Knowing that people learn in many different ways, and respond best to different types of input (visual, auditory and kinaesthetic), we therefore deliver teaching in different ways to address the needs of all our learners. We take into account the different forms of intelligence (for example, mathematical/logical, visual/spatial, interpersonal, and musical) when planning our teaching.
We ensure the best possible environment for learning by developing a positive atmosphere where pupils feel safe and feel they belong, where they enjoy being challenged, but where they enjoy learning, and know that they will succeed (because they know the challenge will have been set at the right level).
When teaching we focus on motivating all the children, and building on their skills, knowledge and understanding of the curriculum, so that they reach the highest level of personal achievement. We use the school curriculum skills plan to guide our teaching. This sets out the aims, objectives and values of the school, and details what is to be taught to each year group.
Teachers make ongoing assessments of each child’s progress, and they use this information when planning their lessons. It enables them to take into account the abilities of all their children. Our prime focus is to develop further the knowledge and skills of all our children. We strive to ensure that all tasks set are appropriate to each child’s level of ability.
During lessons, children may work individually or perhaps with a partner. Other times they may work in a larger group, collaborating on a practical or written task or be part of a whole class discussion. Sometimes the classroom will be quiet, other times their may be a buzz of conversation as the children share their learning with each other.
We deploy learning assistants and other adult helpers as effectively as possible. Sometimes they work with individual children, and sometimes they work with small groups. Each class has a trained teaching assistant working with the classteacher every morning and some afternoons.
We continually assess the children informally through our observations of them, by marking their work and also providing the children with feedback for the next steps in their learning.
During their Reception year, the teachers regularly observe and assess the children to complete their “Foundation Stage Profile” and this is shared with parents on a termly basis (six times per year). The annual written report is shared in their final term.
In other year groups teachers use their ongoing assessment to inform discussions with parents regarding their child’s progress, which are held in the Autumn and Summer Term; the formal written report is shared with parents at the end of the Spring Term.