Teaching and Learning Policy

Legal Status:

  • Regulatory Requirements, Part 1 Quality of Education Provided (curriculum) (teaching) of the Education (Independent College Standards) (England) Regulations 2010

Applies to:

  • Whole College

To be read with:

  • Curriculum Policy
  • Differentiation Policy
  • Special Educational Needs Policy
  • Educational Visits and Off-Site Activities Policy
  • Behaviour and Discipline Policy
  • Assessment Policy
  • Marking Policy
  • Homework Policy

Available from:

  • College Office and website

Monitoring and Review:

  • We are aware of the need to review the college teaching and learning policy regularly so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the college. As such, this Policy will be continuously monitored and reviewed by no later than two years from the date shown below.

Signed:            Date:July 14th 2011

Proprietor and Principal

Introduction

At Albion College we believe in the concept of lifelong learning and the idea that both adults and pupils learn new things every day. ‘Enjoyment is the birth right of every child. But the most powerful mix is the one that brings the two together. Pupils learn better when they are excited and engaged – but what excites and engages them best is truly excellent teaching, which challenges them and shows them what they can do. When there is joy in what they are doing, they learn to love learning.’ (Primary National Strategy).

We maintain that learning should be a rewarding and enjoyable experience for everyone. Through our teaching we 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 appropriate teaching and learning experiences help pupils to lead happy and rewarding lives.

Aims and objectives

We believe that people learn best in different ways. At our college we provide a rich and varied learning environment that allows pupils to develop their skills and abilities to their full potential. ‘Pupils learn and flourish when they are healthy, protected from harm and authentically engaged and stimulated.’

Through our teaching we aim to:

  • enable pupils to become confident, resourceful, enquiring and independent learners;
  • foster pupils’ self-esteem and help them build positive relationships with other people;
  • develop pupils’ self-respect and encourage pupils to respect the ideas, attitudes, values and feelings of others;
  • show respect for all cultures and, in so doing, to promote positive attitudes towards other people;
  • cater for the needs of individual pupils;
  • personalise learning;
  • 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;
  • Enable achievement and provide challenge appropriate to the ability, interests and needs of each pupil;
  • The main aims of teaching and learning at Albion College reflect the five outcomes of Every Child Matters.

We ensure that all pupils are given the opportunity to:

  • Be healthy
  • Stay safe
  • Enjoy and achieve
  • Make a positive contribution
  • Achieve economic well-being

Time allocation

  • The timetable is constantly under review and is subject to changes in staff and in staff responsibility. The aims of our timetabling procedure are to ensure that every pupil has access to all areas of the timetable.
  • When allocating lesson times, we acknowledge the guidance given in the QCA documents.
  • The time allocation for ICT is incorporated into the planning for other areas of the curriculum, alongside the planning of explicit ICT lessons.

Effective learning

We acknowledge that people learn in many different ways, and respond best to different types of input (visual, auditory and kinaesthetic); we must therefore deliver teaching in different ways to address the needs of all our learners.

We ensure the best possible environment for learning by developing a positive atmosphere in which pupils feel safe and feel they belong, in which they enjoy being challenged, but in which they enjoy learning, and know that they will succeed (because they know the challenge will have been set at the right level). All teaching are structured to maximise learning opportunities, and lessons are planned in accordance with the following principles:

  • the teaching should build on previous learning ;
  • it should give pupils the 'big picture' of the lesson;
  • the teacher should explain the learning objectives, and why the lesson is important;
  • the lesson should be presented in a range of styles;
  • it should allow opportunities for the pupils to build up their own understanding through various activities;
  • it should allow opportunities for the pupils to review what has been learnt;
  • it should have built-in opportunities for feedback to the pupils, celebrating success and reviewing learning strategies;
  • the teaching should indicate what the next step in the learning will be.

We offer opportunities for pupils to learn in different ways. These include:

  • investigation and problem solving;
  • research and finding out;
  • group work;
  • pair work;
  • independent work;
  • whole-class work;
  • asking and answering questions;
  • use of ICT;
  • fieldwork and visits to places of educational interest;
  • watching television and responding to musical or tape-recorded material;
  • debates, role-plays and oral presentations;

We encourage pupils to take responsibility for their own learning, to be involved as far as possible in reviewing the way they learn, and to reflect on how they learn – what helps them learn and what makes it difficult for them to learn. Assessment and marking are an integral part of the teaching and learning process. As outlined in the Assessment and Marking Policy, informal formative assessment (Assessment for Learning or AfL) takes place continuously in the classroom and comprises of:

  • well understood learning objectives which are shared with the pupils (WALT – see below);
  • sharing or creating learning outcomes with the pupils (WILF) to make them partners in their learning;
  • plenaries being used as assessment opportunities:
  • effective teacher questioning;
  • observations of learning;
  • analysing and interpreting evidence of learning to inform future planning;
  • sensitive and positive feedback to pupils;
  • individual target setting: SMART (specific, measureable, assessable, realistic and given in time);
  • pupils understanding how well they are doing and how they can improve.

Effective Planning

When teaching we focus on motivating the pupils and building on their skills, knowledge and understanding of the curriculum, so that they reach the highest level of personal achievement. We use the college curriculum plan to guide our teaching. This sets out the aims, objectives and values of the college and details what is to be taught to each year group.

We base our teaching on our knowledge of the pupils’ level of attainment. Teachers make ongoing assessments of each pupil's progress, and they use this information when planning their lessons. It enables them to take into account the abilities of all their pupils. Our prime focus is to develop further the knowledge and skills of the pupils. We strive to ensure that all tasks set are appropriate to each pupil’s level of ability. When planning work for pupils with special educational needs we give due regard to information and targets contained in the pupils’ Individual Education Plans (IEPs). Teachers modify teaching and learning as appropriate for pupils with disabilities. We value each child as a unique individual, and teachers are familiar with the relevant equal opportunities legislation covering race, gender and disability. We strive to meet the needs of all our pupils, and to ensure that we meet all statutory requirements related to matters of inclusion. We have high expectations of our pupils, and we believe that their work here at Albion College is of the highest possible standard.

We set academic targets for the pupils in each academic year and we share these targets with pupils and their parents/guardians. We review the progress of each pupil at the end of term. Our lessons have clear learning objectives (WALT), often based on the National Curriculum. Our lesson plans contain information about the tasks to be set, the resources needed, and the way we assess the pupils’ work. We evaluate all lessons so that we can modify and improve our teaching in the future (WILF).

Effective Ethos, Classrooms and Learning Environment

Each of our teachers makes a special effort to establish good working relationships with all pupils in the class. We treat the pupils with kindness and respect. We recognise that they are all individuals with different needs, but we treat them fairly and give them equal opportunity to take part in class activities. All our teachers follow the college policy with regard to discipline and classroom management. We set and agree with pupils the class code of conduct. We expect all pupils to comply with these rules that we jointly devise to promote the best learning opportunities for all. We praise pupils for their efforts and, by so doing, we help to build positive attitudes towards the college and learning in general. We insist on good order and behaviour at all times. When pupils misbehave we follow the guidelines for sanctions as outlined in our college behaviour policy.

We aim to provide a learning environment which:

  • is challenging and stimulating;
  • is peaceful and calm;
  • is happy and caring;
  • is organised and well-resourced;
  • makes learning accessible;
  • is encouraging and appreciative;
  • is welcoming;
  • provides equal access and inclusion;
  • provides a professional working atmosphere.

We ensure that all tasks and activities that the pupils perform are safe. When we plan to take pupils out of college, we follow a strict set of procedures to ensure safety: the venue is visited, risk assessments are completed, and various permissions are obtained. Parents/guardians are informed, and their permission obtained before the visit takes place. Learning assistants and other adult helpers are deployed as effectively as possible. Sometimes they work with individual pupils and sometimes they work with small groups.

Our college is an attractive learning environment. We ensure that all pupils have the opportunity to display their best work at some time during the year. 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 pupils.

All our teachers reflect on their strengths and weaknesses and plan their professional development needs accordingly. We do all we can to support our teachers in developing their skills, so that they can continually improve their practice. We conduct all our teaching in an atmosphere of trust and respect for all.

The Role of the Director of Studies

The Director of Studies determines, supports, monitors and reviews the college policies on teaching and learning. In particular he:

  • supports the use of appropriate teaching strategies by allocating resources effectively;
  • ensures that the college buildings and premises are best used to support successful teaching and learning;
  • monitors teaching strategies in the light of health and safety regulations;
  • monitors how effective teaching and learning strategies are in terms of raising pupil attainment through assessments;
  • monitors the teaching and learning through lesson observations;
  • ensures that staff development and performance management policies promote good quality teaching;
  • develops and monitors long and medium term planning;
  • monitors the effectiveness of the college’s teaching and learning policies through the college self-review processes, which include reports from Heads of Department and a review of the in-service training sessions attended by staff;
  • in liaison with the SLT, promotes and develops the process of college development planning.

Communication with Parents and Guardians

We believe that parents and guardians have a fundamental role to play in helping pupils to learn. We do all we can to inform parents and guardians about what and how their children are learning by:

  • holding parents’ evenings to explain our college strategies;
  • sending information to parents and guardians at the start of each term in which we outline the topics that the pupils will be studying during that term at college;
  • sending regular reports to parents and guardians in which we explain the progress made by each child and indicate how the child can improve further;
  • explaining to parents and guardians how they can support their pupils with homework. We suggest support for older pupils with their projects and investigative work;
  • posting information on the parent and public pages of the college website;
  • being available - we have an open door policy;
  • strong lines of communication with parents living overseas.

We believe that parents and guardians have the responsibility to support their pupils and the college in implementing college policies. We would like parents and guardians to:

  • ensure that their child has the best attendance and punctuality record possible;
  • do their best to keep their child healthy and fit to attend college;
  • inform college if there are matters outside of college that are likely to affect a child’s performance or behaviour at college;
  • promote a positive attitude towards college, staff and learning in general;
  • fulfil the requirements set out in the homework agreement.

Monitoring and review

We are aware of the need to review the college teaching and learning policy regularly so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the college. We will therefore review this policy every two years, or earlier if necessary. Teaching and Learning is monitored through the college’s yearly cycle of self-evaluation.

As a general overview

All teaching staff will have a lesson observation and feedback once per year to ensure continuity and conformity both across year groups, subjects. Support and training is offered/provided to new staff.

 

Expectation

Teaching/Learning Health Check

 

Evidence

 

Pupils are able to show evidence of progress through lesson.

Learners make exceptional progress.

Virtually all learners make good progress.

Most learners make expected progress.

Learners generally or particularly groups do not make satisfactory progress.

[1]

 

[2]

 

[3]

 

[4]

 

ENGAGE/ENJOY

Pupils should be engaged in the activity/lesson.

Learners thrive as a result of teaching.

Virtually all learners positively engaged in work.

Most pupils enjoy work and are motivated to do well.

Pupils do not enjoy work, often disengaged.

[1]

 

[2]

 

[3]

 

[4]

 

KNOWLEDGE

Teachers can demonstrate through their teaching a clear understanding of subject knowledge.

Teachers have high-level expertise and knowledge.

Teachers have good knowledge.

Teachers have secure subject knowledge.

Evidence that teacher’s knowledge of curriculum is inadequate.

[1]

 

[2]

 

[3]

 

[4]

 

CHALLENGE

Learning activities are varied and challenge the learner.

Work well pitched and challenging for every learner.

Level of challenges stretches but does not inhibit.

Level of challenge sufficient for all pupils most of time.

Level of challenge wrongly pitched.

[1]

 

[2]

 

[3]

 

[4]

 

TEACHING METHODS

Teachers can demonstrate effective use of different styles.

Methods and resources enthuse and extend pupils.

Confident use of a range of teaching methods.

Methods encourage and engage pupils.

Methods used do not engage pupils.

[1]

 

[2]

 

[3]

 

[4]

 

INDEPENDENCE

Opportunities are created for pupils to demonstrate independent learning.

High degree of independent learning.

Range of well-judged opportunities for independent learning.

Opportunities for independent learning.

Not enough independent learning.

[1]

 

[2]

 

[3]

 

[4]

 

ASSESSMENT

Pupils are able to use assessment criteria to shape learning outcomes. Assessment data shapes to teachers plans.

Assessment shapes learning and planning.

Work is based on accurate assessment and informs learner how to improve.

Assessments adequate for teachers to monitor progress.

Not frequent or accurate to monitor progress.

[1]

 

[2]

 

 

[3]

 

[4]

 

Quality of Questioning

 

Impact of questioning on pupils' learning, achievement attitudes and behaviour

Quality of teachers' questioning

  • Do pupils adhere to established routines for answering questions and taking turns?

  • Do pupils recall well?

  • Do pupils listen carefully to questions?

  • Are pupils prepared to answer ‘incorrectly' at times?

  • Do all pupils try and answer questions?

  • Do pupils ask each other questions?

  • Do pupils listen to each other's answers?

  • Do pupils build on other pupils' answers?

  • Are pupils' questions relevant and useful?

  • Do all pupils have the chance to be involved?

  • Do pupils provide reasons and justifications for their answers?

  • Do they politely agree and disagree with each other's answers?

  • Do they venture answers even when they are uncertain?

  • What abilities are pupils developing as a result of the questioning?

  • Are questions focused on learning objectives and teaching points?

  • Are clear routines in place as to how pupils should answer questions (e.g. hands up)?

  • Does teacher monitor the application of routines and provide clear feedback?

  • Does questioning help focus attention?

  • Does questioning stimulate involvement?

  • Does the teacher use effective strategies to ensure that all pupils try and answer?

  • Are pupils sometimes given time to prepare answers (in groups) during question and answer sessions?

  • Are volunteers selected to answer questions?

  • Are conscripts selected to answer questions?

  • Are questions targeted on all attainment groups?

  • Are all pupils involved in answering?

  • Does questioning provide a means to check prior learning and identify learning needs?

  • Does questioning diagnose learning difficulties?

  • Does questioning check and stimulate recall?

  • Does questioning stimulate depth of thinking?

  • Does questioning review and consolidate the main learning in the lesson?

  • Does questioning stimulate pupils to express feelings or opinions?

  • Does questioning encourage pupils to explore ideas?

  • Does questioning encourage analysis?

  • Does questioning encourage pupils' evaluation skills?

  • Are closed questions used well to:

  • Judge prior knowledge?

  • Test precise recall?

  • Aid memorisation?

  • Are open questions used well to:

  • Provide opportunity for pupils to show full extent of understanding?

  • Identify lack of understanding?

  • Stimulate higher order thinking?

  • Encourage speaking skills?

  • Encourage the expression of feelings and emotions?

  • Are pupils required to question each other?

  • Are pupils' questions valued?

  • Are incorrect answers handled sensitively?

  • Are what, how, why and if questions asked?

  • Are pupils asked to extend, justify or provide reasons for their answers?

Does the teacher’s questioning promote learning by all pupils?

 

Quality of planning and target setting

Impact of planning on pupils' learning, achievement attitudes and behaviour

Quality of teachers' planning

  • Are all pupils clear about the learning objective for the lesson?

  • Are pupils clear about where to focus their efforts during the lesson?

  • Are pupils clear what teacher is likely to be looking for when she looks at work?

  • Do the pupils have a clear view of what a good piece of work will look like?

  • From the outset, do the pupils know what the teacher is likely to focus on in the plenary?

  • Do they know how to improve specific aspects of their work?

  • Are they able to analyse the strengths and weaknesses in their own work?

  • Have they all got clear targets to focus efforts?

  • Do they understand not only what to do, but also why they are doing it and how the work is helping them improve and progress?

  • Do they recognise the importance and relevance of the task?

  • Do pupils make good progress in relation to the learning objectives?

  • Do pupils see links with learning in other lessons?

What are the specific learning objectives and how are they made explicit and visible:

 

  • Are concise learning objectives evident?

  • Are there too many learning objectives?

  •  Are the learning objectives appropriately differentiated to meet all pupils' learning needs?

  • Are the learning objectives achievable and the gains in learning measurable during the lesson?

  • Does the teacher communicate a clear plan and objectives for the lesson at the start of the lesson during the lesson and at the end of the lesson?

  • Does the teacher communicate the key teaching points for the lesson at the outset, during the lesson and at the end?

  • Are clear targets for improvement set, reinforced and reviewed with pupils?

  • Does the teacher review with pupils what they have learned during and at the end of the lesson?

  • Do teacher interventions relate closely to learning objectives?

  • Are the teaching points clear: Has the teacher a clear view of what good work will look like? Has the teacher a clear view of what questions will be asked? Does the teacher have a clear view of what vocabulary will be learned?

  • Common misconceptions clarified and discussed?

  • Does the teacher provoke deeper understanding & determined and unexpected contributions from some pupils?

Do pupils know where to focus their efforts to improve?

 

Teaching and learning of higher attaining (HA) pupils

Impact of teaching on higher attaining pupils' learning, achievement and attitudes

Quality of provision for higher attaining pupils

  • Are HA pupils learning as much and as quickly as would be expected?

  • Are HA pupils clear about what they are intended to learn and why?

  • Are HA pupils clear about where to focus their efforts during the lesson?

  • Are HA pupils clear what the teacher is likely to be looking for from them when work is marked?

  • Do HA pupils know how to improve specificaspects of their work?

  • Are HA pupils able to analyse the strengths and weaknesses in their own work?

  • Are HA pupils having less practice at routine tasks?

  • Do HA pupils find the task interesting and challenging?

  • Motivated? Productive? Persevere?

  • Independent? Respond well to challenge?

  • Do HA pupils apply sufficient intellectual, physical

  • or creative effort in their work?

  • Are they motivated to do their best and achieve well?

  • Do they want to know more and find out more?

  • Do they show a pride and interest in their classroom and their own and others' work

  • Do they sustain concentration and motivation?

  • Are they keen to ask and answer questions?

  • Do they respond well to a challenge?

  • Are they keen to work? Keen to answer questions? Keen to get on with the task in hand?

  • Are they alert and confident?

  • Do they form constructive relationships with one another and other adults?

Does teacher show an awareness of learning needs of gifted and talented and HA pupils and make appropriate provision?

 

  • Have higher and highest attaining pupils been recognised?

  • Does planning take account of learning needs of higher and highest attaining pupils?

  • Do HA pupils have well matched targets for improvement?

  • Do HA pupils receive a fair share of teacher time?

  • Do questions and other interventions extend HA pupils?

  • Are open-ended challenging tasks and investigations set?

  • Is the work hard enough?

  • Does the teacher encourage HA pupils to achieve sufficiently high standards of effort, accuracy and presentation?

  • Does the teacher inspire in HA pupils imaginative speculation, curiosity and ambition?

  • Does the teacher provoke deeper understanding & determined and unexpected contributions from HA pupils?

  • Are HA pupils challenged to make intellectual & imaginative effort & inspired to take new directions?

  • How clearly has teacher communicated the standards expected?

  • Are the pupils consistently expected to do their personal best?

  • Are HA pupils expected to work faster on occasions?

  • Are HA pupils typically given less routine practice on tasks?

  • Are HA pupils given space to experiment? Are HA pupils required to take risks in learning?

Are higher attaining and gifted and talented pupils progressing sufficiently and achieving their best?

 

 

What is the impact of teaching on learning, achievement, attitudes and behaviour?

Aspects of teaching and assessment that can influence pupils’ learning, achievement, attitudes and behaviour

Learning

  • How many pupils and which pupils/groups make exactly which gains in skills, knowledge, ideas and understanding?

  • Pace, quantity and quality of work?

  • How many and which pupils and to what extent are they developing the capacity to work independently and collaboratively?

  • Can they explain confidently and clearly what they have learned and why?

  • Do they know how today's work relates to previous work and what may be the next stage?

  • Do they ask questions about their work and learning?

  • Are they used to reviewing their work in relation to objectives and targets?

  • Do pupils understand how well they are doing and how they can improve?

  • Are pupils clear about the criteria used to assess their work?

  • Do pupils understand the comments made on their work?

  • How many pupils know their targets?

  • Which pupils are aware of what they were supposed to be learning and where to focus their efforts to learn and improve their work?

  • Can they apply new ideas in different contexts?

Achievement (relates to potential)

  • How much and which pupils are being stretched and working to their capacity?

  • Are they doing as well as they can?

  • Are most pupils making at least the expected progress in relation to their capabilities?

  • To what extent are pupils working close to their capacity?

  • What proportion of pupils are working to capacity?

  • Which pupils or groups of pupils are/are not working to capacity?

Attitudes, relationships and behaviour

  • How attentive are pupils? What % of pupils or different groups of pupils are attentive?

  • Which pupils show engagement, application, and concentration and work productively?

  • Are pupils too easily satisfied/distracted?

  • Are pupils developing interest in the subject?

  • Are they keen to work? Keen to answer questions? Keen to get on with the task in hand? Take pride in their work? Self esteem?

  • Do they sustain concentration? Interested? Motivated? Productive? persevere? Independent? Aware of own strengths and weaknesses and learning needs? Respond well to challenge? Alert? Confident? Work without supervision? Committed to tasks? Response to homework? Positive self esteem?

  • Enjoy work? Evaluate work? Are pupils polite to each other, and to adults?

  • Pupils know what behaviour and attitudes are expected? Respect own and others' property? Respect others' values?

  • Do they form constructive relationships with one another and other adults?

Subject knowledge?

  • Subject knowledge secure and confident & used to ensure appropriate challenge & expectations, effective planning, and accurate assessment?

  • Demonstrations and explanations clear?

  • Questioning perceptive and based on secure subject knowledge?

  • Clear understanding of how pupils learn the subject shown?

  • New ideas well explained?

  • Accurate use of subject vocabulary?

  • Questions answered well?

  • Interesting examples, contexts and first-hand experiences used to support teaching and learning?

N.B. Be alert to situations where pupils are misinformed or where knowledge and understanding are not built up systematically.

  • Planning is based on clear learning objectives and teaching points.

  • Planning shows evidence of clear understanding of how learning is built up?

  • Planning supports effective teaching and learning during the lesson?

  • Planning takes account of learning needs of all groups of pupils?

  • Learning objectives are clear, specific, concise, achievable and appropriate to pupils’ learning needs?

  • Effective strategies for ensuring that pupils are aware of where to focus their efforts to learn and improve?

  • Too many learning objectives?

How well do teachers interest, encourage and engage pupils?

  • How enthusiastic is the teacher and how is enthusiasm promoted?

  • Content and learning real, relevant, imaginative and interesting?

  • Reluctant learners coached and coaxed?

  • Pupils encouraged to work independently and carry out new tasks?

  • Some pupils easily distracted or do most pupils sustain interest and commitment to work?

How well does the teacher challenge pupils, expecting the most of them?

  • Teacher committed to getting the best out of pupils?

  • Questioning, problem setting, choice of materials & resources sufficiently challenging?

  • Work of all groups of pupils hard enough? Too hard? Too easy?

  • Praise used effectively to provide feedback and further challenge?

Do methods and resources support effective learning?

  • Methods & quality, first-hand resources motivate pupils to develop ideas?

  • Teaching strategies take account of pupils’ differing learning styles?

  • Grouping based on assessment & conducive to teaching & learning?

  • Application & development of English, maths and ICT across the curriculum?

  • Use of quality materials, especially books and literature? Love of books and reading engendered?

  • Learning over or under-directed?

  • Beginnings, middles and ends of lessons focus on learning objectives and teaching points?

  • Teaching focuses on learning more than behaviour?

Use of assessment

  • Pupils’ work assessed thoroughly and constructively?

  • Assessment used to inform planning and target setting? Targets regularly reviewed and refined?

  • Assessment of pupils with SEN thorough and used?

  • Pupils informed of what they are learning and how they can improve? On-going feedback provided on errors, good work and underachievement?

  • Targets specific, well matched and referred to often?

  • Marking and feedback well focused and diagnostic?

  • Pupils helped to judge the success of their work?

Management of time and behaviour?

  • Focus on learning more than behaviour?

  • Pace good and no learning time wasted?

  • Clear, high expectations of behaviour are effectively communicated and monitored?

  • Positive & clear feedback on behaviour and relationships provided?

  • Clear, efficient organisation of activities and groups?

  • Fair, clear exercise of authority, mutual respect and good work habits/routines?

  • Behaviour management consistent?

N.B. Though classroom management is important, it should not overshadow analysis of learning and achievement. Occasionally, despite effective strategies, the behaviour of one pupil or so defies all reasonable management strategies.

Use of homework (where appropriate)?

  • Does work done at home complement work done in class?

  • Do pupils find homework helpful? Is it well managed? Home reading?

  • Good feedback on homework provided?

How well do teachers promote equality of opportunity?

  • All pupils treated with respect, contributions encouraged and valued?

  • Methods and resources free from bias and stereotyping and well matched to needs of all pupils. Sensitivity show to individual circumstances, beliefs and cultures?

  • Teaching has regard for Codes of Practice for SEN and promoting race equality?

  • Teacher works to overcome barriers to underachievement, e.g. pupils’ poor literacy and numeracy skills; low expectations by teacher, parents, other teachers or the pupils themselves; lack of parental involvement in their pupils’ education, anti-academic culture and peer pressure; poor attendance?

  • Planning and teaching take account of learning needs of pupils from ethnic minority groups.

 

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