Teaching & Learning at St Paul's
SPH Teaching & Learning Model
At St Paul's, we follow our own 'Teaching & Learning Model' which is shown here:
This was created by our class teachers and is based on a variety of training and evidence based studies that we have focused on during our continuing professional development sessions. Our model sets out the different elements that will be seen in our lessons to ensure that our teaching builds on prior knowledge, uses small steps to build new knowledge, provides scaffolds and other resources to support our pupils in working independently and allows us to ensure that misconceptions are identifed quickly to support a 'keeping up' model.
Our Relational Inclusion Approach
At St Paul’s CofE Primary School, we are dedicated to ensuring that every pupil feels valued, connected, and fully included within our school community
SPH Relational Inclusion Pedagogy
Fast Feedback Policy
What is Fast Feedback?
At St Paul's we have a 'fast feedback' policy. Our policy focuses on giving direction and feedback ‘in the moment’ during learning rather than waiting to place this in written comments following the lesson.
It also aims to give our staff additional time to evaluate the learning from the day to identify any specific skills or knowledge that the class still need to focus on, to plan for those who need further instruction in a specific skill or to design tasks with further challenge for those identified as needing this.
When putting our policy together we considered what makes feedback effective and how we can provide ths regularly within our classrooms:
- short and specific comments
- modelling or demonstration of how something could be improved
- positive but honest comments
- use of successes as an example for others
- explicit information about what is being aimed for
- explicit information about how a change would make something better
- opportunities for supported self-reflection
- a clear understanding of the task being completed
Assessment for Learning
Within daily teaching, our staff also make use of the ‘assessment for learning’ techniques that can be seen in our toolkit below. These techniques support our staff in identifying misconceptions in order to adapt their teaching to address these.
Self-Assessment & Reflection
Our 'fast feeback' approach also encourages our pupils to take a more active role as learners. Staff support pupils in completing ‘self-assessments’ of their own learning by providing clear examples within lessons to ensure that they can easily identify and explain what they are working on and aiming to achieve along with evaluating their success. As they move through the school, pupils are supported in developing their ‘self-reflection’ through use of examples of vocabulary and sentence starters to help them to set themselves targets.
Parents and carers are invited into school once a term for a 'work share' session where they will have the chance to see their child's books and othr work in the classroom. In preparation for these sessions, our pupils are asked to reflect on something that they are proud of achieving in English and Maths for that term and to set themselves a target that they would like to meet before the following term.
We are incredibly proud of the fact that even our youngest pupils - in reception - develop their ability to identify things that they have done well and things that they would like to work on.
