Teaching & Learning at Northumberland PRU

At Northumberland PRU, Quality First Teaching is at the heart of everything that we do. Our teachers talk about teaching, our teachers observe each other teach: our teacher’s plan, organise and evaluate together: and our teachers talk to each other. Our curriculum offer is targeted to the young people who walk through our doors, to ensure the best chance of success and a positive destination after Northumberland PRU.
Our aim is simple: to give students a broad and balanced curriculum that also recognises their need for a more personalised curriculum.  This includes therapeutic strategies and excellent pastoral support and care.
Effective Teaching at Northumberland PRU is:
1. When we show knowledge of children we are aware of their:
● stage of development as a learner, e.g. skills, knowledge, learning techniques and maturity
● interests
● prior knowledge
● individual needs, e.g. academic, physical, emotional
● preferred learning styles This knowledge is used to improve teaching by informing
● planning for differentiation
● effective use of resources
● teaching strategies
● grouping
● targeted classroom support
2. When we are well planned, whether in the long term, medium term or short term, we will have considered:
● learning objectives and success criteria
● prior assessments
● National Curriculum requirements and issues of progression
● appropriate resources
● the role of other adults in the classroom
● tasks that will allow access for the full ability range
● time allocations
● the range of teaching strategies Formatted: Font: (Default) Arial, 10 pt, Bold
● assessment opportunities
3. When we have developed an environment conducive to learning we will:
● have systems in place which enable pupils to access and manage resources independently
● praise pupils for achievement
● have high expectations
● base relationships on mutual respect
● have attractive classrooms which show pupils’ work valued through interactive display
● have appropriate seating arrangements
● ensure a behaviour code exists, is understood by all, and is well managed
● use strategies to promote self-esteem and confidence
4. When we use resources and time effectively we:
● have well maintained resources and systems for management that are understood and used by all
● use resources that facilitate access to learning for all
● ensure readability levels of texts are appropriate for pupils or they have support to access more difficult texts
● use a wide range of media
● ensure appropriate pace of lessons
5. When we have selected tasks which will effectively develop learning we will ensure that they:
● develop the intended learning
● provide progression for all
● challenge all ability ranges
● are appropriate to individual needs
6. When we ensure pupils know what is expected of them we will:
● clearly share learning aims with pupils
● use a standardised starter slide, displaying the learning aim, a retrieval activity and tier 2 and 3 vocabulary
When we ensure pupils know how to be successful we will:
● give pupils opportunities to identify success criteria
● occasionally differentiate success criteria, e.g. must, should, could
● use learning aim and success criteria as a focus for plenary sessions
7. When we use a variety of teaching strategies we include whole class teaching where:
● pupils are involved and are interacting
● teacher language is understood by all
● effective questioning moves pupils on in their thinking (questions may need to be differentiated to ensure involvement by all)
● pupils feel confident and able to ask questions collaborative group work where –
● pupils are grouped appropriate to the task, e.g. ability, mixed ability, friendship, prior knowledge
● group size has been considered
● the task is a group task
● pupils are clear about the learning aim and the success criteria
● teacher and additional adult roles have been identified
Other teaching strategies could include:
● paired/individual work
● peer tutoring
● practical demonstrations
● outside visitors
● use of ICT and other media
8. When we show subject knowledge we:
● keep abreast of current developments and initiatives
● use subject specific vocabulary appropriately
● are competent in teaching the content of the National Curriculum and occasionally beyond
● show skill in asking and responding to relevant questions and providing accurate information
● are able to provide demanding tasks for the more able
● develop key skills of numeracy, literacy, ICT, and oracy within the subject
9. When we use a variety of assessment techniques we could include formative day to day strategies based upon learning objectives and success criteria within the plenary session such as:
● pupils acting as response partners to other pupils
● teacher giving feedback to class or individuals
● self-assessment
● marking – of work against success criteria
● questioning
● target setting
● concept mappin
More formal strategies such as SAT’s GCSE NFER – Reading Assessments Baseline External Exams Results of assessment will be used to determine what we do next with individual pupils, groups and the whole class (see assessment policy)
10. When we use additional support we ensure that:
● support is planned into differentiated provision
● support staff are included in planning
● support staff are clear about their role
● support staff know the learning objectives and success criteria of the lesson
● support staff are given relevant training
● support staff know they are valued
11. When we have high expectations we ensure that pupils:
● understand what they are expected to learn and how to be successful
● pupils are given opportunities to evaluate their one work and the work of others
● understand the importance of accuracy and good presentation
● are appropriately challenged
● are praised for achievements
● have negative attitudes/behaviour challenged
● expect and are expected to progress
● can articulate their learning
12. When we use homework effectively we ensure that it is:
● set regularly
● followed up in class
● relevant
● differentiated
● it adds value
Overcoming potential barriers to learning and assessment for individual and groups of learners:
For learners whose needs are not adequately supported through the teaching strategies outlined above, more intensive strategies may be necessary to overcome potential barriers. Some of our pupils may need intensive support from our learning support assistants or even individual lessons/sessions from specialist staff, including one to one tuition or alternative provision.
13. Monitoring and Evaluation The Headteacher and Assistant Headteacher will conduct reviews of teaching and learning by distributing surveys to teachers, asking:
● How they feel the practices benefit pupils.
● How practices can be improved
● Whether the workload associated with teaching and learning is proportionately reflected in the positive impact on pupils.