Learning and Teaching Policy

Norbury Hall Primary School
Learning and Teaching Policy and Guidance 2016/17
This Guidance provides a checklist for teachers in the areas of learning linked to:
The Learning Environment
Class Organisation and Management
Learning Walls
Shared Learning Spaces
Playground and Outdoor Spaces
Professional Conduct and Attitudes
Safeguarding Procedures
Managing Behaviour Effectively
Planning, Preparation and Assessment
Monitoring Teaching and Learning

The Learning Environment
At NHPS we believe that the physical environment we provide for children has a direct impact on learning. It gives children a clear message about how we value them and how we value learning and supporting independence. It is important that teachers keep the classroom and shared areas tidy and free of clutter both for health and safety reasons and to ensure an aesthetically pleasing environment and setting a good example for children.
Labelling Display Boards
Labels should be written in the following formats:
• Cut-out letters
• Computer print using the Sassoon Primary font (Penpals)
• Hand-written in line with the school’s handwriting policy
• Any labelling of resource boxes should be in Sassoon Primary font and consistently presented i.e size and colour

Learning Walls
A learning wall is an evolving display/resource that supports children with their current learning. An effective learning wall should engage children during lessons, allowing them to seek support independently. They help children understand the structure of a theme, how it progresses and how lessons may be cross curricular linked. A learning wall is used to indicate on a display board the starting point and learning outcome of the theme or unit being taught. A learning wall is there to show everyone what is being learned, why it is being learned, what will be achieved and to track the progress through those aims, making the children active participants in the process. They are a functional tool and may not necessarily look beautiful.
What should a leaning wall include?
A learning wall is a flexible model, so it is down to the individual teacher to make it work in the way they feel is most effective for their children. However the following are some general guidelines:
• The start and end points of a unit and the journey between should show progress.
• Key vocabulary, questions and mind maps.
• Examples from teachers and children of what a good one looks like.
• If a child says something that shows they understand something fully, this could be it up in a speech bubble / post it.
• Photographs showing activities linked to the theme or unit
• Pertinent questions as a starting point/ discussion point.
Inclusion
Some children may need special arrangements in order to access displays i.e a visually impaired child may need larger or emboldened print. It is therefore important to tailor some areas to the specific needs of the child. Consider colour background paper for dyslexic learners in some aspects of the Learning Wall.
Throughout the year, teachers will ensure that all children will have had the opportunity to contribute to work on display in the learning environment in the classroom or around the school.

 

Presentation
At NHPS we have a consistent approach to presentation therefore boards must:
• Have agreed background colours in shades of blue or green.
• All writing should reflect the expectations of the handwriting policy
• In general, all work should demonstrate the child’s potential best and of a high standard attention to spelling should be made here and corrected where appropriate.
• Work displayed should be properly adhered to the wall boards or theme books.
• Theme Books should be appropriately covered with a picture of the learner linked to the theme.
• All work should be clearly dated and I can statements labelled to show the activity and evidence differentiation.
• Learners must not draw(doodle) on or decorate book covers or internal pages.
• Learners may select the appropriate writing instrument to suit their personal writing style. PEN LICENCES DO NOT EXIST.
Consistency in Classrooms
In addition to the above we have an agreed approach to classroom organisation and key information.
Building and Dismantling Displays
The following procedures should be observed:
• Care should be taken when putting up displays and the policy for Health and Safety should be followed.
• No staples, pins or any other sharp objects should stick out.
• Displays should be put up ideally in pairs if a step ladder is required.
• Corridors or fire exits should not be blocked at any time.
• Displays should be taken down carefully, so that individual children’s learning can be taken home.
Monitoring and Evaluation
Learning walls and the learning environment will form part of monitoring through ‘drop ins’ and ‘Learning Lens’. The presentation of children’s work both on displays and in books will be monitored frequently.
At all times all staff will implement this policy into practice, model high standards and will maintain quality of display and presentation ensuring a clean, safe and purposeful learning environment.
Classroom Environment
At NHPS we aim to keep our classrooms free of clutter with clearly labelled resources. Our classrooms show a balance between information for learning, interaction and celebration of children’s thoughts, reflections and learning outcomes.
The following aspects should be displayed in classrooms – age related.
• Golden Time and Circle Time Rules as well as time indicators
• I can statements for tasks being taught on learning walls ( IWB or labels on whiteboard may also be appropriate)
• Plenary questions/Key questions
• Key vocabulary for current work in all subject areas linked to themes
• At KS2 some bi-lingual signage for learners in French to identify key vocabulary
• English and Maths working walls facing children and accessible – correctly labelled AS English and maths.
• Maths basics – 100 square, multiplication square, place value chart, calculation methods reflecting school policy where appropriate.
• English basics- Grammar ( vocabulary, connectives, openers, punctuation, appropriate wordlists)
• Interactive prompts for English, maths and theme work
• Evidence of ICT/computing reflected in cross curricular work
• Evidence of children’s ideas in a range of curriculum areas
• Classroom information –, rotas, groups, planning, timetables current letters etc should be displayed outside of the children’s eye line and where possible in stock cupboards.

Books
Books should be consistently labelled and must have the correct spelling of the child’s name.
At NHPS books should be limited to the agreed set and should show differentiated outcomes for all learners across the curriculum. Where appropriate spelling should be corrected and handwriting policy adhered to.
Theme Books
Home Learning
Mathematics
Working With and Working Without
Sketchbooks
Reading Record Rec –Y2
Home School Diary Y3 – 6
Theme books should be covered with a photograph of the child. The mindmap and theme title should also be included inside the book cover and the child should produce an evaluation ‘blurb’ at the back at the end of the theme.
Working With and Without Books should be reviewed by the class teacher each week. Activities must show an I can and should always be dated.
Absence should be recorded against I can statements and all recorded tasks should have I can labels – again these must be dated.
Work should be presented as ‘best’ – children should be encouraged to take pride in their work and should strive to present their best in all they do.
Targets should be bespoke and should be recorded in the front of books and reviewed regularly – at least each half term.
Teachers should only mark in black ink and comments should be linked to I can expectations and pertinent to the task.
Photographs are encouraged to be colour copied and must also be annotated at some degree to give context and outcome to the learning.
Shared Learning Spaces
Children are not permitted to return or select items from any shared spaces without an adult.
Resources should be returned after use at the next continuous break and if charging is required plugged in ready for others to use.
Phases are responsible for the shared spaces in their immediate areas –
Rec – Phonics space and reading area in KS1 Corridor
Y1 Construction and Role Play space in KS1 Corridor
Y2 and Y3 Library in Debbie’s absence including Y2/3 Laptop Trolley
Y4 Art and paper store
Y5 Maths and laptop trolley / Y5 Meeting Room
Y6 PE Store / Y6 Meeting Room
Generally PE Equipment in the hall should be replaced in a tidy manner after use by all and the PC and screen should be shut down after use also.
After PPA it is essential that the Planning Room is left as found for Stay and Play
The Staff Room is your room- please try to keep it tidy. Dishes can be stored in the dishwasher but do not leave on the table, side or sink. Food must be wrapped and stored in the fridge – otherwise it will be thrown away.
Please refer children to Lost Property rather than walking round classes to return ‘lost ’coats.
Playground and Outdoor Spaces
Duty staff must be on the playground promptly and must arrange for staff to bring out hot drinks where needed. Hot drinks must be in sealed drinking cups only.
Children should be reminded of where to play and where not play – given the weather and given regularly reminders of expectations for conduct on the playground
Phase Leaders are responsible for the organisation of Year Group Rotas for football / play spaces.
At the close of play the bell should ring first to tell the children to stand still. The leading duty teacher will then need to congregate the children to hear them and instruct a class at a time to walk in. Classes can only walk in to school once the teacher has arrived to pick them up. Children should be supervised as they return play equipment and should be reminded to walk.
At the close of lunchtime a class teacher from the phase must ring the bell to follow the same arrangements as playtime. Classes are not permitted to walk in without a teacher with the exception of Y6 who should be greeted by Y6 Staff at the infant door.
After dismissing classes at the end of the day staff are asked to scan the playground and field spaces and retrieve equipment and lost clothing so that it is not on the field overnight.
Y6 staff must observe learners leaving via the infant path to ensure a safe exit takes place.
Rec and Y1 outdoor play spaces should also be given a ‘sweep’ so that nothing is left out overnight. Gates should be closed and bolted.
Professional Conduct and Attitudes
For additional staff conduct expectations please also refer to the Stockport Safeguarding in Education booklet – Information for all school staff and volunteers.
Staff should have a personal copy but for reference a copy is displayed along with this document in the staff room.
NHPS operates a positive attitude policy. Staff refuse to accept unprofessional and negative comments and should immediately refer concerns to their line manager.
We show ourselves to be role models in all aspects and channel any given frustrations we may have in an appropriate, professional manner.
Appropriate language should be used and personal, private discussions should be saved for private spaces away from children.
If a colleague is unwell or has a personal issue that means they cannot attend work this must be communicated firstly to the HT either verbally or via a text message before 8:00am. Telephone number 07411276684
If a member of staff is taken ill during the school day they should report this to a member of the senior leadership team and appropriate cover should be in place before leaving the premises.
When known absence is planned, appropriate paper planning should be left along with resources for a covering teacher. Explicit instructions regarding timings, group lists and abilities and expectations must be left.
For an unknown absence staff covering must be supported by the Phase Lead to ensure the appropriate work is covered.
Colleagues should present themselves in comfortable, smart clothing that reflects their professional responsibility. It is important that our children, families and colleagues see us as professionals. Teaching staff are not permitted to wear denim. Tattoos should be covered and facial piercings other than earrings are not permitted.
Staff are expected to dress appropriately for sports activities and to change at an appropriate interval within the school day.
Staff must ensure that hot drinks are not carried at high traffic times in main corridors and should not be accessible in the classroom to the children. During wet playtimes drinks in sealed containers are only permitted in classrooms. Staff should not have china mugs or cups in classrooms during the teaching day. Empty mugs should be returned to the staff room and washed at the end of the day.
Personal belongings, messages and photographs should be kept to a minimum and where possible not displayed in the children’s eye line.
Colleagues should ensure that valuable and personal items are locked away in store cupboards or desk drawers. Mobile phones must not be visible on teacher’s desks or in the classroom during the teaching day.
Stock rooms should be kept locked and out of access for children in the teaching day.
Staff are not permitted to snack during the teaching day – water is permitted in line with the children’s policy. Fizzy drinks or hot drinks during lessons are not permitted at any time.
Confidential notes of concern or messages from staff to staff should always be exchanged adult to adult. Teachers should not send confidential material to others via children or leave information on desks unless sealed in an envelope and addressed to the receiving teacher and dated.
Safeguarding Procedures
Staff should read regular updates for safeguarding and ensure they are fully briefed on their role and responsibility in keeping children safe.
The most recent update is September 2016 and guidance is displayed in the staff room to support this.
Staff will receive termly and timely updates as and when they are published.
It is essential that staff are familiar with the school’s Safeguarding Policy and have clear understanding of procedures should a concern be raised. Notes of Concerns can be located in the staff room but each classroom should also have a set in stockrooms or desk drawers.
A note of concern should be treated confidentially and should be submitted to the HT personally or in a sealed labelled envelope. It is vital that NoC are completed as soon after the incident to report has happened so that if an investigation takes place it is done timely and swiftly.
Staff should attend basic training at least every two years but should be briefed and updated at least termly.
The Designated Officer for our school is the HT. In the event of her absence concerns should be reported to the DHT.

Managing Behaviour Effectively
Colleagues should be familiar with school’s Golden Time, Anti- Bullying and Behaviour Policies. They should refer to the guidance within the policies to ensure sanctions, rewards, procedures and protocols are adhered to. Copies of the school’s policies can be found on the school network, the website and also the staff room information board. Consistency is essential to ensure that behaviours are appropriately managed and allegations of bullying or poor behaviours are dealt with swiftly and effectively.
Colleagues should log all incidences of alleged bullying. They should keep a record of parental and learner complaints and complete the school proforma showing what actions and outcomes have been reached. This information should remain confidential and should be locked away.
If a complaint or allegation reaches senior leadership, copies of all logs and documents will be requested. Teachers are accountable for following anti bullying and behaviour management procedures and must account for their dialogue with learners and /or parents in previous incidents.
Phase Leaders should be informed of any behaviour concerns and these can be shared at Strategic Leadership Team meetings.

Planning, Preparation and Assessment
PPA sessions will take place weekly for all teams and will be between 1:10pm and 3:20pm
Additional opportunities for PPA will be given during assembly sessions and also additional staff meeting /directed times as well as part of INSET training.
PPA meetings need to be efficient and time managed. Staff should ensure that they are pre prepared for the meeting and prompt to start. Staff should only use laptops assigned to them and not those assigned to the children. Staff are not permitted to take PPA outside of the school building.
If a colleague is on a course when it is a PPA day this will only be rearranged if school has specifically requested the course.
Planning should always be a week ahead and planning will be monitored in the second and penultimate week of each half term by members of the SLT.

Monitoring Teaching and Learning
Teaching and learning will be monitored in several ways throughout the academic year. All teaching staff will contribute to and participate in Learning Lens sessions linked to our school development priorities and working party action plans.
Monitoring will include planning scrutiny, work scrutiny, PPA drop ins and pupil voice. Pupil progress meetings will take place termly and will focus specifically on aspects of under attainment or underachievement.
SENd reviews will also form part of the whole school monitoring processes.
Assessment weeks and Parent Teacher Consultations alongside the End of Year Report to Parents as well as cohort data will also be used as monitoring tools for pupil performance and linked to staff appraisals.
Staff must adhere to deadlines and ensure that reports and data updates are completed on time.