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Teaching and Learning

“Children need to be challenged and pushed not to the point where they give up but to the point to where they think, “WOW, look at me go. “Robert John Meehan 

At Weston Secondary School (WSS) we are passionate about providing our students with the best learning experiences both inside and outside the classroom. All staff at WSS recognise the importance of education to young people and work tirelessly to ensure they have the best experience possible so they can go on to fulfil their full potential. It is our belief that there is no limit to what a young person can achieve. We are fully committed to ensuring our vales; aspire, believe and achieve come to fruition for all our students.   

Through the application of a clear and consistent teaching and learning (T&L) pedagogy it is our aim to ensure all our students enjoy their learning, are provided with opportunities that enrich their lives and are able excel in their examinations.  

As a HAMWIC school we always place Sam – our notional child’s – entitlement at the heart of all decisions to ensure we remain student focused. Our students are at the heart of our school community, and their needs are our priority.  

We are a fully inclusive school that values the unique skills and capabilities of all students. We work collaboratively as a staff body to ensure our that teaching nurtures and challenges all students. 

Pedagogy

All teachers have a responsibility to plan and deliver lessons that are personalised to the students in their class, ensuring the level of pace and challenge encourages an ethos of high aspiration. We recognise that excellent teaching fosters a culture for excellent learning.  

It is our expectation that all students’ access quality first teaching every day to support academic success. The role of all teachers is to promote a culture of excellence through the provision of supportive, challenging and engaging lessons.  

At WSS our pedagogy provides clarity for staff and students to maximise learning and support a reduction of cognitive load. At WSS teachers will: 

  • Start each lesson with a Knowledge Recall Starter (KRS). This takes place over 3 periods of time to support effective retrieval of prior learning.
  • Share the learning using a lesson overview slide. This side outlines the learning journey the students will go through in the lesson and shares key words, the bigger picture and skills that will be focused on.
  • Guide students through the learning using I do, we do, you do.
  • Regularly assess the level of understanding through progress checks – ensuring misconceptions are addressed in a timely manner.
  • Use mini whiteboards as an assessment for learning tool.
  • Adapt the learning to meet the emerging needs of the students
  • Provide timely feedback to students
  • End each lesson with a Knowledge Recall Exit (KRE).

Student Voice

Student voice is integral to our T&L provision. At WSS students can share their views about their learning via school council. Each department also engages with student voice regularly.  

Continuous Professional Development (CPD)

Senior Leaders and the HAMWIC Trust recognise the importance of providing high quality professional development for teachers. To support our teachers WSS provides a range of whole school, personalised and bespoke CPD across the academic year. At WSS Teachers are also strongly encouraged to take ownership of their own CPD to support personal and professional growth.   

WSS T&L Blueprint for Excellence

In the classroom

Lesson routines

Active learning

Independence
Clear classroom routines and culture are embedded creating safe and stimulating environment, rooted in mutual respect. Opportunities for all students to actively engage in the learning are well planned and resourced. Lesson planning provides opportunities for students to work independently to apply their knowledge and skills. Clear success criteria are shared effectively to support high success rates.
Students begin the lesson with a KRS that supports effective knowledge recall. The lesson ends with a KRE to allow students to assess the level of learning – informing future planning. Students are supported through the acquisition of knowledge and skills by guided practice – I do, we do, you do. All students are supported to meet high expectations through the effective implementation of models and scaffolding. Teachers have a clear understanding of the needs of all students, including SEN, PP, EAL, high ability.
Staff regularly use questioning strategies and other methods of assessment for learning (mini white boards) to assess students’ level of understanding. Lessons are adapted as appropriate from this information. Planned and live adaptions are effectively used in the lesson to accurately address misconceptions in a timely manner. Students receive timely verbal and written feedback (including SPaG) on their work to support them in making at least expected progress. Students are given the opportunity to respond to feedback in green pen.
All data is used effectively to promote high expectations for all students:  behaviour for learning and academic progress. The learning environment is well resourced to support students in accessing their learning (mini-white boards, interactive displays, support materials, knowledge organisers, key words). Formative and summative assessment are used to assess students learning to; set targets, provide timely intervention, plan subsequent lessons, provide effective communication home. Assessments support effective knowledge recall over different periods of time.
Staff role model positive attitudes, language, values and behaviour. Staff communicate effectively with home and other key adults to promote positive outcomes. Staff effectively incorporate reading into their lessons to support understanding and application of vocabulary and language skills. Lesson style, structure and content are underpinned by effective curriculum maps that support students to acquire the required knowledge and skills over time.

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