LEARNING FOR LIFE.
PARK FIRST AND NURSERY SCHOOL
STATEMENT AND POLICY
The Core principles of Learning and Teaching
WE NEED TO:
- Set high expectations and give every child
confidence they can succeed.
- Establish what children already know and build
- Structure and pace the learning experience to
make it enjoyable and challenging.
- Inspire learning through enthusiasm for the
- Enable children to become active partners in
- Develop learning skills and personal qualities.
at Abbey Park First and Nursery School, teaching and learning
is about developing secure floors to stand on, and not about creating
ceilings on which children will bang their heads!
By engaging the children’s emotions, this
will ensure that their learning is deeper!
Park First and Nursery School
Our learning and teaching statement
These statements reflect the shared beliefs of the teaching staff at
our school. It also aims to inform governors and parents about the
nature of good teaching and learning at Abbey Park First and Nursery
School. As a team of professionals working together we aim to ensure
that learning is enjoyable for both children and teacher, with evident
enthusiasm from all involved.
- have access to learning activities that will develop
children’s sense of achievement;
- are engaged in relevant, interesting and enjoyable learning
activities that enable them to consolidate and build upon prior
- experience a variety of learning experiences to match their
different learning styles;
- make sustained progress over time, building upon what they
- develop skills to become independent learners;
- are involved in the planning for their learning.
- develop key thinking and learning skills which will enable
them to become better learners.
- are encouraged to develop social, emotional, cultural and
The school provides for the professional development of all its staff.
- are well prepared and have a good subject
- are well planned using appropriate resources and
making effective use of support from adults;
- make effective use of the time available.
- Are clear about how they will evaluate the
teaching, ( assessment outcomes);
- provide lessons that engage children’s
interest from the outset and offer appropriate pace and challenge
- ensure that all children make good progress in
gaining knowledge and developing skills and understanding;
- include opportunities for children to be
creative, reflective, practical and physical so that every child is
successful whatever their ability providing children with regular
feedback on success and progress, and with suggestions for improvement
that encourage them to learn from mistakes;
- encourage children to develop a good work ethic, and to
behave well in the classroom in order to protect the learning
environment for all;
- encourage children to be confident to seek adult support as
well as to offer feedback on their own learning;
- create effective relationships that are based on mutual
respect and self-esteem.
We support each other as colleagues.
Our aim is for every
child, whatever their background or
circumstances, to have
the support they need to:
These are known as the five outcomes, and are at the heart of
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well-being
DOES LEARNING LOOK LIKE IN
CHILDREN LEARN BEST
- Know what they are doing and why
- Are developing skills
- Are appropriately challenged
- Are actively engaged in their own learning
- Feel safe and happy
- Are able to develop their own learning styles.
- Have first hand experiences
AS A TEACHER WE
FACILITATE THIS BY:
- Sharing WALT`and WILF (We Are Learning To and What
I’m Looking For)
- Modelling and scaffolding, questioning,
encouraging thinking and problem solving.
- Questioning, Inclusive planning and differentiation.
strengths and weaknesses. Consider higher
- order questioning and mixed
- Encouraging independence and peer support. Create a
children feel safe and secure, and can take risks in their learning.
- Developing positive relationships. Using
- Providing multi sensory approaches. Using a creative
planning and cross curricular themes.
- Providing practical and stimulating high quality
CHARACTERISTICS OF AN EFFECTIVE LEARNING AND TEACHING ENVIRONMENT
Learning takes place in an environment which:
- is happy and caring
- is organised
- is well resourced
- makes learning accessible
- is encouraging and appreciative
- is welcoming
- provides equal opportunities
- provides a working atmosphere
- can be challenging and stimulating
providing opportunities for all learning styles.
- can be peaceful and calm
- makes the most of the outdoor
environment stimulating children’s learning.
We believe at Abbey Park First and Nursery School that the right
standards are :
EXCITEMENT, ENTHUSIASM, CURIOSITY and FUN!
These four are at the heart of what we do.
We use the ‘grab factor’ at the start of our
lessons to really enagage the children’s interest and
enthusiasm. We endeavour to incorporate unusual lesson openings, and
not always giving the lesson objective immediately. We have a flexible
approach towards the curriculum and the patterns of the day, if the
children are fully immersed in what they are doing.
Brain gym should be used to allow children to refocus mid
their work, or where the teacher feels this is needed.
The teachers often review
and assess the learning taking place
throughout the lesson by conducting ‘mini
plenaries’, asking questions and observation.. Questions can
be open ended and children should be given ‘
thinking time’ to allow for response. We often use response
partners with whom they can discuss questions and answers.
the end of the lesson are be used to revisit lesson
objectives and to gauge understanding. We also use a variety of methods
for children to demonstrate to the teacher their understanding, e.g
traffic light system or ‘ thumbs up or down’
Routines and rules in the classroom contribute to a healthy
learning environment. To be effective we believe they should be:
Most of our classrooms contain a zone board which promotes and
encourages good behaviour. Children whose names remain in the
‘gold ‘ area are rewarded with ‘golden
time’ where they choose activities and games. In
the early years rewards are immediate in the form of stickers.
- agreed by the children and clearly
- fair and consistent
- realistic and positive
- kept to a minimum but enforced
ACHIEVING GOOD DISCIPLINE
The school philosophy is to encourage and praise any achievement in
work or behaviour rather than focus on the negative through punishment
To achieve this we promote self esteem by:
- listening to children and giving
weight to their views;
- establish positive relationships based
on mutual respect;
- give them challenging, yet realistic
targets so they can achieve success;
- praising them;
- showing we value their work in
assemblies or in class;
- displaying their work attractively;
- giving stickers and certificates
Although emphasis is on the positive, there are occasions when a
child’s behaviour is unacceptable and discipline is applied
in a firm, fair and consistent manner:
- reprimanded quietly, calmly and firmly;
- asked to complete work;
- asked to miss break or lunchtime play;
- spoken to by the headteacher;
- told that their parents will be contacted;
- stopped from attending an after school club.
In extreme cases parents would be asked to take their children home
Please see the behaviour policy.
Social, physical, creative and academic achievements are celebrated in
many ways as an ongoing process in all aspects of school life, by:
Teachers observe, assess, reflect and review achievements with each
child on a regular basis. The child is involved in this process by the
encouragement of self appraisal and target setting. Assessment is an
integral part of the learning and teaching process
- verbal or written praise;
- displays of work;
- opportunities to perform or share;
- the awarding of stickers, and
- sharing success. ( welcome assemblies
and Golden assembly)
recording and reporting
Asessment is necessary to identify what children need have learned and
to plan for their next steps in learning. We need to evaluate what we
have taught, how the children responded, what they have gained from the
experience and what they have retained. From this assessment we can
adjust our planning, modify our teaching and decided what needs to be
reinforced, consolidated and then plan for progression.
Teachers are encouraged to use a variety of methods for recording their
ongoing assessments of children. Mark books, with day to day test
results of spelling or mental maths test can be used, or notes taken
during the lesson, post it notes stuck onto planning sheets or planning
Formal assessments are carried out through out the year. All children
from year 2 to year 4 take a reading test ( NFER) in October and in
June. Spelling tests are taken weekly, progress against the Maths key
learning objectives are ongoing and recorded at the end of each term,
and children’s writing is also formerly assessed on a termly
Years 2 – 4 take SATS tests in the Summer term ( May).
These assessments enable us to gauge children’s progress
towards set, end of year numerical targets in reading, writing, maths
Parent evenings are held in the Autumn and spring terms. These are
occasions when children’s long and short term
targets can be shared and discussed with parents, along with
results of any relevant assessments.
A report on each child is written by the class teacher and sent to
parents in the Summer term. The school operates an open door policy,
where parents can come and discuss their child’s progress or
any concerns they may have, at any mutual convenient time.
THE LEARNING ENVIRONMENT
The school building
The school building accommodates five classes in modern classrooms
around a quadrangle; we also have an early years unit, which houses the
nursery and the reception class.
All classrooms are equipped and furnished to a high standard. The rooms
are light and airy, and each fitted with an interactive whiteboard.
Each class has three flat screen computers, and the nursery two, with
internet access and arranged on a purpose built bench. Resources are
easily accessible and drawers and cupboards clearly labelled. Around
school each curriculum area has its own cupboard or space accommodating
clearly labelled resources. Each classroom has a sink and designated
craft/ design area.
Displays in and around the classrooms are colourful, interesting,
appropriate, stimulating, and also act as support for
children’s developing literacy and numeracy skills, and
promoting learning and teaching.
The library and ICT suite
The school has an I.C.T suite, and an open plan library with a wide
range of non fiction and fiction books, which the children can access
during the day or during library sessions.
Also by the library there is a small teaching room used for music
tuition, a learning area to support children and a room for teachers to
plan and prepare lessons.
Multi purpose room
In the early years unit we have a multi purpose room which is used for
playgroup sessions, and for whole school use too. It contains a kitchen
where the children are taught food technology, art and design and
technology lessons. It also has an interactive white board.
We have a large hall that is used for PE, drama, assemblies and as a
We have separate play areas for the nursery and reception children, a
large playground with shaded areas for the main school, a gazebo and
adventure playground, surrounded by a large field. We also have an
environmental area where we run forest school sessions, and an area by
the early years, containing a pond and plants that attract wild life.
This provides many opportunities for first hand experiences and taking
the classroom ‘outside,
There is a good balance of individual, group and whole class teaching,
and teachers will choose carefully the style of teaching which is most
effective, and groups will differ in composition and size for different
activities. Some groupings are ability based, or mixed ability or
friendship based. There are also many intervention programmes for
specific groups of children, often taken by teaching assistants or
Teachers’ plan teaching and learning in depth and detail,
liaising closely with others working in the same key stage.
Children have free access to fresh cooled water throughout the day, via
water dispensers. We have achieved healthy school status, and children
are encouraged to only eat fruit at break times, which is provided
daily through the fruit scheme we have signed up to.
To ensure continuity, teachers leave written guidance and suggested
activities for all planned absences. The teachers’ planning
is always available showing lesson plans, timetables and curriculum
In some absences the teaching assistant who normally works with the
class teacher will be taking the class. In this case, if at all
possible the teacher will discus in detail the work to be covered, and
the teaching assistant will be left with work to introduce ( grade 3
work ). Mostly the teaching assistant will be supported by another
colleague. Depending on the nature of the work, the marking of the work
will be left for the class teacher on his or her return to the class.
On some occasions where the class teacher will be absent from the class
the head will plan for a suitably qualified teaching assistant to take
the class, sometimes with support from another teaching assistant. If
it is specified work then the teaching assistant will plan the lesson,
and also mark the work. This is grade 4 work.
School polices are set out in a large policy file kept in the heads
office; in the staffroom, and in the subject co ordinators file. It is
the duty of each teacher to be familiar with all school policies and to
All children have the right to equal opportunities. Teachers’
expectations of behaviour and performance by all children should be the
same. All children are given their entitlement to all aspects of the
curriculum, regardless of any special educational need, disability,
gender, or social and cultural background.
Curriculum areas are allocated money according to the needs identified
in the school development plan and the accompanying school budget plan.