At Grange Primary Academy we believe in the concept of lifelong learning and the idea that both adults and pupils learn new things every day. We feel that learning should be a rewarding and enjoyable experience for everyone; it should be fun.
Therefore, through effective teaching we aim to equip pupils with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that positive and effective teaching and learning experiences can help each pupil to achieve and contribute and participate in the local and wider community.
All pupils follow the statutory requirements of the Foundation Key Stage, National Curriculum for Key Stage 1&2 and United Learning Curriculum. The pupils are ensured quality access to the whole curriculum so that they may learn effectively, make progress and attain levels in line with, or better than, their prior attainment. Challenging, realistic and attainable targets are set in order to help pupils achieve this. Cross-curricular opportunities are given wherever possible to enhance pupil’s knowledge, skills and understanding.
Our aspiration is to enable all of our pupils to develop their capacities as successful learners, confident individuals and responsible citizens who are secondary ready and ultimately go on to make an effective contribution to society. It is our mission that every pupil can look back positively on his/her school experience having achieved the highest standards of work and achievement. To this end we provide a broad and balanced curriculum which gives emphasis to the aesthetic, creative, practical, social and moral aspects of life as well as academic skills.
Our Teaching and Learning Policy is built and driven by both the school’s values –
Be Responsible, Be Kind, Be Ready, Be Proud
and United Learning’s Trust ethos - ‘The Best in Everyone’.
‘The Best in Everyone’ is underpinned by the following core values:
- Ambition – to achieve the best for ourselves and others;
- Confidence – to have the courage of our convictions and to take risks in the right cause;
- Creativity – to imagine possibilities and make them real;
- Respect – for ourselves and others in all that we do;
- Enthusiasm – to seek opportunity, find what is good and pursue talents and interests;
- Determination – to overcome obstacles and reach success.
Education with Character
At Grange Primary Academy, we value the contribution of our pupils to the community in which they live. Whenever possible, we try to ensure that learning is personalised for individuals and groups. We do this by drawing on the rich and diverse cultures in the local community and wider community. We hope that through the teaching of a more personalised curriculum, we will be able to promote co-operation and understanding between all members of our school, local and wider community. Learning should therefore take place in a stimulating environment supported by a variety of experiences, including the full use of the whole school environment, educational visits and the expertise and knowledge of the wider community including:
- Extended School Provisions including breakfast club, lunch time and after school clubs
- Specialist staff where possible.
- Educational visits both out of and in school.
- Residential visits to Govillon.
- Themed Curriculum Days.
- Curriculum Enrichment visits
- Annual Performances, drama and concert productions
AIMS AND OBJECTIVES
We believe that people learn best in different ways. At our school we aim to provide a rich and varied Learning environment that allows pupils to develop their skills and abilities to their full potential.
Through our teaching we aim to:
- enable pupils to become confident, resourceful, enquiring and independent learners;
- foster children’s self-esteem and help them build positive relationships with other people;
- develop children’s self-respect and encourage pupils to respect the ideas, attitudes, values and feelings of others;
- show respect for all cultures and, in so doing, promote positive attitudes towards other people;
- enable pupils to understand their community and help them feel valued as part of this community;
- help pupils grow into reliable, independent and positive citizens.
WHAT EFFECTIVE LEARNING LOOKS LIKE
- Listen attentively to their teachers and each other.
- Know what they are doing and why and can explain clearly what they are learning.
- Settle to tasks quickly and are fully engaged.
- Sustain concentration with commitment and enjoyment.
- Persevere even when solutions do not come easily, they are able and enjoy working independently.
- Respond eagerly to challenges and understand how to set their own challenge.
- Have the confidence to ask questions when they are unsure.
- Have confidence to use secondary resources independently, e.g. dictionaries, computers.
- Have their own ideas and are not frightened to take risks.
- Respond to suggestions for improving their work and evaluate their own learning.
- Learn and support one another.
- Make good progress in consolidating and extending their understanding.
- Make connections between areas of learning.
- Use and apply knowledge and skills in new situations.
- Think creatively and show initiative.
- Make good/very good progress against the lesson objectives.
- Engage well to homework.
- Are keen to follow up on the topic through independent study without being asked.
We recognise that our pupils have different learning styles and try to ensure that this is encapsulated in our teaching where we implement strategies that allow all pupils to learn in ways that best suit them. Educational researchers and psychologists have identified seven main areas of intelligence:
- interpersonal/group working;
At Grange Primary Academy, we always endeavor to take these different forms of intelligence into account when planning. We offer opportunities for pupils 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;
- use of IT equipment;
- fieldwork and visits to places of educational interest;
- creative activities;
- watching film footage, DVD and responding to music;
- debates, role-plays and oral presentations;
- designing and making things;
- use of the outdoor learning environment;
- participation in athletic or physical activity.
WHAT EFFECTIVE TEACHING LOOKS LIKE
- Teachers have high expectation of pupils, work, behaviour and capabilities.
- Teaching makes intellectual and creative demands on pupils to extend their learning.
- Independent work is challenging but accessible.
- The teaching of skills and subject matter is knowledgeable, stimulating and perceptive.
- Subject specific vocabulary is used correctly.
- Clear instructions are given. Teachers explain objectives and pupils understand them.
- Lessons are well structured with a variety of activities and methods. These are chosen are well geared to the particular focus of the lesson.
- Pace and momentum are maintained. Time is used productively.
- Teachers actively teach the whole class or groups throughout the lesson.
- Group work is purposeful, focused and well-paced.
- Questions are challenging and are used to consolidate, extend and verify what pupils know and understand
- Imaginative resources are used.
- Modelling helps to embed knowledge and understanding.
- Time is given to revisit learning to support long term memory skills.
- Learning walls are used to support learning and consolidate ideas.
- Relationships in the classroom provide a confident and positive atmosphere in which achievement flourishes.
- Routines are established which support independent learning.
- Pupils are keen to learn.
- Pupils rise to challenges in creative ways.
- Pupils work well for extended periods of time.
- Pupils make very good progress.
Pupils receive feedback on their attainment and progress so that they know how to improve
At Grange Primary Academy we follow the United Learning philosophy of using the Rosenshine Principals of Instruction. We have however divided these up further in to four sections to help and support all staff in providing the best possible ways of teaching and learning in their classroom.
Rosenshine’s 10 Principles of Instruction
Each lesson is built around a clear learning question. These questions are linked to learning objectives taken from the United Learning Curriculum, National Curriculum and the Curriculum for the Foundation Stage. Lesson plans should contain information about the tasks to be set, the resources needed, and the way we assess the pupil’s work. We evaluate lessons so that we can modify and improve our teaching in the future. At Grange Primary Academy, we work very hard to establish good working relationships with all pupils in the classes. We treat the pupils with kindness and respect. We treat all pupils with respect and value the unique contribution that they can make by drawing on their differences includes ethnicities, cultures, backgrounds and religions.
Our classrooms should be attractive and inviting learning environments. Displays should be used to develop the children’s understanding through working walls and learning journeys/timelines. We should ensure that all pupils have the opportunity to display their best work at some time during the term. All classrooms have a range of dictionaries and fiction and non-fiction books. Reading and a love of books is celebrated throughout the school. We believe that a stimulating environment sets the climate for learning, and an exciting classroom promotes independent use of resources and high-quality work by the children.
Equal Opportunities Statement
At Grange Primary Academy we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school. This is irrespective of race, gender, disability, faith, religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and are able to participate fully in school life.
All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.