Welcome to Kirk Sandall Infant School

Teaching and Learning Policy

At Kirk Sandall Infant School we believe that successful learning begins with the child. Learning should promote the necessary skills, independence, knowledge and attitudes that will enable children to become lifelong learners.

The aims of our policy are to:

Ensure continuity, progression and breadth throughout school
Ensure all staff have a shared ethos and understanding
Ensure equal opportunities
Ensure that we meet the need of all pupils
Ensure that we provide high quality learning that leads to high achievement
Encourage parents to be aware of our ethos

We believe that children learn best when:

Learning is personalised to pupil’s needs
The environment is relaxed and nurturing
Pupils are positively motivated to be responsible for their own learning
Pupils access a range of first hand experiences and different learning contexts
Pupil have the opportunity to practise and develop their skills
We work in partnership with parents and the wider community
We build confidence, self esteem and a sense of achievement
Pupil’s enjoy their learning
Learning is meaningful
The basic needs of the child are met
Pupil’s share their learning with others
Different learning styles are catered for
There is a balance of adult and child-led activities
Pupil’s are happy within their learning environment and have positive relationships with all staff

The learning environment is organised to facilitate and support effective learning for all pupils. The consistent features of our learning environment are it:

Promotes independence
Enhances child-initiated learning appropriate to the developmental age of the pupils
Promotes curiosity, questioning, interest, etc.
Promotes social skills
Is enriched by a wide variety of quality resources
Promotes safe working practice
Is staffed with adults who are supportive, motivating, caring and encouraging
Is accessible for all

Is attractive, welcoming and stimulating
Provides continuous provision where appropriate
Celebrates all pupil’s achievements

Provides a rich and varied environment to support learning indoors and outdoors
Has space that is used effectively
Uses the outdoor environment to enable children to do things in different ways and on different scales than when indoors
Uses the outdoor environment to offer children the freedom to explore, use their senses, and be physically active and exuberant
Learning is enhanced by visits and visitors

Teaching is of a consistent high standard. The key features of teaching are:

Lessons are well planned with a clear focus
Learning objectives and success criteria are shared
Objectives are linked to appropriate frameworks and guidance
Lessons meet the needs of all pupils
Lessons are differentiated
Discrete learning is planned for focussing on skill development
Assessment informs future learning and provides information for analysis and tracking
Different learning styles are catered for
Lessons are progressive
Lessons are enhanced with quality, appropriate resources
Quality questioning is considered at the planning stage
Learning is personalised
Learning is shared and celebrated
Pupil’s are given opportunities to review and improve their learning
Pupil’s are encouraged to take part in self and peer assessment
Lessons take account of the interests of the child
Effective learning is regularly organised around themes and is cross-curricular
Lessons develop skills and investigation
Learning take place in different learning environments
Guided group work is planned
There is a balance between adult-led and child-initiated learning
There are discrete sessions for PSED, as well as making this part of everyday practice
Key workers are used across the foundation stage to feed back on a child’s progress

Displays:

Celebrates pupils work
Are relevant, motivating, stimulating and interactive
Are linked to themes and areas of learning / provision areas
Encourage questioning
Are meaningful and purposeful – eg. Learning Walls
Inform parents of learning
Share learning objectives and success criteria
Share information about staff working with each class
Share targets

Working with Parents:

Parents are kept well informed
Good relationships are quickly established with open two-way communication
Parent workshops are used to inform and share learning and teaching strategies
Homework is used to inform about learning / personalised to the child
Parents are involved with supporting learning in school e.g reading / after-school clubs
Parents evenings encourage dialogue
Learning is shared and parents are invited to observe lessons
IEP targets are shared along with ideas to help children
Learning is celebrated through stickers, certificates, concerts and celebration assemblies
Parents are encouraged to help with fundraising
The school website, newsletters and text messaging service is used to inform parents
Our open-door policy welcomes parents into school on a daily basis
There is a close working relationship with the PTA
Transition is planned for and the Children’s Centre support transition in the foundation stage
Parents are recognised as the child’s first educator
Parents are involved in celebrating diversity

Inclusion. We are committed to:

Personalised learning / differentiation
Identifying the needs of all pupils
Addressing and meeting additional needs including EAL
Making the curriculum accessible to all
Respecting all cultures / diversity
Staff training to support inclusion
All pupils having access to appropriate support and interventions
Use of external agencies for additional expertise
Liaising with the Children’s Centre / Families First/ School Nurse/ Speech and Language and other professionals
Use of individual and group targets
Meeting the physical needs of all children to enable them to be independent
Provision mapping – targeted support for individuals and groups
There is an Inclusion policy in place which all staff are aware of and committed to

Curriculum Design:

In the Foundation Stage and Y1, as developmentally appropriate, all learning is planned from EYFS.

Long term planning provides an overview of the year and identifies areas of interest and themes . It is reviewed on an annual basis.

Medium term planning is planned identifying objectives from the 6 areas of learning on a half-termly basis. At this stage continuous provision and adult led learning is planned however there is flexibility to respond to the interests and achievements of pupils.

Short term planning is completed collaboratively on a weekly and daily basis and is directly linked to formative assessment and the interests of pupils. It is annotated and developed in response to observational assessment. Adult led learning is planned for groups and classes based on the developmental needs and progress of pupils. A weekly plan is constructed focussing on the development of literacy and mathematical skills in F2

Curriculum Design – KS1

At KS1 the curriculum is skills based for the discrete teaching of Literacy, Mathematics, ICT and Science

Within Literacy ‘Letters and Sounds’ is the basis for the teaching of phonics skills, and personalised skills progression agreed by the school is used for reading, writing, speaking and listening and maths

Within Science, National Curriculum Level Descriptors are used to plan for progression in learning

We consider the progression of skills in the foundation subjects using the Rose Review of the Primary Curriculum. A thematic cross-curricular approach is used for these areas of learning and themes are considered on a yearly basis, influenced and developed by the children’s interests

Medium term planning will address the specific skills to be taught

RE is taught according to the locally agreed syllabus.

Short term planning will give details of the objectives, assessment, differentiation, guided and independent learning and will be cross referenced to the documents listed above.

Short term planning will be annotated to show assessment information

At the short term planning stage, ‘Essentials for Learning and Life’ from the Rose Curriculum will be considered.


Queen Mary Crescent, Kirk Sandall, Doncaster, DN3 1JT

	School Information

	School policies
		Teaching and Learning Policy At Kirk Sandall Infant School we believe that successful learning begins with the child. Learning should promote the necessary skills, independence, knowledge and attitudes that will enable children to become lifelong learners. The aims of our policy are to: Ensure continuity, progression and breadth throughout school Ensure all staff have a shared ethos and understanding Ensure equal opportunities Ensure that we meet the need of all pupils Ensure that we provide high quality learning that leads to high achievement Encourage parents to be aware of our ethos We believe that children learn best when: Learning is personalised to pupil’s needs The environment is relaxed and nurturing Pupils are positively motivated to be responsible for their own learning Pupils access a range of first hand experiences and different learning contexts Pupil have the opportunity to practise and develop their skills We work in partnership with parents and the wider community We build confidence, self esteem and a sense of achievement Pupil’s enjoy their learning Learning is meaningful The basic needs of the child are met Pupil’s share their learning with others Different learning styles are catered for There is a balance of adult and child-led activities Pupil’s are happy within their learning environment and have positive relationships with all staff The learning environment is organised to facilitate and support effective learning for all pupils. The consistent features of our learning environment are it: Promotes independence Enhances child-initiated learning appropriate to the developmental age of the pupils Promotes curiosity, questioning, interest, etc. Promotes social skills Is enriched by a wide variety of quality resources Promotes safe working practice Is staffed with adults who are supportive, motivating, caring and encouraging Is accessible for all Is attractive, welcoming and stimulating Provides continuous provision where appropriate Celebrates all pupil’s achievements Provides a rich and varied environment to support learning indoors and outdoors Has space that is used effectively Uses the outdoor environment to enable children to do things in different ways and on different scales than when indoors Uses the outdoor environment to offer children the freedom to explore, use their senses, and be physically active and exuberant Learning is enhanced by visits and visitors Teaching is of a consistent high standard. The key features of teaching are: Lessons are well planned with a clear focus Learning objectives and success criteria are shared Objectives are linked to appropriate frameworks and guidance Lessons meet the needs of all pupils Lessons are differentiated Discrete learning is planned for focussing on skill development Assessment informs future learning and provides information for analysis and tracking Different learning styles are catered for Lessons are progressive Lessons are enhanced with quality, appropriate resources Quality questioning is considered at the planning stage Learning is personalised Learning is shared and celebrated Pupil’s are given opportunities to review and improve their learning Pupil’s are encouraged to take part in self and peer assessment Lessons take account of the interests of the child Effective learning is regularly organised around themes and is cross-curricular Lessons develop skills and investigation Learning take place in different learning environments Guided group work is planned There is a balance between adult-led and child-initiated learning There are discrete sessions for PSED, as well as making this part of everyday practice Key workers are used across the foundation stage to feed back on a child’s progress Displays: Celebrates pupils work Are relevant, motivating, stimulating and interactive Are linked to themes and areas of learning / provision areas Encourage questioning Are meaningful and purposeful – eg. Learning Walls Inform parents of learning Share learning objectives and success criteria Share information about staff working with each class Share targets Working with Parents: Parents are kept well informed Good relationships are quickly established with open two-way communication Parent workshops are used to inform and share learning and teaching strategies Homework is used to inform about learning / personalised to the child Parents are involved with supporting learning in school e.g reading / after-school clubs Parents evenings encourage dialogue Learning is shared and parents are invited to observe lessons IEP targets are shared along with ideas to help children Learning is celebrated through stickers, certificates, concerts and celebration assemblies Parents are encouraged to help with fundraising The school website, newsletters and text messaging service is used to inform parents Our open-door policy welcomes parents into school on a daily basis There is a close working relationship with the PTA Transition is planned for and the Children’s Centre support transition in the foundation stage Parents are recognised as the child’s first educator Parents are involved in celebrating diversity Inclusion. We are committed to: Personalised learning / differentiation Identifying the needs of all pupils Addressing and meeting additional needs including EAL Making the curriculum accessible to all Respecting all cultures / diversity Staff training to support inclusion All pupils having access to appropriate support and interventions Use of external agencies for additional expertise Liaising with the Children’s Centre / Families First/ School Nurse/ Speech and Language and other professionals Use of individual and group targets Meeting the physical needs of all children to enable them to be independent Provision mapping – targeted support for individuals and groups There is an Inclusion policy in place which all staff are aware of and committed to Curriculum Design: In the Foundation Stage and Y1, as developmentally appropriate, all learning is planned from EYFS. Long term planning provides an overview of the year and identifies areas of interest and themes . It is reviewed on an annual basis. Medium term planning is planned identifying objectives from the 6 areas of learning on a half-termly basis. At this stage continuous provision and adult led learning is planned however there is flexibility to respond to the interests and achievements of pupils. Short term planning is completed collaboratively on a weekly and daily basis and is directly linked to formative assessment and the interests of pupils. It is annotated and developed in response to observational assessment. Adult led learning is planned for groups and classes based on the developmental needs and progress of pupils. A weekly plan is constructed focussing on the development of literacy and mathematical skills in F2 Curriculum Design – KS1 At KS1 the curriculum is skills based for the discrete teaching of Literacy, Mathematics, ICT and Science Within Literacy ‘Letters and Sounds’ is the basis for the teaching of phonics skills, and personalised skills progression agreed by the school is used for reading, writing, speaking and listening and maths Within Science, National Curriculum Level Descriptors are used to plan for progression in learning We consider the progression of skills in the foundation subjects using the Rose Review of the Primary Curriculum. A thematic cross-curricular approach is used for these areas of learning and themes are considered on a yearly basis, influenced and developed by the children’s interests Medium term planning will address the specific skills to be taught RE is taught according to the locally agreed syllabus. Short term planning will give details of the objectives, assessment, differentiation, guided and independent learning and will be cross referenced to the documents listed above. Short term planning will be annotated to show assessment information At the short term planning stage, ‘Essentials for Learning and Life’ from the Rose Curriculum will be considered.


Headteacher Mrs J Foster, Deputy Headteacher Mrs E Morley			Website Design By Flicks Media