Implementation
Effective teaching
At Hathern we embrace a pedagogy of ‘Personalised Learning’; an approach which expects all children to reach or exceed their full potential. High expectations apply equally to all children, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, exciting lessons, rapid intervention allow pupils to access the curriculum. The teacher’s priority is to support children so that they can keep up with the pace of learning and to achieve to their fullest potential.
Key Foci for Effective Teaching:
1. Quality first teaching
-Learners with learning difficulties, including those with speech, language and communication needs
-Learners who are learning English as an additional language
-Boys and girls
-Children who are in care
-Learners with social, emotional and behavioural difficulties
Effective Learning
We acknowledge that children learn in different ways and we recognise the need to develop pedagogies which enable all children to learn in ways which suit them.
We offer ways for children to learn in different ways including:
At Hathern we embrace a pedagogy of ‘Personalised Learning’; an approach which expects all children to reach or exceed their full potential. High expectations apply equally to all children, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, exciting lessons, rapid intervention allow pupils to access the curriculum. The teacher’s priority is to support children so that they can keep up with the pace of learning and to achieve to their fullest potential.
Key Foci for Effective Teaching:
1. Quality first teaching
- Focused lesson objectives;
- High demands of child engagement with their learning;
- High levels of interaction for all children;
- Appropriate use of teacher questioning, modelling and explaining;
- An expectation that children will develop resilience and accept responsibility for their own learning and work independently;
- Regular use of encouragement and praise to motivate children.
- Individual children’s progress tracked;
- Strengths and weaknesses identified supporting planning and intervention
- Data collected on a regular basis and shared with staff;
- Teaching, interventions are adjusted in the light of progress children make;
- Parents and carers are regularly updated on their child’s progress;
- Processes run across the school to ensure consistency and are regularly evaluated by SLT to ensure that the needs of all children are being met;
- Assessment for Learning (AfL) evident across the school – learning objectives (focus), outcomes, success criteria, self and peer evaluation
- Individuals and groups who are not making sufficient progress are identified;
- Learners are enabled to perform beyond the norms expected for their year group where appropriate;
- Interventions are evaluated and relevant adjustments are made;
- Teachers and teaching assistants regularly meet to discuss current and future interventions engaging in dialogue around the impact of interventions, potential barriers and further actions required.
- Organisation of the classroom/learning environment adapted to the children’s learning needs;
- The use of learning resources and ICT developed to allow children to work independently and successfully;
- Make effective use of other spaces – ‘outdoors’, spiritual garden, the local community, hall space;
- Displays to be a mixture of celebration of children’s work, supportive resources and information.
- The curriculum is designed to cater for the needs and interests of a full range of learners including:
-Learners with learning difficulties, including those with speech, language and communication needs
-Learners who are learning English as an additional language
-Boys and girls
-Children who are in care
-Learners with social, emotional and behavioural difficulties
- Flexibility is built into the curriculum organisation and delivery to ensure greater coherence from the children’s perspectives.
- Hathern offers a full range of ‘out of hours’ activities and clubs which enhance and extend the basic curriculum;
- We ensure access for all;
- Parents and carers, as well as the wider community, are involved in extended provision;
- Access to other services is provided or arranged, including health and social services.
- Hathern maintains close communication with parents and carers;
- We develop and maintain multi agency links to support vulnerable children;
Effective Learning
We acknowledge that children learn in different ways and we recognise the need to develop pedagogies which enable all children to learn in ways which suit them.
We offer ways for children to learn in different ways including:
- investigation and problem solving;
- open ended tasks;
- research and finding out, with independent access to a range of resources;
- group work, paired work and independent work;
- effective questioning;
- presentation and drama;
- use of ICT;
- visitors and educational visits;
- creative activities, designing and making;
- use of multimedia, visual or aural stimulus;
- participation in physical or athletic activity;
- homework;
- outdoor learning;
- extra-curricular clubs and activities.