• work together in our school community in a sensitive and responsible way
• create a happy, secure, stimulating and safe environment which enables everyone to develop as individuals in all aspects of life
• promote high standards of education and encourage a lifelong desire for learning
• enhance spiritual awareness and respect for others and for the environment in which we live and work
• encourage our children to be caring, self-confident and healthy and to become increasingly independent, in order to meet the challenges ahead

Objectives

We will provide opportunities which:

• make learning stimulating and meaningful
• ensure that every learner is offered the opportunity to become an effective learner and to succeed academically, socially, culturally, spiritually and physically
• build on what learners already know, and structure and pace teaching so that learners understand what is to be learnt, how it is to be learnt and why it is to be learnt
• make learning an enjoyable and challenging experience; promoting learning through a variety of teaching techniques and strategies
• ensure learning is inclusive
• develop the following key aspects of learning: enquiry; problem solving; creative thinking; information processing; reasoning; evaluation; self-awareness; managing feelings; motivation; empathy; social skills and communication. These aspects can be applied across the curriculum both inside and outside the classroom and are crucial to becoming lifelong and effective learners. (For a full definition see Appendix 1)
• instil a love of learning for everyone in our school community

Principles of Teaching and Learning

At Rode School children's learning:

• is creative and stimulating
• is fun, challenging and inclusive
• promotes independence, self confidence and an awareness of how to stay healthy and safe
• extends knowledge, skills and understanding
• promotes reflection and evaluation
• includes visual, auditory and kinaesthetic activities
• enhances spiritual awareness
• encourages respect for others and our environment
• provides opportunities to solve problems
• promotes awareness of self and others
• ensures that expectations are shared and understood
• makes full use of opportunities offered by ICT and new technologies

We will always:

• provide a safe and place for children to think, feel, talk and experience
• provide children with stimulating lessons and an exciting environment
• give children a range of visual, auditory and kinaesthetic experiences
• provide opportunities to develop and enrich all intelligences
• give children the right to express their opinions an to contribute positively to school life

We want every child to take responsibility for his / her learning by:

• giving children opportunities to identify their own questions and know where to find answers
• encourage children to use higher order questioning, thinking and communication
• setting up a classroom environment which is rich, stimulating and encourages children's independence
• encouraging children to extend learning beyond school
• valuing contributions from the wider community

Assessment, recording, reporting and target setting

Regular assessments are made of children's work in order to establish the level of attainment, and to inform future planning. Record-keeping and assessment procedures are defined in the Assessment Policy and Marking Policy.

Target Setting

Teachers, in consultation with the children, set half termly individual targets in maths and literacy. These are reviewed and changed as appropriate.

As part of our DATS (Data Analysis & Target setting) teachers set individual SATS targets in September for children in Years 2, 3 and 4.

Statutory Assessments

• All Reception children will be assessed according to the Early Learning Goals
• Year Two children will be assessed for Mathematics and English using the Key Stage 1 Statutory Assessment Tests
• Year Three and Four children will be assessed for Mathematics and English using the Optional S.A.T.s.
• All results from these assessments will be analysed and used to inform future planning

Monitoring and evaluation

Children's work will be monitored and moderated according to a rolling schedule by the co-ordinator, the Head Teacher, staff and governors. Children' s views are also sought, considered and acted upon where appropriate. A termly review of this monitoring is held with all members of the teaching staff, and individual targets are agreed for each subject.

Equal Opportunities

In accordance with the school's Equal Opportunities Policy (see school policies folder), all children at Rode Methodist VC First School must be given full access to the National Curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, gender, age or ability.

Management of the School Day

• 8.50 am - Children begin to arrive and go into classrooms
• 9.00 am - Registration
• 9.05 am - Work begins
• 10.45 am - Playtime
• 11.00 am - Collective Worship
• 11.15 am - Work continues
• 12.15 pm - Lunch begins
• 1.10 pm - Afternoon session begins KS2
• 1.30 pm - Afternoon session begins KS1
• 2.30 pm - Afternoon break – Reception & KS1
• 3.15 pm - End of school day

(After school clubs 3.15-4.15)

Total number of school hours: Reception/KS1 – 21 hours 15 mins, KS2 – 23 hours 45 mins (these are DFEE recommended hours per week and exclude registration, breaks and collective worship).

Time Allocation

Curriculum time can be planned as continuous study throughout the term, or as blocks of study. Work will be planned using the Whole School Long Term Curriculum Map. Teachers will follow the agreed Schemes of Work* with reference to whole school planning to ensure that programmes of study are covered effectively.

*At Rode Methodist VC First School we are committed to following the programmes of study as required by the National Curriculum 2000, the National Literacy Strategy, the National Numeracy Strategy and our own/ DfEE/QCA Schemes of Work.

Teachers will encourage children to work within given time scales, and will facilitate the effective use of time through:

• The provision of appropriate resources
• Planning extension activities, which can be carried out by individuals or groups of children. (see Gifted & Talented Policy)

Classroom Management and Organisation

Management

The learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs:

• Whole class teaching
• Group work, organised according to appropriate criteria (i.e. Ability, mixed ability, interest etc)
• One to one teaching
• Conferencing
• Collaborative learning in pairs or groups
• Independent learning

All areas of the learning environment will be planned for, including, where appropriate, the outside areas, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge.

Learning support assistants, learning support teachers and external agencies will be employed to support children with Special Educational Needs, as outlined on their Individual Education Plans.

Behaviour Management

As outlined in the whole school Behaviour Policy, each class will display our Golden Rules.

Organisation

The classroom will be organised to facilitate learning and the development of independence. This may require flexibility in the organisation of furniture.

• The resources in each area will be grouped according to curriculum subject and clearly labelled
• Writing resources will be available for use at all times, and will be centrally accessible
• Book corners will be comfortable and attractive.
• Labels and posters should wherever possible reflect the language diversity in the school
• In Reception areas for imaginative play will change regularly, in order to give opportunities for a range of play and role-play that will contribute to learning in a purposeful manner
• Children will be involved in the maintenance and care of equipment and resources

Planning

Planning will take place termly with reference to the National Curriculum 2000, Desirable Learning Outcomes, the Whole School Long Term Plan and the Schemes of Work produced by the DfEE/QCA.

Teachers and support staff will meet regularly in year group teams to plan. Plans will be kept centrally on our ICT network.

Differentiation

Teachers will differentiate the curriculum by:

• Task
• Resource
• Outcome
• Teacher / adult support

Differentiated tasks will be detailed in weekly planning. Learning objectives will be specified for all differentiated teaching. Detailed reference will be made in weekly plans to Individual Education Plans, and to Section 11 support for children with English as an additional language.

Teaching Strategies

In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies:

• Provision of an integrated curriculum both inside and outside the Reception classroom
• The involvement of subject co-ordinators in the development of individual curriculum areas, in order to ensure continuity and progression between Reception and Key Stage 1
• Teacher observation
• Discussion and questioning (open and closed as appropriate)
• Previewing and reviewing work
• Didactic teaching
• Interactive teaching
• Conferencing
• Listening
• Philosophy for Children
• Brainstorming
• Mind-Mapping
• Providing opportunities for reflection by children
• Demonstrating high expectations
• Providing opportunities for repetition / reinforcement
• Providing encouragement, positive reinforcement and praise
• Making judgements and responding to individual need
• Intervening, as appropriate, in the learning process in order to encourage development
• Provide all children with opportunities for success
• Use a range of communication strategies ~ verbal and non-verbal

Teachers will use a range of strategies in any one session.

Activities should show a balance in terms of individual, group and whole class work. Teachers should use the diamond teaching structure of ‘whole class teaching / text level work / ability group work / whole class plenary' in the teaching of English during Literacy Hour and the teaching of mathematics during Numeracy Hour. Specialist teaching is available from subject co-ordinators when they can be released from class and also in the form of visitors.

Resources

Each classroom will be equipped with a set of resources and books appropriate to the age range. Specialist resources will be stored in the appropriate curriculum resource cupboard / area, and will be regularly audited by the Curriculum Co-ordinator. Consumables will be replenished as necessary. Staff may contact Curriculum Co-ordinators with suggestions for specialist materials that may need ordering.

Children will be taught how to use all resources correctly and safely, with care and respect; and with regard for ‘Health and Safety' and waste.

Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all children have equality of access.

Learning Styles

Children learn in a variety of ways, and for this reason it is necessary to ensure that planning incorporates as many styles as possible. These styles include: