Living, Laughing and Learning Together
At William Penn, we believe that every member of the school community is a ‘teacher’ and a ‘learner’. We respect each other and value the rights and responsibilities of each individual. We are a school with a Quaker foundation, characterised by a caring ethos which places importance on integrity, reflection, equality, peace, friendship and simplicity. We strive for high standards and challenge ourselves to further our own learning and understanding throughout the journey of life.
At William Penn, we believe that every member of the school community is a ‘teacher’ and a ‘learner’. We respect each other and value the rights and responsibilities of each individual. We are a school with a Quaker foundation, characterised by a caring ethos which places importance on integrity, reflection, equality, peace, friendship and simplicity. We strive for high standards and challenge ourselves to further our own learning and understanding throughout the journey of life.
Policy into Practice – What does this mean for Pupil Learning?
The following extract from our Teaching and Learning Policy illustrates how our Vision Statement is realised through our Mission Statement
The following extract from our Teaching and Learning Policy illustrates how our Vision Statement is realised through our Mission Statement
We feel happy, safe, valued and respected
- Everyone feels special, loved and cared for
- Relationships are built on trust
- Everyone is valued as an individual, their thoughts and ideas are respected and their interests are nurtured
- Expectations and routines are clear, accepted and followed
- ‘Mistakes’ are part of the learning process
- Good role models demonstrate positive social interaction
- Achievements within school and beyond are celebrated
Whole school community that works, plays and has fun together
- We celebrate traditions and special events together
- Communication is open and encouraged
- Everyday begins with a whole school assembly where a weekly theme is shared and reflected upon
- We value contributions from the wider school community, family helpers and governors
- The active Parent Teacher Association supports and promotes school in the wider community
- Wide ranging extra-curricular activities
- Close working ties between our family group, pre-schools, secondary schools and external agencies
Stimulating and supportive learning environment promoting independence and a safe and healthy lifestyle
- Welcoming and child centred school
- Safe, organised, inviting and stimulating learning environment
- Quaker values are displayed in each class and referred to during our learning
- The indoor and outdoor environment is used to support and challenge learning
- Interactive displays that support, challenge and celebrate achievement
- Classrooms are organised into learning areas
- High quality resources which are aesthetically arranged and purposefully organised
- Children are encouraged to manage their own risk
Careful planning for relevant, memorable and exciting learning opportunities which challenge and motivate
- Cross curricular links are made
- Relevant and exciting curriculum
- Stage appropriate planning
- Differentiated work
- Experiences relate to real life and are placed in a meaningful context
- Children have ownership of their learning and contribute to their learning journey
- Skill progression seen in planning, teaching and children’s work
- Flexible planning ensures that the needs of the children are met
- Experiences are varied and include working with experts, trips and visits and active learning themed days
Teaching strategies for all learning styles and needs
- Variety of teaching strategies for visual, auditory and kinaesthetic learners
- Multiple intelligences are understood and inform learning choices
- Role play and drama are used to further learning
- Teaching strategies include: direct teaching, group work, modelling, discussion, questioning and pair work
- ICT is used to support teaching and learning
- The teacher acts as a facilitator for learning; enables children to learn by themselves or with others; explains; presents; debates; summarises and mentors
- Misconceptions are addressed
- Assessment for learning strategies are used
- Personal learning and thinking skills are taught
Opportunities for challenge, innovation and adventure
- Play is a vehicle for teaching and learning
- Imagination fosters creativity
- Children have opportunities to direct and initiate their learning
- Children learn in real and relevant contexts
- Children experience open ended challenges
- Independence and reflection is fostered and encouraged
- Questions are open and challenging and lead to deeper learning
- Skills, knowledge and understanding are demonstrated
Progress and our success
- Everyone is encouraged to be proud of their achievements
- Learners are independent, resourceful and develop self help skills
- Everyone understands their preferred learning and teaching styles and how to develop these to fit new circumstances
- Resilience and perseverance are encouraged
- Self assessment and peer evaluation are undertaken
- Learning objectives and success criteria are used to evaluate progress
- Targets are set and reviewed together