TEACHING AND LEARNING POLICY
HILL WEST PRIMARY SCHOOL TEACHING AND LEARNING POLICY 1. OUR AIMS At Hill West Primary School we believe in the concept of lifelong learning and 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; it should be fun. Through our teaching 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 believe that appropriate teaching and learning experiences encourage children to lead happy and rewarding lives and grow into reliable, independent and forward - looking citizens, contributing positively to their communities and the wider world around them. At Hill West Primary School, we are dedicated to the whole child and as such, we endeavour to: • •
• • • •
Develop and foster a strong home-school partnership through open dialogue. Provide a broad, balanced and relevant curriculum that shows continuity and progress from Foundation Stage to the end of Key Stage 2 so that each child achieves their full learning potential Develop challenging experiences and activities to foster individual self-esteem and confidence Develop stimulating and inclusive learning environments Promote awareness that each child is unique and develop opportunities to celebrate differences Develop in each child a sense of awe and wonder
As part of ‘Every Child Matters’ (2004) we ensure that children have the opportunity to: • Be healthy • Be safe • Enjoy and achieve • Make valid contributions • Make progress towards achieving economic well being Policies/Teaching and Learning 1 July 201301/11/2013
2. A SHARED UNDERSTANDING Developing a shared understanding. At Hill West we recognise that Continuity and Consistency are key features in promoting successful teaching and learning in order to raise attainment and achievement of our children in our school. In order to share an understanding of teaching and learning within the school we ensure: • • • • • • • • • •
Shared values, principles and aims Regular inset and rigorous Performance Management and CPD Planning set across the school, prepared collaboratively in year-groups and monitored by Senior Leaders. Consistency of delivery, monitored by the Head Teacher, Deputy Head teacher, Assistant Head Teacher and other Senior Leaders An environment audit annually Emphasis is placed on celebrating and displaying children’s work We follow a clear marking and presentation policy There are set routines in and around school We regularly update our assessment policy Moderation of work
3. EXPECTATIONS All staff at Hill West Primary School have consistently high expectations in order to ensure that each and every child fulfils his or her potential. We recognise that the majority of our children are above national average on entry to school and strive to ensure that their ability is reflected at the end of Key Stage 2 in children’s SATs attainment. Our school is committed to raising standards of achievement for all children.
4. EFFECTIVE TEACHING We conduct all of our teaching in an atmosphere of mutual trust and respect for all. Teaching at Hill West Primary School sets out to maximise all of the school day. Classrooms are busy, active places where children are continually engaged in the learning process. Start-of-day activities are encouraged and either based on reinforcing existing knowledge and skills or developing skills yet to be mastered. We
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begin by ensuring that the present learning experience can be sited between what we have already covered and what is still to come. Each of our teachers makes a special effort to establish good working relationships with all children in their class. We treat the children with kindness and respect; we treat them fairly and give them equal opportunities to take part in class activities. All of our teachers follow the school policy with regard to behaviour and classroom management. We set and agree with children acceptable classroom guidelines and we expect these and the school rules to promote the best learning opportunity for all. We praise children verbally and reward them for their efforts and achievements in many ways. These rewards can vary from class to class and the individual needs of the class / children. We specifically reward children throughout the school with house points, celebration certificates and stamps on their star-cards. In doing so, we help to build positive attitudes towards school and learning in general. We insist on positive behaviour at all times. When children misbehave, we follow the guidelines for consequences as outlined in our school Behaviour Policy. We deploy teaching assistants as effectively as possible – sometimes they work with individual children and sometimes they work with small groups. Teachers and support staff work as a team, negotiating, planning and teaching collaboratively. At the beginning of any learning experience as suggested by Alistair Smith (1999) we orientate children by providing an overview of what we are going to do and how we are going to do it. We help the pupils to see how today’s learning will be organised and begin challenging their own understanding. At the beginning of each day, clear learning objectives are displayed for the children to see. In addition to this, the teacher also highlights 'What I'm Looking For' through WILF. When teaching, we focus on motivating our children and building on their skills, knowledge and understanding of the curriculum. As a school, we have adopted a creative approach to all curriculum subjects and teachers are encouraged to use a wide variety of resources and experiences to make learning memorable and enjoyable. Foundation subjects within the National Curriculum are taught under four overarching areas: Human, Social and Environmental Understanding (History and Geography), Physical Health and Well Being (Dance, Gymnastics, Swimming and Games), Social and Emotional Understanding (Citizenship and PHSE) and The Arts and Design (Music, Art and DT). R.E is taught separately in its own right and ICT is integrated throughout the curriculum. Key learning objectives have been identified Policies/Teaching and Learning July 201301/11/2013
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in each of the four areas and are outlined within Non-Core Skills Ladders, within individual Pupil Profiles. We base our teaching on our knowledge of the children’s level of attainment. We strive to ensure that all tasks set are challenging yet appropriate to each child’s level of ability. At the beginning of each half term/unit of work, medium term plans are created by each year group, for the theme that they are going to be covering. Year-group teachers plan collaboratively and save their planning to the school’s curriculum server. The medium term plans identify the National Curriculum Programmes of Study and the key questions that will be covered in each subject area. Class teachers create a single, short term plan, highlighting key objectives and learning experiences to be taught for all curriculum subjects for varying lengths of time, usually one week. Similarly, short term plans are produced collaboratively and saved to the curriculum server. When planning work for children with SEN, we give due regard to information and targets contained within the children’s IEPs. We have high expectations of all children and we believe that the work at Hill West Primary School is of the highest possible standard. We ensure that all tasks and activities that the children do are safe. When we plan to take the children out of school, we first inform their parents and obtain their permission. We regularly complete risk assessments. We set targets for children’s achievement at the beginning of each academic year and revisit these on a regular basis to ensure that children are making progress towards their targets. When a child has achieved their target, the teacher will acknowledge this achievement in their book and will write a new target for the pupil. Target sheets are displayed at the back of the children's exercise books, where they are easily accessible for both pupil and teacher. Children are encouraged to remember their targets and teachers often refer to them when marking work. To ensure parents know what areas of the curriculum their children will be learning about and what targets their child will be working towards, Personal Learning Profiles are sent home at the start of each term. Parents discuss the Literacy, Numeracy and Building earning Power targets with their child and support the pupil to record their strengths, their areas for development, and the support they require from the school in each of these areas. The completed Personal Learning Profiles are returned to the class teacher. Policies/Teaching and Learning July 201301/11/2013
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At Hill West Primary School we have an agreed set of criteria for effective teaching and learning and this criteria, is used consistently for monitoring and reviewing the quality of teaching (see below).
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Hill West Primary School Performance Management Quality of Teaching Evaluation
To Inspire and Excite ensuring Sustained Progress for All groups Date
Teacher
Observer
Curriculum Area
Additional Adults
Class
Agreed Focus for Observation
Outstanding (1)
Much of the teaching in all key stages and most subjects is outstanding and
never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. They plan and
teach lessons that enable pupils to learn exceptionally well across the curriculum. Teachers systematically and effectively check pupils’ understanding
throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. The teaching of reading, writing, communication and mathematics is highly
effective and cohesively planned and implemented across the curriculum. Teachers and other adults generate high levels of engagement and
commitment to learning across the whole school. Consistently high quality marking and constructive feedback from teachers
ensure that pupils make rapid gains. Policies/Teaching and Learning July 201301/11/2013
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Good (2)
Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time.
Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
Reading, writing, communication and mathematics are taught effectively.
Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve.
Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.
Requires Improvement (3)
Teaching requires improvement as it is not good.
Inadequate
Teaching is likely to be inadequate where any of the following apply:
(4)
As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress. Pupils cannot communicate, read, write, or apply mathematics as well as they should. Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs. Learning activities are not sufficiently well matched to the needs of pupils.
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Aspect/s of the lesson that contributed to successful learning and progress
Even Better if‌
Agreed Key Target/s
Date Achieved
Class Teacher observed Judgements agreed by Date
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5. PROFESSIONAL STANDARDS The new teacher standards have been designed to set out a basic framework within which all teachers should operate from the point of initial qualification. Appropriate self-evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career stages. The standards set out clearly the key areas in which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding that they demonstrate in meeting the standards, as is judged to be appropriate in the role that are fulfilling and the context in which they are working. (Cited in the Teachers’ Standards by DfE 2012, p4)
HILL WEST PRIMARY SCHOOL
Teacher Standards
PART ONE: TEACHING A teacher must: 1.1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
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demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
1.2 Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study.
1.3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
1.4 Plan and teach well-structured lessons Policies/Teaching and Learning July 201301/11/2013
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impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
1.5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
1.6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons Policies/Teaching and Learning 11 July 201301/11/2013
give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
1.7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
1.8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Policies/Teaching and Learning July 201301/11/2013
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Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
6. EFFECTIVE LEARNING We acknowledge that we all learn in a variety of different ways and that we need to develop strategies that allow all children to learn in the ways that suit them best. The psychologist Howard Gardner identifies 7 areas of intelligence: • Linguistic, • Logical-mathematical, • Visual-spacial, • Kinaesthetic, • Musical-auditory • Interpersonal-group working • Interpersonal-reflective. Policies/Teaching and Learning July 201301/11/2013
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At Hill West, we take into account these different forms of intelligence when planning teaching and learning opportunities. We therefore offer children opportunities to learn in different ways - these include • • • • • • • • • • • • • •
Investigation and Problem solving Research and finding out Group work Paired work Independent work Whole-class work Asking and answering questions Debates, role-play and oral presentations Use of computer Field work Visits to places of educational interest Creative activities Watching T.V. and responding to music or tape-recorded material Participation in athletic or physical activity
We encourage children to take responsibility for their own learning. We foster an atmosphere of ownership and encourage children to be involved as far as possible in reviewing the way they learn; children are given a termly opportunity to review the targets set with the teacher and influence decisions about new targets.
The optimal conditions for learning will feature sustained levels of cognitive challenge alongside low threat’ (Alistair Smith 1999). At Hill West, we make it safe to take risks and to experience and learn from those risks. We encourage positive interaction with others and use opportunities for positive interaction to help learners working in a variety of groups. • • • • • • • •
High expectations Challenging activities Thorough Planning Monitoring and self – review Variety of teaching strategies Variety of resources Safe environments Variety of working groups
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6. INDEPENDENT LEARNING Children at Hill West Primary are taught the skills of independence from the earliest stage. Working individually and collaboratively with their peers offers children the opportunity to encounter new learning and to practise and apply skills and knowledge they have learnt. It will help build motivation, pride in their work and self-esteem. To support this we: • • • • • • • • •
Create simple routines Create interactive displays Use visual prompts Model activities Clearly label resources Encourage self-assessment Break down tasks into manageable chunks Give clear objectives Offer praise and rewards
7. PROGRESSION In any learning experience, children will draw upon a range of skills, attitudes and knowledge to develop new understanding and build concepts. These become wider and deeper as a child develops and has more experiences to draw on. At Hill West Primary School, we aim to develop children’s thinking skills progressively. We particularly encourage the skills of enquiry, reasoning, creative thinking, information processing and evaluating. All of these are important learning skills which are crucial to becoming a life-long and effective learner.
Enquiry Foundation Stage • Show curiosity • Observe, find out and identify • Explore Key Stage 1 • Ask questions and find answers • Investigate processes Policies/Teaching and Learning July 201301/11/2013
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Key Stage 2 • Look for meaning beyond the literal • Select and record information relevant to the focus of the enquiry in written and graphical forms
Problem Solving Foundation Stage • Positive approach to new experiences • Make 3D structures • Solve practical problems using a wide variety of materials Key Stage 1 • Select tools and techniques • Choose sensible methods of calculation Key Stage 2 • Find different ways of approaching a problem • Justify problem solving methods by explaining methodology Creative Thinking Foundation Stage • Move with confidence and imagination and in safety • Use language to imagine and recreate roles and experiences Key Stage 1 • Express their own views about people, places and environments • Create musical patterns Key Stage 2 • Respond imaginatively ,drawing on whole text and other reading • Approach problems flexibly including trying alternative approaches to overcome any difficulties.
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Information processing Foundation Stage • Strong exploratory impulse • Look closely at similarities, differences, patterns and changes. Key Stage 1 • Gather information from a variety of sources • Use secondary sources of information Key Stage 2 • Interpret tables, lists and charts used in everyday life • Use organisational features and systems to find texts and information
Reasoning Foundation Stage • Seek out others to share experiences • Use talk to organise, sequence and clarify thinking, ideas, feeling and events. Key Stage 1 • Place objects and events in chronological order • Express preferences - giving reasons
Key Stage 2 • Use observations, measurements or other data to draw conclusions • Ask relevant questions to clarify, extend and follow up ideas
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Evaluation Foundation Stage • Understand what is right and wrong and why that is so • Collaborate in devising and sharing tasks including those which involve accepting rules Key Stage 1 • Talk about what they might change in future work • Review what they and others have done and say what they think and feel about it Key Stage 2 • Develop and refine ideas • Consider an argument critically
8. CLASSROOM ENVIRONMENT ‘The brain develops best in environments with high levels of sensory stimulation and sustained cognitive challenge’ Alistair Smith (1999). At Hill West Primary, we believe that the classroom should promote a learning culture. The teacher needs to create a positive and supportive learning environment in order to reach the optimal conditions for learning – a ‘can do’ environment. At Hill West Primary School we ensure that our classrooms are literary rich and to this end ensure that as a basic entitlement the following are clearly displayed: • • • • • • • • •
The day’s date A visual daily timetable Daily lesson objectives 'What I'm Looking For' (WILF) Class number/teacher’s name Alphabet Number line E-Learning Safety Poster Labelled equipment and materials
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• •
School rules, rewards and punishments Marking guidelines
In addition to the above we strive to ensure that some of the following feature in our classrooms • • • • •
Key vocabulary relevant to that week/1/2 term teaching particularly in Literacy, Numeracy and Science Days of the week, months of the year Children’s writing on display in a variety of forms The work of children involved in intervention programmes is displayed An attractive book corner
Displays Displays should be attractive, clearly labelled, interactive and relevant. They should be thought-provoking and informative as well as valuing children’s work. • Labels should title, ask questions and challenge the children • Children’s work should be appropriately mounted • Include learning prompts above and around the main whiteboard – for example in numeracy – hundred square/number line/mathematical vocabulary and symbols. In literacy – relevant keywords and wordbanks/agreed editing process/writing genre prompts • Behaviour code – reward and sanction • Celebration of children’s work
10. ASSESSMENT Assessment for learning is an integral part of teaching and learning. It is a powerful means of helping teachers to tailor their teaching to get the best improvement in each child. Through assessment for learning, teachers involve each child in order to motivate and help them to take their next steps in learning. ‘The term assessment refers to all those activities undertaken by teachers and by their students in assessing themselves – which provide information to be used as Policies/Teaching and Learning July 201301/11/2013
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feedback to modify the teaching and learning activities in which they are engaged’ (Black and William 1998). Assessment at Hill West takes many forms and includes • observations • marking • Assessing Pupil Progress (APP) • informal and formal conversations • questioning • half term writing profile samples, marked and levelled • half termly times table challenges • termly non-core subject assessments • QCA tests • NFER assessments • Standardised Assessment Tasks • Moderation tasks At Hill West Primary, day-to-day assessment is recognised as a vital aspect of successful learning and teaching.
11. MONITORING AND EVALUATION We evaluate all lessons so that we can modify and improve our teaching. We evaluate our planning on an ongoing basis and, once each term, we highlight the work delivered from the medium term planning. All of our teachers and teaching assistants reflect upon their strengths and weaknesses and identify their professional development needs accordingly. Teachers and teaching assistants are supported in developing their skills so that they can continually improve their practice.
12. COLLECTIVE REVIEW The timings for monitoring and evaluating practice is set out clearly at the start of each academic year in our whole school calendar. Specific actions are detailed in the School Improvement Plan. We use a range of strategies as listed below: • • • • •
Lesson observations Peer observations Book trawls External advisor reviews Parent and pupil questionnaires
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• •
Data analysis Raise on-line
13. PRESENTATION At Hill West Primary School, we expect children to take pride in their work and present it appropriately to the task. Children will be encouraged to have consistent, legible handwriting that is age-appropriate and adhere to the school’s policy on handwriting. There is a standard layout (see policy) known to both child and teacher that will become automatic as the child progresses through the school – this is designed to formalise the start of each piece of writing. The minimum requirement is that the children and/or the teachers will: • • • • • • •
Rule off the last piece of work Ensure each piece of work begins with a date and title/objective When underlining always use a ruler Use a pencil until handwriting is deemed fluent by the teacher for the child to move on to using a Hill West handwriting pen All numeracy work is to be completed in pencil Only Hill West handwriting pens to be used throughout the school Teachers and teaching assistants will mark in blue. Supply teachers will mark in green
14. MARKING Pupils learn well when work is planned and taught based on what the children know and with regard for the next step in learning. Marking at Hill West Primary will always be positive and will inform children how they have performed and how they can improve. Marking may be verbal or written depending upon the task set but will always reflect the learning objective of the teaching session. Each piece of work will always be marked and feedback will be given appropriate to the child.
15. EQUAL OPPORTUNITIES At Hill West Primary School we ensure that all of our children have equal access to the school curriculum and learning resources. Our learning resources are chosen to Policies/Teaching and Learning July 201301/11/2013
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reflect social and cultural diversity and to provide positive images of race, gender and disability.
16. ROLE OF PARENTS Hill West Primary school acknowledges the valuable role that parents play in assisting their child’s learning. At Hill West, parents are seen as co-educators. Parental involvement in the school is encouraged through a range of opportunities: • • • • • •
Parent-teacher consultations Parent workshops PTA arranged events School focus activities such as book week Annual reports on children’s progress with targets to assist parents in the next stage of their child’s educational development. Regularly set homework, supported by a homework diary, acting as a two-way communication device
Parents have the responsibility to support their children by adhering to the school’s policies and fulfilling the requirements set out in the home-school agreement. We would like parents to; • • • • • • •
Ensure that their child has the best attendance record possible Ensure that their child arrives at school promptly Supports schools policies and guidelines for behaviour Supports their child with homework and other opportunities for home learning Attend parents evenings and discussions about their child’s progress Keep school informed about any medical, physical or emotional difficulties about their child which might affect their child’s work or behaviour Endeavour to take holidays in school holiday time.
17. ROLE OF GOVERNORS Governors at Hill West Primary School are involved in the development, monitoring and reviewing of all policies linked to teaching and learning in our school. Support the use of appropriate teaching strategies by allocating both financial and human resources effectively Policies/Teaching and Learning 22 •
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• • • • •
Ensure that the school’s buildings/premises are developed to support successful teaching and learning Ensure that staff development and performance management policies promote good quality teaching Monitor teaching and learning strategies in order to ensure optimisation of pupil attainment Encouraging an environment of building upon previous best allowing each child to achieve their full potential Monitor the effectiveness of the school’s teaching and learning policies through the school’s self-review process (see monitoring and review policy)
18. MONITOR AND REVIEW We are aware of the need to review the school’s teaching and learning policy regularly, so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the school. We will review our policy annually.
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