By law children must start statutory education full time from the beginning of the term following their fifth birthday. At Flitcham children may start school in the September of the school year in which they are five.

Children usually are expected to attend full time from the beginning of their time in school. However, the wishes of parents/ carers are taken into consideration.

In the event of over-subscription the following allocation criteria will be used…
1 Children in public care; first priority will be given to looked after children
2 Children with a statement of special educational needs
3 Children who have siblings on the school’s role on the date of the pupil’s admission.
4 Children of practising Anglicans, whose commitment to the Church of England is confirmed  in writing by a religious minister.
The shortest distance to travel to the school. (measured as the crow flies)
The official maximum number of admission agreed by the Governing Body is 15.

If you are unhappy about any aspect of your child’s education or experience at school, you should first make an appointment to see the class teacher. We hope that by discussing concerns with the class teacher they may be resolved. However, if you are still unhappy and wish to take the matter further you should make an appointment to see the Headteacher.

If, after discussions with the Headteacher, the matter is still unresolved, you should inform the Headteacher you wish to make a formal complaint. You will be given guidance on how to make a formal complaint, in writing to the Chair of Governors

Introduction
We expect teaching to be at least good and outstanding at Flitcham Church of England Primary School – our children deserve it.

Aim
It is the aim of the policy to support, encourage and develop life long learners, through providing them with rich high quality learning experiences which lead to a consistently high quality of achievement. It ensures opportunity for all and ensures that we keep children’s needs, strengths, interests and progress central to our work with high expectations that are consistent throughout the school.

At Flitcham we are passionate about children’s learning and have a relentless pursuit of even better learning outcomes for children.
The teachers’ Standards (2012) have been used to inform our learning and teaching policy.
The standards are as follows:

A teacher must:

Key Principles
Teaching at Flitcham Church of England Primary School is ‘learning centred’, meaning that each element of whole school and classroom practice is designed with an understanding of how children learn best at its heart.

At Flitcham we acknowledge that teaching is good and outstanding and children learn best when:

• learning activities are well planned, closely matched to abilities and ensuring good progress and outcomes
• Good and outstanding teaching and learning activities enthuse, engage foster their curiosity, enthusiasm and love of learning
• Systematic, accurate assessment is used effectively to check children’s understanding and inform future learning to ensure provision for support, no repetition and extension of learning for each child at each level of attainment
• The learning environment is ordered; children are encouraged to be independent learners; the atmosphere is purposeful and children feel safe.
• There are strong links between home and school, and the importance of their children’s learning is recognised, valued and developed

Key Principal
Children learn best when learning activities are well planned, closely matched to abilities and ensuring good achievement and rapid, sustained improvement. 

There will be evidence in the learning environment of:

• effective exposition and focussed learning activities with clear learning objectives and outcomes
• progress in children’s learning (in their books, displayed, through discussion, in their learning behaviour)
• a clear understanding by the children of expectations and purpose of activities
• children applying a wide range of skills across all subjects – including reading
• are interested and motivated, challenged and stimulated
• taking responsibility for their own learning
• children sharing their views about school and the wider community
• children choosing to study a particular area of interest in more detail
• a clear understanding by the children of the task and learning outcome

Teachers will ensure that:

• topic webs are brainstormed to include children’s interests and what they would like to learn and inform planning and displayed
• teaching focuses on the children, building on their skills, knowledge and understanding of the curriculum
• teaching is adapted to meet the strength and needs of children
• work is planned weekly to ensure robust subject teaching and put into context
• plans follow the progression of skills on our curriculum plan
• planning shows awareness of children’s prior knowledge, skills and understanding
• links to other subjects are clear in planning
• there is a clear understanding by the children of the task and learning outcome
• children are given tasks that match their ability
• skills learned in English and maths are applied across the curriculum
• enrichment opportunities are provided for learning beyond the classroom
• opportunities are provided to apply skills and knowledge in practical ways to solve problems in a variety of situations
• children are given choices about how to present their work
• children’s understanding is systematically checked throughout lessons
• planning is shared with LAs and their own records of learning are kept

Whole school implications:

• there is a four year rolling curriculum framework that is broad and balanced and designed to deliver the key objectives of the National Curriculum while developing the key skills for each subject – setting out aims, objectives and details of what is taught in year groups, ensuring depth and progression
• topic based schemes of work, that all staff follow are detailed in subject specific policies – see attached appendix.
• a monitoring cycle is in place to support progress of individuals and groups of learners
• create and maintain an exciting and stimulating learning, including ‘whole school themed weeks’
• ensure ALL children have full access to ALL parts of the curriculum

Key Principal
Children learn best when teaching and learning activities enthuse, engage and motive them to learn, and when they foster their curiosity and enthusiasm for learning.

There will be evidence in the learning environment of:

• creative teaching and learning 
• consistently high expectations of children
• pace of learning and teaching that is optimised for progress and high quality outcomes
• children learning independently
• children collaborating on projects
• children enjoying their learning
• children’s home learning being valued
• teamwork and debate – choosing the role they play
• learning activities that enthuse children so that they preserver when faced with difficult problems and are keen to succeed and to learn more

Teachers will make sure that:

• questioning and discussion is used effectively to assess children’s learning
• effective teaching strategies successfully engage ALL children in their learning
• relevant learning outcomes are shared
• they use their expertise, including subject knowledge, to develop children’s knowledge, skills and understanding in a structured way across the range of subjects and areas of learning
• questioning, knowledgeable answers and discussion promotes deeper learning
• there are opportunities for children to practise skills taught
• appropriate home-learning is set to nurture enthusiasm and curiosity, and develop understanding in the areas taught
• outdoors and places of interest are used to enhance learning
• there are opportunities for children to discuss, debate and vote for issues in their learning

Whole school implications:

• learning and achievements, both within school and at home are celebrated regularly in public forums such as celebration assemblies, newsletters, display boards, website, displays of work – e.g. Flitcham writers
• whole school themes are discussed as a school to motivate learners
• verbal or written praise by all adults and peers

Key Principle
Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment

There will be evidence in the learning environment of:

• children using frequent, detailed and accurate feedback from teacher, both oral and written, to improve their learning – e.g. redrafting writing in collaboration with the teacher; responding to written comments in books
• children who are motivated to learn through differentiated learning activities that build on prior attainment and give challenge that is pitched at a level that is achievable when they work hard and try their best
• children with specific learning needs receiving support at the time and level it is required to optimise learning
• children supporting each other where appropriate
• independent learning, where children use assessment information to direct their own learning activity
• effective use of learning support to further the learning of individual or groups of children.

Teachers will make sure that: 

• The pace and depth of learning is maximised as a result of their monitoring of learning during lessons
• Marking is frequent and regular (all work should be marked within a week) providing children with very clear guidance on how learning outcomes can be improved or learning can be moved forward
• They have high expectations for ALL children, and plan, resource and direct differentiated learning activities that support and challenge
• They keep agreed assessment records (reading records, phonic tracker/spelling sheets, ) and submit data to enable Pupil Data Tracking (maths, reading, writing) at an agreed date each term.
• A range of evidence is used to assess children’s work across the curriculum.
• Work is marked in a coloured pen
• Children are always expected to apply their individual learning targets to ALL their work
• Informal assessment levels are periodically noted on a significant piece of work
• Half termly targets in reading, writing and maths are shared with children and displayed in the classroom during the first week in each half term
• Individual targets are written in children’s books in maths, writing, science and reading folders
• Planned opportunities are given to children to respond to teachers’ marking/comments

In EYFS

• on entry assessments are made in the first half term based on on-going observations  of children engaged in appropriate activities in areas of learning and used as a base line
• during the year assessments are made through observations and talking to the children mostly during child initiated activities children and parents are encouraged to contribute – formal assessments may be used to assess aspects of reading and writing
• a summative record is kept in the form of a scrap book and evidence includes photos, annotated plans, observations recorded on post its and written work

Whole school implications:

• there is a clear assessment policy to ensure consistency of practice
• there is an efficient system for pupil tracking in place; data is scrutinised rigorously in staff meetings; data is used in the deployment of resources
• staff, children and families are supported in their teaching and learning, providing advice and intervention where necessary
• staff follow a school and cluster based standardisation activities (and attend LEA moderation when requested)
• the end of each half term children’s learning is assessed and they are given National Curriculum levels in reading, writing and maths.
• At the end of EYFS assessments are made using ELGs
• at the end of KS1 formal assessments are made using SATs to support teacher’s judgements (end of Y1 phonic assessments are carried out)
• at the end of KS2 formal SATs are carried out

Key Principle
Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe.

There will be evidence in the learning environment of:

• an atmosphere of mutual respect and kindness between adults and children
• children who feel secure to speak freely, in an environment free from bullying and harassment, that my include prejudice based bullying related to special educational need, sexual orientation, sex, race, religion, and belief, gender reassignment or disability
• children’s high esteem, with all children feeling valued and secure
• children taking risks in their learning and learning from their mistakes
• children’s learning outcomes displayed in the classroom (maths, reading and writing)
• organisation of classroom routines optimise learning
• having a well organised, labelled resources
• taking time to train children in procedures
• making sure that they know what they must do when they have completed a task
• children being able to find what they need and put them away without constantly asking an adult.

Teachers will make sure that:

• they teach children how to behave well
• ensure that all tasks and activities that the children do are safe
• they use positive strategies for managing children’s behaviour that help children understand school’s expectations that are set out in the school’s behaviour policy
• good behaviour is modelled by them at all times in their interaction with children and other adults with conflict dealt with in a calm and fair manner – they will not shout or lose their temper
• children will be encouraged in their learning and their efforts will be praised both in the classroom and assemblies
• children are spoken to, where ever possible, away from other children
• any criticism will be constructive and children’s self esteem will always be maintained

Implications for the whole school:

• a clear behaviour policy is in place and all adults working in the school have complete understanding of its contents so it is applied consistently and fairly
• high expectations of behaviour, including children’s punctuality and attendance are communicated to and shared by all children, parents and staff
• all rules are discussed with the children on a regular basis and children are aware of boundaries of behaviour
• safeguarding procedures are in place and followed

Key Principle
Children learn best when there are strong links between home and school, and the importance of parental involvement in their children’s learning is recognised, valued and developed.

There will be evidence in the environment of:

• children’s home learning being valued as an important part of child’s learning

Teachers will make sure that:

• useful feedback about their children’s learning is given regularly to parent, both informally and formally, through termly parent/teacher meetings and an annual written report
• parents know how they can support their child’s learning at home or in school
• they are approachable and available to parents (by appointment if necessary)
• information about trips, class and school events, and other relevant topics are communicated efficiently to parents.
• parents are welcomed to help around school or in the class
• they set appropriate home learning activities to develop children’s understanding of topics covered in class and to consolidate learning

Whole school implications:

• ensure parents are informed about school events and relevant topics through regular newsletters and website.
• ensure staff to be involved and support in PTA meetings and events.
• organise curriculum evenings for parents to inform them about how children learn in Flitcham.
• invite parents and wider community to events such as sports day, art displays, lunches e.t.c.

At Flitcham we aspire to prepare every child for the challenge and changes of the future so they can achieve the highest standards in their personal development, building resilience and encouraging perseverance. In order to do this many steps are taken to support them through their learning journey. Quality first teaching is vital. However, for some children there are occasions when further additional support may be needed to help them achieve their targets.