Approach to Teaching & Learning

Our Teaching, Learning and Assessment Policy reflects the fundamental principles that guide how we plan and deliver all teaching across the curriculum. Our teachers are knowledgeable in the curriculum they teach and in the pedagogy that supports effective learning. Aligned with our curriculum design, this expertise ensures that teaching is highly effective, motivating and enables pupils to make exceptional progress. Assessment for Learning principles are embedded within every classroom to ensure that we understand where the children are at with their learning, so that we (and they) know where they are going next and how they are going to get there.

We are firmly committed to the following Teaching and Learning Principles at Heyes Lane:

• Learning is active, collaborative and cognitive.
• Questions are asked and learning is explored; this develops curious minds and critical thinkers.
• AfL practice is the bedrock for effective teaching and learning.
• Learning is practised and consolidated, so it leads to fluency and secures understanding.
• Pupils are given opportunities to imagine and innovate, as this leads to deeper learning and allows for knowledge to be transferred to a range of contexts.
• Sequences of lessons are progressive and build upon knowledge – this supports the layering of new knowledge on secure foundations.
• Learning can be interconnected and meaning drawn across subjects enabling pupils to make sense of the world around them and their experiences.
• Explicit vocabulary teaching is central to all subjects and strong language skills underpins all learning.

How We Believe Pupils Learn Best

At Heyes Lane Primary School, we believe pupils learn best when:

• They are empowered to develop autonomy, building the skills, attitudes and habits of highly effective learners.
• Learning is purposeful, engaging and meaningful, fostering curiosity, creativity and resilience.
• They receive timely feedback that helps them recognise success and improve their learning.
• They are appropriately challenged and supported to make strong progress from their individual starting points.
• They learn in a safe, inclusive and positive environment where they feel confident to take risks and make mistakes.
• Teaching is underpinned by our F.A.C.E. principles: Feedback, Autonomy, Challenge and Engagement.

What Effective Teaching Enables

All teaching and learning at Heyes Lane is designed to ensure that:

• Pupils are confident and articulate about their learning.
• They show ownership of their progress and take increasing responsibility for planning and organising their work.
• They use the Learning Sequence structure to consolidate and extend learning independently.
• They challenge themselves and hold high expectations.
• They can assess and evaluate their own work and that of their peers, making meaningful improvements.
• They are motivated to engage in home learning and practice activities.
• They work successfully both independently and collaboratively.

Learner Autonomy and Metacognition

We strongly believe in developing learner autonomy. Metacognition plays a central role in our classrooms; pupils reflect on their learning daily and evaluate their progress. As pupils move up the school, they experience greater flexibility through workshop models and split provision, enabling them to decide how and what they will learn within structured boundaries. 

Positive, Active and Creative Learners

We want pupils to think for themselves, work collaboratively to solve problems, take risks and share ideas with confidence. Our lessons are active and cognitive; through our enquiry‑led curriculum, pupils explore and understand key ideas through stimulating, thought‑provoking questions.

We believe learning is strengthened when it is social. Our teaching sequences promote rich discussion, reasoning and collaborative learning. Through an active questioning approach, pupils engage deeply with concepts, articulate their viewpoints and respond to the viewpoints of others.

The Learning Sequence

We understand the pedagogical importance of a clearly structured learning sequence, where learning is carefully sequenced and tailored to build on previous knowledge, concepts and disciplinary skills. We teach with the end in mind, and pupils understand their learning pathway from the outset. This gives every child a clear, step‑by‑step progression route.

Feedback and progress checks ensure constant monitoring of understanding. This allows teachers and pupils to identify whether learning needs to be repeated, practised or deepened - making success visible.

Sequences of lessons are carefully crafted to progress towards meaningful outcomes. Teachers at Heyes Lane are trained to deliver expertly designed lessons that integrate feedback, autonomy, challenge and engagement - the four cornerstones of our practice.

What Learning Looks Like in Our Classrooms

Our teaching reflects these principles through:

• High expectations for every child, with appropriate scaffolding to ensure success.
• Regular retrieval of prior learning through quizzing, discussion and review activities.
• New learning presented in small, carefully sequenced steps.
• High levels of participation through strategies such as no-hands-up questioning, mini whiteboards and effective questioning.
• Ongoing assessment during lessons so teaching can be adapted to provide support, repetition or greater challenge.
• Frequent opportunities to practise and apply learning until knowledge is secure and skills become fluent.
• Gradual removal of support to develop independence and confidence.