Learning & Teaching Policy


We, the staff and governors at Beecroft Academy, are passionate about learning and the education of young children. We wish to ensure that every child understands the importance of learning and as a result they will develop a love for learning that is life long. We believe that we are responsible for enabling children to reach their full potential in life and therefore we strive to make all teaching creative, inspirational, excellent and enjoyable; catering for the needs of every individual.


  • To enable every child to reach their full learning potential in all areas of school life by recognising and catering for their individual needs and learning styles
  • To ensure that all children, regardless of their age, ability, gender, ethnicity, culture or special educational or physical needs, are able to learn effectively
  • To provide equal learning opportunities for all children
  • To ensure that every child enjoys learning and has a desire and willingness to learn
  • To offer a provision that shows that every child matters
  • To instil in children a love for learning
  • To celebrate children’s successes and achievements
  • To make the provision for children motivational, inspirational, excellent and enjoyable
  • To carefully plan an irresistible, broad and balanced curriculum that will ensure effective learning and teaching
  • To encourage all staff to employ a variety of creative, innovative and inspiring teaching strategies to make learning exciting
  • To utilise a variety of assessment tools, including ‘Assessing Pupils Progress’ (APP), to inform planning and teaching
  • To continually monitor, evaluate and review learning and teaching to ensure continued improvement
  • To ensure that appropriate resources are available in order for staff to deliver excellent learning opportunities
  • To ensure that the learning environment is creative, inviting and stimulating and reflects the children’s learning journey
  • To enable all members of staff to feel confident and enthusiastic about teaching and learning
  • To ensure that all members of the school community are given the opportunity to learn, to develop professionally
  • To include parents/carers in their child’s learning
  • To utilise the wider community to enhance the ‘irresistible learning’ curriculum provision


The curriculum is designed to be creative, challenging and inspiring; the children should be inspired by the range of topics and activities. The school utilises the appropriate documentation, including the National Curriculum and the Early Years Outcomes. Staff will plan a creative curriculum, based on the interests of the children, ensuring that all of the requirements of the National Curriculum and the Early Years Outcomes documentation are met, whilst children enjoy learning that is irresistible.

Planning and Preparation

Staff plan a detailed ‘learning journey’ for each topic, ensuring that all areas of the curriculum are fully covered. They identify clear learning objectives, success criteria, activities, differentiation, specified groups, resources (such as computing etc) and assessment opportunities. Members of staff work closely together to ensure progression through the years. Teaching strategies and resources are varied and appealing to ensure that they will engage the children’s interest and cater for a range of learning styles. All members of staff prepare carefully and in good time for each lesson so that lesson time can be used effectively; it is understood that children learn more effectively in a tidy, bright and inviting area.


The subject leaders and other identified members of staff ensure that their subjects are well resourced; all resources are readily available and are returned complete and fit for purpose after use. Members of staff ensure that they choose resources that are appropriate to the theme, including the use of visits and visitors. These are collected and prepared prior to using them for teaching and learning. Resources are used to motivate the children and spark their imaginations.

Assessment for Learning

Members of staff carefully throughout lessons assess the learning of children in order to establish their current progress; ‘Assessing Pupils Progress’ is one of the assessment tools utilised by school staff. This information is used to adapt/develop future planning and will ultimately create a curriculum which caters for the needs of every child. This will enable them to reach their full potential. Further information about assessment procedures can be found in the school’s Assessment Policy.

Catering for Individual Needs

The careful assessment and detailed planning produced by each teacher will show how the needs of all children will be met. However, teachers are aware that on occasions this will not be sufficient and other strategies will be utilised to support individual needs, including those that are emotional, social, behavioural and academic. This may apply to identified groups of children such as those with special educational needs, those with English as an additional language, inwardly mobile children and those deemed gifted or talented.


A stimulating environment is vital if learning and teaching is to be effective. Members of staff strive to create an environment where the children can feel safe and excited about coming to school to learn and will reflect their ‘learning journey’ in each topic.

Professional Development

It is understood that for learning and teaching to be excellent, members of staff must be given the opportunity to develop professionally. This may be through training, observation, discussion or by other means and may be arranged for the whole staff, groups or individuals; performance management is also a way in which members of staff are provided with professional development opportunities. Every member of staff is valued and is recognised as a learner.

Parental Involvement

Parents/carers are viewed as active supporters of learning in our school. They are encouraged to be part of school life through a range of activities, such as attendance at class assemblies. They also receive regular correspondence to keep them updated about school matters, such as information about their child’s future learning.

Parents/carers have regular contact with the staff and are able to discuss their child’s progress on a regular basis. Additionally, the school requests that every parent/carer support their child by working with them at home on activities such as reading (NB details of the activities for parents/carers to support their child(ren) are sent home on the Home Learning Grid; the grid also features ‘Take Away Tasks’ and ‘Take a Closer Look’ activities).

Additionally, parents/carers can become involved in their child’s education by accessing activities through the school’s Web Site, the Friends of Beecroft, the Parents/Carers’ Forum or Extended Services.

Community Links

Links with the community are recognised as vital if children are to learn about being a good citizen. Also, it is clearly understood that the utilisation of expertise in the community can enhance and improve the curriculum provision. Examples of this would be the Children’s University and Extended Services delivered through The Beehive SureStart Children’s Centre.

NB All staff ensure that where there are links to the outside world that matters relating to safeguarding and child protection are at the forefront and children are well protected.

Monitoring and Review

All areas of learning and teaching are regularly monitored by the Headteacher, Senior Leadership Team, Subject Leaders and Governors. This monitoring enables the school to review and improve current practise on a regular basis. All members of staff are aware that we are continually trying to improve all aspects of learning and teaching to ensure an excellent provision for children. Children are also being given the opportunity to evaluate both the curriculum and their own progress; the feedback from this is used to mould future learning and teaching.


L. Peirce
March 2014