Teaching & Learning

Teaching & Learning Approach

At West Grove we have developed our fundamental principles for effective teaching and learning to ensure an excellent provision for all our children. We value ambition and create a learning environment where staff have the highest expectations and every child knows they can achieve. By setting out our teaching & learning expectations we provide consistency for children and clarity for teachers.

Our approach is broken down into six key principles that are informed by research-based strategies for effective teaching. We use the ‘Teaching Walkthrus’ to support teacher development and promote best practice. Our teachers work collaboratively with the leadership team to refine their practice, through a deeply reflective and responsive approach.

Our six key principles are as follows:

Positive Relationships

In order for all children to thrive and achieve, it is essential that positive relationships are established. High expectations are set and children know the routines and systems.

  • High expectations established for all learners
  • Clear systems provide clarity for learners
  • Consistency of choices and consequences
  • Learning time maximised through routines
  • Parental involvement with clear messaging

Effective Modelling

A central feature of an effective instructional teaching process is for a teacher to show their children how to do something so that they can then do it themselves.

  • ‘I do, we do, you do’ knowledge release
  • Worked examples on flipchart
  • Visualiser to set expectations
  • Scaffolding gradually removed
  • Misconceptions addressed

Oracy & Language

Oracy is a vital tool for learning, so we teach children to speak eloquently, articulate ideas and thoughts, listen to others and have the confidence to express their views.

  • Sentence frames support language development
  • Collaborative learning structured with specific goals
  • ‘Show what you know’ promotes open response
  • Independent writing is published with purpose
  • Correct spoken language is modelled

Checking for Understanding

By checking children have understood new learning, teachers are able to tackle misconceptions, offer scaffolds, challenge learners and secure deeper understanding.

  • Cold calling requires active participation
  • Show-me boards allow sample responses
  • Think, pair, share promotes structured discussion
  • Say it again better supports high quality responses
  • Learners encouraged to challenge themselves

Meaningful Feedback

Feedback is responsive and where possible happens in the moment to move learning forward. Effective feedback is followed by children knowing how to make rapid improvement.

  • Verbal feedback is meaningful and specific
  • Actionable comments move learning on
  • Self-marking allows learners to spot errors
  • Whole-class feedback addresses common misconceptions
  • Peer assessed critique supports redrafting

Retrieval & Fluency

Forgetting is easy, so we ensure children have many opportunities to recall prior learning, make connections and develop their schema to improve their confidence and fluency.

  • Regular quizzing checks for gaps
  • Teachers make links with prior learning
  • Key tier two vocabulary is placed in new contexts
  • Fluency is secured through repeated practice
  • Task design is varied and engaging