‘Be the best you can be’
At Farsley Springbank we aim to provide a caring and nurturing environment, which fosters a love of learning in all our children and provides them with the skills needed to learn and discover, enabling them to become life-long learners. We want all our children to become confident individuals and successful learners who can work collaboratively and communicate effectively. Through responsive and reflective teaching and a curriculum which is engaging, relevant, challenging and fun, our children are able to develop skills of independence, resilience, perseverance and self-reflection, encouraging them to be openly aware of their current strengths and areas for development. We promote British values, the importance of respect and community and aim for our children to become responsible citizens who make a positive contribution to society and show respect towards all others. It is our overarching aim for everyone at Farsley Springbank to ‘Be the best you can be’.
As a school we follow the principles of developing a Growth Mindset* – this is evident in both children and adult learners. Challenge is embraced and perseverance and effort are rewarded. We are inspired by the success of others and learn to be ‘critical friends’ so that we can provide others with effective feedback and also respond to that feedback when it is given to us.
* Growth mindset - people believe that their most basic abilities can be developed through dedication and hard work - brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.
Our principles of effective teaching are developed through our knowledge of what makes good learning and we continue to access new research on the principles of learning. We pride ourselves at Springbank on our supportive yet aspirational atmosphere where positive relationships and a culture of mutual respect and kindness are embedded.
Our teaching is always tailored to best suit the needs of our children and encompasses a wide variety of aspects in order to ensure continuous effective learning. These include:
Classrooms are attractive and engaging with clearly defined areas and easily accessible resources, allowing children to independently access what they need to further their learning. Learning walls represent what the children are currently learning and contain information, which the children can use to inspire and aid them. Tidy and organised classrooms ensure children’s learning can be maximised and sets a good example.
For more detail see the Marking and Feedback Policy
A key aspect of the teaching and learning at Farsley Springbank is our Learning Challenge Curriculum which underpins our effective teaching. This creative and imaginative curriculum builds on the children’s interests and curiosities, creating an atmosphere of enthusiasm and excitement whilst allowing them to develop their skills, knowledge and understanding.
Our key drivers for Learning Challenge topics are usually science, history, geography or DT and we encompass other subject areas such as art within these. Reading and writing can be linked with learning challenge topics or a key text and maths is mainly standalone but elements of maths may come into learning challenges too.
Each Learning Challenge topic begins with an immersion session beforehand in order for the children to find out some basic information about the upcoming topic – this could be in the form of a school trip/visitor but isn’t always. There are two main purposes of this with regard to learning. One is that any simple ‘Google’ questions can be quickly answered and the other is that once children have some knowledge of the upcoming topic they can ask questions and make conjectures which will feed into the main topic and their further learning. Children develop these further questions for the topic through the use of Bloom’s taxonomy which allows for richer questioning and a more in-depth, higher level learning experience. Each topic is headed by a ‘big question’ rather than a topic name so as to engage children from the start and following weekly questions are revealed along the way – created and adapted in accordance with children’s questions, thinking and interests as the topic develops. Each topic ends with a purposeful outcome which again impacts on the learning taking place throughout the topic. These may be an assembly for parents, an exhibition, a sale or a drama production for example.
Teaching and learning is monitored through a variety of different ways. Unannounced ‘drop in’ observations take place regularly so that a picture of ‘everyday’ teaching and learning can be gained. Teachers are provided with specific feedback following these observations. Teaching and learning is also monitored through learning walks, book scrutiny, planning scrutiny, peer observations, joint observations with other members of SLT from different schools, data analysis and performance management.
Teaching and learning is monitored and supported by governors in terms of:
In order to support their child’s learning we believe it is important that parents:
Approved by the Teaching and Learning committee on 3rd January 2018
Revise in January 2020
Currently under review