Rushen Primary School

Learning and Growing

Teaching for Learning Policy

This document is a statement of the aims that we have for teaching and learning at Rushen Primary School, it should be read in conjunction with the Freedom to Flourish document.

The Aims of Rushen School are:

To offer children a caring and nurturing environment.
To include all children and offer them equal opportunities.
To build excitement, fun and stimulation into the curriculum.
To encourage achievement through high expectations, motivation and creativity.
To promote children’s health, fitness and well being.



State our beliefs in teaching for learning
Inform a wider audience such as parents, governors, other interested parties
Provide practical guidance towards quality teaching and effective learning
Translate the school's overall aims into practice
Provide continuity and consistency in our work
Enhance the quality of all children's learning and raise their standards of achievement

Our intention will be to help each pupil realise his or her maximum potential in terms of personal, social and educational development. In order to achieve this we aim to provide consistency in teaching and learning which responds to the unique educational needs of each child. We will take account of advice given in the Freedom to Flourish document in the sections ‘Schools Actions to Help learners and Deliver the Curriculum’, and ‘Desired Outcomes of the Delivery of the Curriculum’. Rushen School seeks to create a calm, happy and purposeful working environment and to promote partnership between children, parents, staff and governors.

What is Teaching for Learning?

Teaching for learning is the method through which we offer a curriculum which is broad and balanced and meets the requirements of the Education(Curriculum) (No 2) Order 2004 and Religious Education in accordance with section 12 of the 2001 Education Act .

Teaching for learning is planned for with regard to the content, context, pedagogy and management of the learning experience.

We are aware that children learn in different ways and that information is acquired through our senses; seeing, hearing, doing, touching and at times tasting (Visual, Auditory and Kinaesthetic learning).

Children may have a more dominant learning style but we should aim to deliver a balance of styles in our teaching.

This knowledge is reflected in the teaching and learning at Rushen Primary School.

Teaching is

A complex process
The overall development of the whole child (physical, social, cognitive, emotional, spiritual and creative)
Preparing the children for the future
The planned provision for the development of all children
The use of a variety of techniques, contexts, environments and strategies
Helping individual children to fulfil their potential

Learning is

A never ending process that involves social interaction
Influenced by previous knowledge and experiences
The acquisition and application of knowledge, skills, understanding, attitudes and values
Incremental and results in a change for the learner
A tool towards independence

Effective teaching and learning

At Rushen Primary School we aim to help children learn through their total experience. This policy guides what children do, what teachers do, how time is managed, the organisation of the classroom and what the school, as an organisation does, to create an effective and well-managed learning environment in which the individual needs of each child can be met.

For effective and successful learning to happen, children learn best when they:

are happy.
are not hungry or thirsty
get regular exercise - Activate or daily exercise
are interested and motivated
achieve success and gain approval.
are given tasks which match their ability and potential.
clearly understand the task.
feel secure enough to make mistakes
are confident and aware of boundaries
are challenged and stimulated.
take responsibility for their own learning as appropriate
feel a valued member of the school community.

We also believe that:

all pupils should respect the rights of others to learn.
learners and teachers have individual learning styles which influence their learning potential.
learning outside the classroom is an important element in the learning experience at school.
offering opportunities to learn in a real world context should be promoted.
the quality of communication between the teacher and learner is essential for effective learning.
all learners should reach their full potential as confident, capable and caring individuals.
each pupil has great potential to learn and achieve success.

Teacher's Role

Classroom management

In the classroom children should have the opportunity to:

work individually, in a variety of groupings and as a class
make decisions
work co-operatively
solve problems
be creative
discuss their ideas
develop social skills
develop independence
use initiative
receive support
achieve academically to their potential
reflect on progress and achievement

Learning takes place in an environment which:

is challenging and stimulating
is happy and caring
is organised
is well resourced
is safe
makes learning accessible
is encouraging and appreciative
provides equal opportunities
provides a purposeful working environment
is well managed and conducive to learning

Planning and preparing for stimulating lessons involves:

catering for the learning styles and individual needs of all learners.
providing time for the pupils to demonstrate their prior learning.
collaborating with colleagues.
using visual, auditory and kinaesthetic approaches to teaching and learning.
planning for plenaries.
utilising displays to motivate, reinforce concepts and value children's work.
varying the pace of teaching.
use of effective questioning.
ensuring involvement of pupils in their own learning.

Children are encouraged to develop thinking and problem solving skills. First hand experience and the opportunity to experiment are vital parts of learning.

Feedback should:

build every pupils self esteem.
where possible, be immediate.
encourage, motivate and reward.
support pupils development and progress.
include a balance of discussion and written comments; (see marking policy).
be explicit.
be relevant to the aims of the lesson.


We are currently developing our understanding and use of Assessment for Learning and this will become an integral part of planning as we gain experience in using this.

Monitoring & Reporting

Monitoring of teaching and learning will be carried out by all staff and focused lesson observations will take place for performance management, co-ordinator monitoring and by the Leadership Team.

The policy will be monitored by staff, Leadership Team and Governors through lesson observations and work sampling/scrutiny and feedback from staff.

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