In our school, effective planning of pupil learning by teachers and support staff is at the heart of pupil progress and attainment.
Successful teaching and learning relies upon detailed planning which identifies the intended learning, engages and motivates each learner to do their best, inspires and develops independent learners whilst embedding key skills to raise standards.
In our school we aim to:
- • provide concise and clear specifications of what pupils are expected to learn, how, and when learning is to be undertaken
- • to meet the needs of all learners through differentiated, targeted and supported planning – maximising learning
- • meet expectations of curriculum coverage from the relevant National Curriculum
- • ensure that planning is driven by outcomes and on-going daily review of pupil progress
- • ensure that effective cross curricular links are met (eg speaking and listening, development of reading and writing and the application of maths)
- • engage with our daily planning to ensure that we identify and clearly plan for pupil’s next steps using prior learning as a basis for an overview of learning, and daily planning to respond to issues that arise daily as a result of planned learning (next steps)
Our creative and engaging curriculum is planned in such a way as to make links between subjects where appropriate, in order to create meaningful learning experiences. Our curriculum supports learners in making links in learning -providing opportunities for exciting and innovative lessons.
Staff follow an agreed long term plan which incorporates learning from all subject areas into a topic or theme specific to that phase of the school, e.g.; EYFS, KS1, Lower KS2 and Upper KS2. Our school learning themes ensures coverage of the National Curriculum throughout a child’s time in school, whilst making links within subjects, developing PHSE and the use of SEAL and Philosophy for Children (P4C). In planning our themes we engage with visitors, plan visits and develop links outside of our school within the themes – aiming to broaden our children’s experiences as widely as possible. We also plan into our themes the use of our kaleidoscope room to engage and motivate our children, stimulate writing, and give opportunities for talking and role play.
Our curriculum is planned in 2 year cycles, our newest cycle being planned to address the new National Curriculum of September 2014. This cycle will run 2016-2018, and will be national Curriculum compliant for Key Stages 1 & 2.
In our EYFS a two year cycle is followed for our Nursery and Reception children. These themes are very broad allowing for flexibility to incorporate the children’s own interests and activities within the planned learning.
In our EYFS a two year cycle is followed for our Nursery and Reception children. These themes are very broad allowing for flexibility to incorporate the children’s own interests and activities within the planned learning:
- teachers, in their team, ensure curriculum coverage and progression in knowledge and skills are planned
- when a new theme is introduced to the children they are invited to discuss what they already know about the theme
- after this the children are invited to say what more they would like to know about the theme
- a learning journey is then created by the teacher in conjunction with the children – outlining a progression in learning for that theme
- the learning journey is displayed in class as an on-going learning aid, put in the front of the theme book, and communicated to parents as an “learning Journey” sheet and on our school website.
- a termly overview sheet plots the coverage of the curriculum areas to be covered within the theme over a half term.
Our English Medium term planning sets out key genres (Talk for Writing), key phonics/ spelling, punctuation and grammar, that are to be taught in English across the term.
Our Maths Medium term planning uses the Liverpool Maths Scheme as a framework for maths content to be taught each term. We also indicate the mental maths to be taught during the term, and the cross curricular maths links that are to be incorporated into theme learning.
Prior learning activities are the starting point to unit planning – with teachers and teaching assistants gleaning an understanding of a child’s existing knowledge and understanding of a concept before planning further teaching and learning.
This system is seen as a positive move forward in our drive to raise standards, avoid re-teaching aspects of a concept to children who may already understand, erase misconceptions and plan directly for pupils in the areas that next steps in learning are specifically needed.
There are 4 aspects to the planning of English and Maths:
- a prior learning activity – indicating what children’s knowledge and learning looks like. This enables a sequence in learning to be planned which builds upon children’s prior knowledge of the concept, and identifies children’s starting points within the learning sequence
- a planned sequence in learning that children access at whatever stage they are ready for. This planned sequence may span over a few days, a week, or maybe 2 weeks.
- daily planning which is a reflective document – looking at children’s progress within that days lesson, and planning next steps for the following lesson. This is then planned at the end of the day, using the assessment of the children’s performance and knowledge of their next steps, need for consolidation or acceleration. Children move flexibly within the class groups – dependent upon their progress during the lesson and their next steps in learning.
- TA planning – this is a record of communication between Teacher and Teaching Assistant. Daily conversations take place as to which children are to be supported by the TA, for what reason, and when. The TA then records this on their planning sheet. TA’s also keep records of their planning for specific intervention groups, and focussed individual programmes.
This planning encompasses areas of the curriculum other than English and Maths, and works in conjunction with the Learning Journeys. The planning is produced as a weekly overview of the curriculum area to be taught (eg art), the learning challenge for that area (which is knowledge and skills specific) and the activity to match the learning outcome.
This planning is developed with the class TA, and their role within the learning is discussed.
EYFS (nursery and reception) planning indicates key learning overview of both focus and prime areas for learning and plans for learning opportunities through continuous provision.
This planning sheet shows the main focus for the weeks learning, with the literacy/ communication, numeracy, UW and EAD differentiated learning along with continuous provision planned opportunities for self- directed learning.
As our learners progress through the EYFS, planning is prepared for focus group activities in Writing, Reading, Letters and Sounds and Maths.
This planning is theme based and specific to the Leapfrog Room. The team plan a termly learning journey with the children, along with weekly activities as focus activities and learning provided through continuous provision type activities.
The focus for the Leapfrog curriculum centres around personal and social development, with individual Boxall profiles giving indicators for targets to be planned for and worked on with each child.
Daily reading, writing, letters and sounds and maths is incorporated into the planned learning opportunities.
Leapfrog planning is shared with relevant class teachers.
Intervention groups are planned by the teacher with support being delivered through quality first teaching, and TA support. TA plans are in place for those following intervention programmes such as “every child a counter” and successful reading.
Children who are placed on the SEN Register have an IEP (individual Education Plan) that is shared with the child and parents. The plan is incorporated into everyday teaching and learning and the child’s progress is monitored through planning, assessment and data, and through IEP review.
All teachers have time allocated (10% of their teaching timetable) for PPA. It is recognised that this time alone is not enough to complete all planning necessary for effective learning to take place. Time over and above this which is necessary for planning, assessment and preparation is a part of a teacher’s professional duties.
PPA cover is provided by an MFL teacher (KS2), a music teacher (EYFS – KS2) and a sports coach (EYFS- KS2). In KS1 PPA cover is provided by HLTA and TA support.
- • Short term (weekly) planning is collected weekly by the head, collated into a planning folder which is then held centrally for access by all coordinators to facilitate curriculum specific monitoring of teaching and learning.
- • Learning Journeys and curriculum overviews are collected centrally at the beginning of the half term.
- • Teaching Assistant planning sheets are monitored half termly by the Deputy Head.
- • IEP’s are monitored termly by our Inclusion Manager (Deputy)