy.
enter planning for learning on the school network in the week prior to it being taught.
use medium term planning to plan the unit of work, but take a flexible approach to teaching and learning e.g. child initiated and child led learning.
pre-plan differentiated activities, pupil grouping arrangements and resources using whatever format is helpful to the individual member of staff.
set time targets to ensure the pace of learning and time management skills in pupils, appropriate to the age of the children.
give a clear statement to pupils of the learning objective of the lesson (WALT), the activity and the success criteria (WILF).
use ‘live’ (at the point of learning) feedback and marking to progress the children’s learning.
have plenary sessions throughout the lesson, whereby the learning objective is reinforced by the sharing of work, discussing outcomes , clarifying errors, challenging pupils etc.
ensure other staff, volunteers or students are clear about their role in the lesson and are used effectively to best support learning and progress according to their experience.
ensure student teachers, teaching a class, are closely monitored by the class teacher.
promote confidence in children with the aim of developing their confidence and selfesteem
show enthusiasm to challenge and motivate the children