Learning and Teaching
Learning and Teaching
“The teaching of literacy across the curriculum has been well promoted. Pupils’ independent work in books reflects a strong development of their literacy skills. Your staff promote good use of vocabulary in lessons, which is also reflected in pupils’ work over time.” OFSTED October 2018
“The quality of teaching has been sustained since the last inspection. Pupils are achieving good outcomes in relation to their starting points.”
OFSTED October 2018
Our teaching and learning policy is the most important of all of our policies. It focuses on the needs of students and reminds us of the reasons for our existence and the criteria for success.
At KSSS we believe that learning should be an enjoyable experience for all our students. Through our teaching we equip students with the skills, knowledge and understanding necessary to be able to make informed choices about important aspects of their lives. We believe that appropriate teaching and learning experiences help pupils to lead happy and rewarding lives. In order to support students’ learning, we recognise that children learn in different ways and we understand the need to develop strategies that allow all children to learn effectively.
Meeting pupils needs
Every pupil is entitled to a positive meaningful learning experience which will be personalised and inclusive
Every pupil at KSSS has the right to receive the highest quality education. It is our collective responsibility to ensure that all their educational needs are met.
Ensuring inclusion involves:
Through our teaching we aim to:
We plan to provide for pupils’ individual educational, social, moral, spiritual and cultural needs as well as addressing their social, emotional and behavioural difficulties.
Our curriculum is broad and balanced and follows the National Curriculum as closely as possible. We recognise that whilst children need lots of routines and structured activities, they also need to refine their social and organisational skills – opportunities for this are planned for in the formal and the ‘hidden curriculum’.
We recognise that due to past histories of extreme social, emotional and behavioural difficulties in school and learning difficulties that subsequently have not been adequately addressed; some children have a deficit of basic academic skills. This is addressed through careful assessment and planning. Staff recognise that certain key areas of literacy and numeracy need to be regularly revisited and reinforced.