‘Live And Learn With Jesus’
Sacred Heart Catholic Primary School, Leigh
Teaching & Learning Policy
Live and Learn with Jesus.
We follow Jesus through fairness, kindness, love, friendship and happiness.
This document is a statement of aims, principles and strategies for teaching and learning at Leigh Sacred Heart Catholic Primary School. It lays the foundations for the whole curriculum both formal and informal and forms the context in which all other policy statements should be read.
Teaching and learning
Teaching and learning is the purpose of our school. It is the method through which we offer a curriculum which is broad and balanced and meets the requirements of the National Curriculum and Religious Education.
Our aims are that the children will:
Principles of teaching and learning
We believe that children learn best when
Accordingly, we see teaching and learning as a process of co-operative team work and welcome and encourage the involvement of parents and others in the community.
All members of the school community work towards the school’s aims by:
Teachers work towards the aims of the school by:
Pupils work towards the school’s aims by:
Parents work towards the school’s aims by:
Strategies for Teaching and Learning
Our curriculum is organised on a topic basis with links made between aspects when appropriate. Children work in a variety of ways e.g. individually, groups or class activities as appropriate.
Some specialist teaching takes place but in general all teachers teach all subjects to their classes. Teachers ensure they have an up-to-date knowledge of the subjects they teach.
Classroom work is supported by Teaching Assistant, and student teachers, volunteer helpers are allowed in school at discretion of head.
Teachers plan lessons and sequences of lessons to meet pupils’ individual learning needs and use a range of appropriate strategies for teaching and classroom management. They take responsibility for their professional development and use the outcomes to improve their teaching and pupils’ learning. Teachers aim to provide challenge in lessons through pace, questioning strategies and practical problem solving activities. Differentiation is used in the curriculum to respond positively to variations in levels of motivation, rates of learning, the power of retention etc. Differentiation by response (outcome), by tasks, through classroom organisation, by the use of resources, by the development of additional support, by the use of extension work has relevance across the whole range of different learning needs of the children at our school.
Pupils with additional needs including EAL are sometimes withdrawn for extra support, intervention programmes and some receive extra support in the classroom from teaching assistants, volunteer helpers and support services
Homework is given according to the agreed policy. All children are expected to read at home on a regular basis with the help and support of their parents. Children who have made insufficient effort in class may be asked to complete the work at home. Children will generally be given spellings and tables to learn at home and further practise in basic skills.
The importance of first hand experience is acknowledged and we encourage children increasingly to take control of their own learning. Investigative work is carried out, children are encouraged to record their findings in a variety of ways and opportunities are provided where appropriate, for children to become involved in decision making.
Excellence is celebrated in display and performance:
Strategies for Ensuring Progress and Continuity.
All teachers are involved in the planning process:
Feedback to pupils about their progress is achieved through the marking of work which is carried out in accordance with the schools marking policy.
Formative assessment is used to guide the progress of individual pupils. It involves identifying each child’s progress in each area of the curriculum, determining what each child has learned and therefore what each child needs for the next stage in their learning i.e. target setting. Results are tracked each term and scrutinised by the Headteacher, SMT and members of staff at Pupil Progress Meetings
Cross phase continuity is ensured by:
Strategies for Recording and Reporting
Records of progress for each child are retained throughout the child’s time at the school and are passed on to the high school as required.
Reporting to parents is held twice a year and annually through a written report in Summer Term. Parents are made aware that they may meet their child’s teacher and/or Head teacher at any other time providing an appointment has been made.
Formal summative assessment is carried out at the end of each National Curriculum Key Stage i.e. in years 2 and 6 through the use of SATs and teacher assessments. This process is moderated by the local authority. Results of the individual pupil assessments are then made available to the parent concerned and the overall statistical profile (but not individual results) is made available to parents, governors, LA and national government.
Staff new to the school will be asked to read this policy as part of their induction and discuss it with their mentor, (see Policy for Induction of Newly Appointed Staff.)
Adapted: Summer Term 2020
Review Summer Term 2022