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TEACHING & LEARNING POLICY NEW HORIZONS AP SCHOOL

Reviewed & Signed by Deputy Headteacher

Reviewed & Signed by Headteacher

Approved by Education Committee

Noted by Governing Body

For Review June 2017

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Contents

Section 1 3 Ethos

Equal Opportunities

Section 2 4 • Management of the School Day • Class room management and organisation • Planning • Differentiation • Record-keeping and assessment • Screening • Monitoring and evaluation • Effective Teaching styles / strategies • Resources

Section 3 10 • Governors’ role • Parents’ role • Community’s role • The School’s role

Appendix A 12

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Section 1 Ethos The ethos and atmosphere of New Horizons School and services underpins the school’s strategic aims and priorities. Teachers provide a broad and balanced curriculum, which develops the skills, concepts and knowledge necessary for future learning. All staff work to remove barriers to learning and support the individual needs of learners. In the course of their work, staff will contribute to the development of this ethos through: • Providing a calm, and effective working environment, in which each

learner can achieve his or her maximum potential

• Providing a welcoming environment, in which courtesy, kindness and respect are fostered

• Providing positive role models • Providing a fair and disciplined environment, in line with the New

Horizons Behaviour Policy • Maintaining purposeful and informative planning, record-keeping and

assessment documents, in line with New Horizons assessment policy. • Effectively managing their professional time • Developing links with the wider community • Providing learners with meaningful, purposeful tasks, related to the

National Curriculum, Competency Curriculum, SEAL and examination programmes of study and learning outcomes.

• Valuing and celebrating learners’ success and achievements • Reviewing personal and professional development. • Providing appropriate CPD and coaching to colleagues in order to ensure

a high level of professional expertise • Welcoming and supporting teaching and non-teaching staff Equal Opportunities In accordance with the school’s Equal Opportunities Policy, all learners at New Horizons, where possible and appropriate, will be given full access to the curriculum. Staff will endeavour to help all learners to reach their full potential irrespective of race, gender, age, sexual orientation or ability.

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Section 2

Management of the School Day I. The School Day Each Provision within New Horizons follows a synchronised timetable in

order to allow collaborative teaching across the school. School timetables

can be found in Appendix A. II. Time Allocation At New Horizons, the majority of lessons are 45 minutes long. We have longer afternoon sessions in Key stages 1-4 at the Willows and Redwood Centres and two afternoon sessions at the Cedar Centre At New Horizons, we are committed to reflecting the requirements of the

National Curriculum wherever possible. In Key Stages 1-3 we follow the

Hamilton Trust, programmes of study which reflect the new National

Curriculum. In addition at KS3 we deliver competency-based learning

through the competency curriculum devised by Jackie Beer which uses

thematic approaches to develop the Personal, Learning and Thinking skills

of our pupils (PLT’s) We are committed to raising standards of Literacy and Numeracy. By literacy

and numeracy we mean the ability to read, write and speak in English and to

use Mathematics and ICT at a level necessary to function and progress at

work and in society in general. Teachers will encourage learners to work within given time scales, and will

facilitate the effective use of time through:

• The provision of appropriate, differentiated, resources • Planning extension activities, which can be carried out by individuals or

groups of pupils Time Allocation per Week: Specific time allocations for each Centre can be found in Appendix A

Classroom Management and Organisation: I. Management The learning environment will be managed in such a way as to facilitate

different styles of learning, with particular regard to Special Educational

Needs:

• Whole class teaching • Group work, organised according to appropriate criteria (i.e. ability, mixed

ability, interest etc.) • One to one teaching • Collaborative learning in pairs or groups • Independent learning • Online Learning

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II. Behaviour Management As outlined in the school’s Behaviour Policy. In addition, each class will:

• Display the school’s Behaviour Expectations and Learning Entitlement poster

• Follow the school’s Behaviour Policy • Use the rewards scheme in order to reinforce positive behaviour • Follow through the consequences for poor behaviour

Staff will: • Model appropriate behaviour • Use data to support behavioural improvement III. Organisation The classroom will be organised to facilitate learning and the development of independence. This may require flexibility in the organisation of furniture. • Writing resources will be available for use at all times and will be

centrally accessible • Classroom displays will be used to celebrate achievement and will

support learning through working walls and interactive displays as appropriate

Planning A yearly overview of planning is available detailing the Exam specification scheme and topics to be covered across the Key Stages throughout the year. Medium -Term Plans (through Hamilton Trust or relevant schemes) are in

place and reviewed regularly by centres. Short term planning is the responsibility of the teacher to do as is most appropriate to their subject. Teachers can use the “5 minute lesson plan” or may choose to use a week’s planning sheet to support consistency. Planning scrutiny is done termly by the Deputy Head teacher.

Differentiation Teachers will always differentiate outcomes for pupils. They will often use support, a range of tasks and appropriate questioning to differentiate Differentiated tasks will be detailed in Short Term planning. Learning

objectives and outcomes will be specified for all differentiated teaching. The

use of PIXL Trip as a school improvement tool supports clear differentiated

outcomes through the use of Personalised Checklists (PLCs) for pupils Record-keeping and assessment Regular assessments are made of learners’ work in order to establish the

level of attainment and to inform future planning. Learners should be aware

of the level of work they are completing and at what levels they are working

at through the use of PLC’s in the front of each book.

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Learner induction All new learners, following induction complete baseline testing which includes Cognitive Ability Tests, standardised assessment in reading, spelling and numeracy as well as Strengths and Difficulties profile linked to behaviour. Results from these assessments will be analysed and placed into SIMS to

allow staff access to them and so they can be used to inform future planning.

These results will be used to inform any personalised learning plans and

provide the baseline to measure progress from. Monitoring and evaluation • The Deputy Head teacher, alongside Heads of Centre will regularly, at

least bi-termly, monitor and moderate learners’ work books. These should also be available for SLT to sample as requested.

• Heads of Centre will observe class teachers in their area at least once a year

• The Deputy Head Teacher will observe the Head of Centres at least

once a year using

• Heads of Centre will regularly monitor Online learning resources and ensure weekly reporting of use is taking place

Effective Teaching

Teaching Strategies: In order to ensure equality of access, and effective matching of tasks to

needs, teachers will employ a variety of strategies:

• Providing opportunities for peer teaching/ collaboration

• Discussion and questioning (use of the question matrix as appropriate)

• Previewing and reviewing work

• Interactive teaching

• Brainstorming

• Providing opportunities for reflection by learners

• Demonstrating high expectations

• Providing opportunities for repetition / reinforcement

• Providing encouragement, positive reinforcement and praise

• Making judgements and responding to individual need

• Intervening, as appropriate, in the learning process in order to

support progress

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• Provide all learners with opportunities for success • Use a range of communication strategies, verbal and non-verbal Teachers will make their lessons purposeful: • Through carefully planned, well-structured and paced lessons • By making objectives and outcomes explicit to learners at the beginning

of each lesson, task or topic and involving learners actively in their

evaluation of learning achievement (not just a passive process) • By ensuring learners are aware of the success criteria for each lesson • Through explicitly checking understanding and reviewing work covered

in each task or topic • By delivering plans which incorporate spiritual, moral and cultural

elements Teachers will make lessons interesting and stimulating: • By starting lessons on time and avoiding dead minutes at the end • By consciously showing enthusiasm and positivity for and about their

subject and learning • By devising imaginative/creative approaches to the development of

knowledge and skills • By varying teaching styles (Tactile, Olfactory, Visual, Auditory and

Kinaesthetic), learning activities and the learning environment to maintain learners’ interest and take account of learning styles

• By structuring lessons in a way that demonstrates an introduction, opportunity to assess, chance for pupils to demonstrate what has been learnt and consolidate the learning process

• By incorporating TBAP Trust Online tasks into their teaching • By using praise and positive reinforcement to foster self-esteem,

motivation and confidence • By regularly displaying examples of learners’ work and other relevant

stimuli • By encouraging learners to demonstrate their skills through formal

presentations, drama, debate and role play • Using ICT and multimedia presentation when and wherever

appropriate to enhance the learning experience and outcome Teachers will create an orderly environment and manage classes efficiently: • By matching teaching style to lesson objectives and group dynamic • By organizing physical resources in ways which will promote orderly

classroom management • By being consistent about classroom procedures and The TBAP

Trust’s Behaviour Expectations that have been agreed by the

whole staff

• By keeping up to date and accurate records in mark books/SIMs and submitting assessment data for reporting in-line with the published deadlines

• By being flexible enough to adapt their lesson plan to take account of learners’ contributions and the mood of the group

• By setting and achieving high standards of behaviour and motivation

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Teachers will match learning activities/opportunities to all

abilities and preferences (PERSONALISATION):

• By using evidence of prior attainment to gauge learners’ individual capabilities

• By using information on individual’s preferred learning styles • By testing understanding and acquisition of knowledge through a

variety of means • By using appropriately differentiated materials and tasks which ensure

learners’ active participation in lessons, for the most able learners as well as for those with SEN

• By working proactively with Teaching Assistants and Learning Mentors • By setting high expectations for all learners, rewarding achievements with

praise and points in line with the behaviour policy • By using strategies suggested by learners’ Individual Education Plans

Teachers will develop positive and productive working

relationships with learners: • Through confident and assured command of subject matter which is

regularly updated. • Through appropriate professional development, observations,

discussions, and CPD • By being clear with instructions, questions and explanations • By understanding and promoting the value of focused discussion and

setting ground rules for speaking and listening • By fostering mutual respect, both learner to student, teacher to

learner and teacher to parent • Through actively promoting equal opportunities through the teaching and

learning process • By encouraging parents to support learners’ learning • By responding to all potential academic and pastoral concerns that are

made in a timely way • By ensuring learners are prepared to complete GCSE controlled

assessments/coursework by the agreed deadline • Supporting learners by holding after school study sessions as required Teachers will use both formative and summative assessment to

evaluate learners’ progress and to inform future teaching plans:

• By using a variety of formative in-class assessment, which relates to the subject area

• By marking consistently and positively in line with the school’s marking policy

• By giving regular, constructive feedback, through marking of work, verbal advice, and setting them achievable “SMART” targets as required

• By encouraging self and peer assessment in the drive to strive for improvement

• By encouraging and trusting learners to take responsibility for their own learning e.g. through guided study, self-assessment and small scale opportunities for them to teach the rest of a class as “lead learners”

• By checking progress against baseline to identify current position on

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their flightpath • By using Personal Learning Checklists effectively • By statistically analysing individuals and whole class performance in

relation to the provided benchmark data Teachers will create further opportunities for learning • The school’s Behaviour Policy should be promoted in all lessons

around the school and when learners are representing the school on

trips and visits • Extra- curricular activities should be open and encourage all learners who

wish to attend • All teachers should encourage and support learners to develop an interest

in the subject outside of the classroom • Behaviour journals and reflection time should allow learners to recognise

achievements that are not academic Resources Each classroom will be equipped with appropriate curriculum resources. Centres will be allocated a budget based on their budget requests at the

beginning of the financial year. The budget holder (Head of Centre) is

responsible for the ordering of materials in line with the agreed procedures. Learners will be taught how to use all resources correctly and safely, with

care and respect, and with regard for Health and Safety and waste. .

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Section 3 The Management Committee’s (Governors) Role It is the Governors role to monitor and review the policy and its practice through: • Reports provided by the Head Teacher and teachers The Governors also need to fulfil its role as detailed in the Terms of

Reference document: • To receive reports from the Head Teacher and/or the Teacher

Representative (often the Deputy Head Teacher) • To attend appropriate INSET • To receive reports from the Site Manager on relevant issues, in particular

Health and Safety, and to follow up any relevant issues • To promote and ensure, at all times, equal opportunities in relation to race,

gender, class and belief • To promote and ensure at all times the practice of giving value and respect

for all cultures and faiths Parent / Carer’s Role Parents and Carers are encouraged to support their children’s learning by: • Ensuring that their child comes to school feeling confident and positive • Ensuring that their child arrives at school punctually and regularly • Sharing with the teacher any problems in school that their child is

experiencing • Supporting their child by attending meetings • Supporting their child and the teacher by becoming actively involved in

the operation of any Special Educational Needs processes • Ensuring that all contact addresses and telephone numbers are up to

date and correct • Agreeing to New Horizons Behaviour Expectations • Agreeing to, and supporting, the school’s online learning policy • Contributing relevant information to base-line assessment • Responding to letters sent home from school • Informing the school of reasons for their child’s absence • Informing the school of any significant matters at home which may

affect their child’s progress, happiness or behaviour • Supporting extra-curricular activities Community’s Role The community is invited to support the school by: • Contributing to activities such as community fun days, artistic events

and Governing Body representation • Presenting themselves as positive role models to be emulated • Guiding learners’ behaviour as they play around the school and providing

positive role models with regard to behaviour • Organising activities and events throughout the year to extend and

deepen learners’ knowledge and skills • Supporting school events

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The School’s Role In relation to each of the above areas the school will reciprocate by: • Responding to offers of support as far as it is able • Respecting all information given in confidence • Giving clear information on the aims and objectives of the curriculum and

school procedures • Attending meetings of the local “Residents Association” • Giving reasonable / appropriate access to staff • Working in partnership with parents and carers to ensure the success of

their children, and encouraging parental involvement in working out the way forward for their child’s educational future

Review This policy is a working document and therefore is open to change and

restructuring as and when the need arises.

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Appendix A The Cedar Centre

Monday - Friday

9.00-9.25 Breakfast and Welcome

9.25 – 10.05 Lesson 1

9.25 - 10.50 Lesson 2

10.50 - 11.05 Break

11.05 – 11.50 Lesson 3

11.50 – 12.30 Lesson 4

12.30 – 1.05 Lunch

1.05 – 1.45 Lesson 5

1.45 – 2.30 Lesson 6

2.30 Finish – Reflection time /after school groups as required

Subject KS3/4 (Cedars)

Maths 5 x 45 mins

Science 3 x 45 mins

English 5 x 45 mins

PE 2 x 45 mins

ICT Incorporated in curriculum

History 3 x 45 mins

Geography 3 x 45 mins

Media 3 x 45 mins

Art 2 x 45 mins

PSHE 2 x 45 mins

Spanish 1 x 45 mins

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The Willows KS1 and 2 Monday – Friday

9.00-9.25 Breakfast and Welcome

9.25 – .9.45 Nurture for Learning

9.25 - 10.30 Steps for Learning

10.30 - 10.45 Break

10.45 – 12.00 Steps for Learning (including Guided Reading)

12.00 – 1.00 Lunch and Class read

1.30 – 2.30 Creative Learning

2.30 – 2.45 Reflection

2.45 Finish – After school groups as required

Subject KS1/2

Maths/Numeracy 5 x 45 mins

Science 1 x 60 mins

English/Literacy 5 x 45 mins

PE 1 x 60 mins

Class/Guided Read 5 x 30 mins

Art 1 x 60 mins

Cooking 1 x 60 mins

Nurture 5 x 20 mins The Willows Key Stage 3

9.00-9.25 Breakfast and Welcome

9.25 – 10.00 Nurture for Learning

10.00 - 10.30 Action for Learning

10.30 – 12.35

Steps for Learning English/Maths (including

Guided/Individual Reading)

12.35 – 1.35 Lunch and Team Nurture

1.35 – 2.35 Creative Learning (Subjects)

2.35 – 2.45 Reflection

2.45 Finish – After school groups as required

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Subject KS3

Maths/Numeracy 5 x 45 mins

Science 1 x 60 mins

English/Literacy 5 x 45 mins

PE 1 x 60 mins

Art 1 x 60 mins

Cooking 1 x 60 mins

Nurture/PSHE/Behaviour Development 5 x 60 mins

Learner Progress Reflection/Enrichment 1 x 60 mins

The Redwood Centre Key Stage 4

9.00 - 9.25 Breakfast and Welcome

9.25 – 10.05 Lesson 1

10.05 - 10.50 Lesson 2

10.50 – 11.05 Break

11.05 – 11.50 Lesson 3

11.50 – 12.35 Lesson 4

12.35 – 1.35 Lunch and Personal Development (Lesson 5)

1.35 - 2.35 Lesson 6

2.35 - 2.45 Reflection

2.45 Finish – After school groups as required

Subject Pathway 1 Pathway 2

GCSE Maths 5 x 45 mins 5 x 45 mins

GCSE Science 3 x 60 mins 3 x 45 mins

GCSE English 5 x 45 mins 5 x 45 mins

GCSE PE 3 x 45 mins N/A

GCSE Art 3 x 45 mins 3 x 45 mins

GCSE Catering 1 x 60 mins N/A

STEM 2 x 45 mins

Duke of Edinburgh awards 3 x 45 mins 2 x 60 mins

Preparation for Working Life/Life Skills/PSHE 1 x 45 mins 1 x 60mins

1 x 45 mins

Personal Development 4 x 25 mins 4 x 25 mins

NB Literacy and Numeracy – interventions as necessary on a one-to-one/group basis across all centres