At Grange Valley learning is always enjoyable, units of work and lessons are devised creatively in a manner that will motivate and inspire the children. Our teachers stimulate and draw on the relentless curiosity of young children and emphasize that we learn by doing, and teach by being. Teachers are excellent role models of well rounded individuals who are excited by learning across a varied curriculum and love the children and their work.

We draw upon the ideas of a variety of educators, experts, theories and philosophies such as Jerome Bruner, Alfie Kohn, John Dewey and current educational thinking and policy in the UK. It is also inspired by the approach to teaching and learning of Reggio Emilia, a city in Italy recognized by educators worldwide for its innovative approach to education in particular in the early years of development, when children are forming who they are as an individual. The program is based on the principles of respect, responsibility, citizenship and community through exploration and discovery in a supportive and enriching environment based to some extent on the interests of the children. Children at Grange Valley have some control over the direction of their learning and there is room in the curriculum for them to pursue areas and projects of individual interest for independent investigation. The role of the teacher is to provide a stimulating learning environment, introduce learning experiences to facilitate skill and knowledge development, focus learning, facilitate, guide and deepen children’s learning. Children’s relationships with other children, with the school, with their environment and with material items in the world are beneficial to learning and can be explored to promote learning. Each child is respected and valued.

Projects and research are seen as vehicles for learning and real-life problem solving for children as citizens with opportunities for creative thinking and exploration. Teachers work with the whole class, with small groups of children, and with individuals. Children engage in a wide variety of teacher designed and child initiated activities. We promote learning through play as a key aspect of pupils’ enjoyment and achievement.

Topics of investigation may derive directly from the planned curriculum as well as from teacher observations of children’s spontaneous play, exploration and interest. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or events that direct the attention of the children and teachers. Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children’s creative thinking, problem-solving, knowledge and skill development and are open to different avenues of exploration.

Grange Valley emphasizes a culture of discourse and discussion across all areas of learning in which children learn to listen, express themselves, problem solve, articulate thoughts and questions, reconsider their ideas and engage in spirited and respectful, informed discussion and debate, informed discussion. Teachers work with children from the early years upwards on developing these important life skills that form the basis of scholarship and authentic study. Children develop critical and creative thinking skills always in the context of well-facilitated and respectful class conversations. We encourage discussion, questioning and individual opinions. This approach imbues all areas of teaching and learning and is important when looking at difference and engaging in challenging discussion. How we talk to children and how they talk to each other is a carefully considered focus built into daily interactions in our classrooms in all areas of the curriculum.

Leaning is authentic to the disciplines studied. It is thematic and interdisciplinary as well as discipline based. The curriculum delivery incorporates thematic and subject-based approaches in order to capitalise on the strengths of both, allied to the age- and development-related needs of pupils and the professional judgment of teachers.

Personal achievement whether it be in academic, artistic, sporting or spiritual areas, and recognising each child’s potential, strengths and areas for extra support through an individualised approach, are central to our approach to teaching and learning. This will be dependent on our commitment to excellence in instruction, the professional development of teaching staff, strong partnerships with families, assessment for teaching, meeting the needs of every child in an inclusive way and a reflective and supportive approach to evaluating, reviewing and researching the performance of both students and staff. We base our work on the joy of the intrinsic reward that comes from achievement and mastery, and from participating in enjoyable, varied, exciting and challenging projects and learning experiences.

Teachers build strong, emotionally responsive relationships with all children in which they:

• See children as capable and competent and have high expectations for achievement and behaviour
• Respect, value and listen to children
• Encourage confidence and risk taking
• Celebrate diversity and care about inclusion
• Reflect the school’s core values
• Manage behaviour for learning effectively

Teaching, Learning and Assessment

• Children’s love of learning is inspired at all times by stimulating and engaging learning experiences across a balanced and integrated curriculum.
• Teachers have strong knowledge of the curriculum and research good practice.
• Teaching is planned to ensure that all children are engaged in meaningful, challenging and purposeful learning experiences, making progress and achieving great outcomes.
• Children make or exceed expected progress
• Lessons have clear learning objectives and success criteria which are shared with and made relevant to the children.
• Teachers use subject knowledge and assessment to progress learning, identify misconceptions and adapt teaching.
• Teachers provide feedback to children about achievements and targets verbally and in next step marking.
• Teaching assistants work effectively as directed by class teachers to support learning.
• Teachers build strong and professional relationships with parents and carers.
• Teachers promote high standards of literacy and numeracy across the curriculum

The Grange Valley Learning Environment is:

• Calm, safe and orderly as a result of effective classroom organisation
• Reflects the school ethos and values
• Inspires and supports learning
• Communicates high expectations

Children:

• Express thoughts and ideas and engage in respectful discourse
• Think creatively, critically and imaginatively
• Engage in peer and self-evaluation and articulate next steps for development
• Remain engaged in learning tasks independently or as part of a collaborative group
• Take responsibility for their own behaviour to create a happy and purposeful atmosphere conducive to learning for all.
• Explore, and investigate and play to construct knowledge and understanding in social interactions

Each lesson at Grange Valley:

• Is pitched at a challenging level taking account of NC and EYFS expectations
• Is intellectually challenging, stimulating and meaningful for all children to ensure strong outcomes
• Is well paced and uses time productively to ensure that children make progress; whole class sessions are interactive and of an appropriate length
• Draws on children’s experiences, personal connections and prior knowledge
• Is carefully scaffolded, resources and differentiated for each and every child
• Involves good questioning from children and adults
• Requires enquiry and thought
• Involves discussion and the expression of ideas
• Is well-resourced to support and inspire
• Provides children with feedback about their learning and next steps for improvement
• Has high expectations of and develops successful learning behaviours, presentation, literacy and numeracy
• Involve children thinking about and reflecting on their learning and progress; metacognition
• Involves assessment and record keeping

Is structured in the following way:

1. Clear learning objective articulated. By the end of this lesson you will be able to….
2. Exciting input/provocation at start; either a stimulating, exploratory activity or whole class teacher led interactive input
3. Discussion and questioning to clarify meaning or learning
4. Clear modelling of expectations in every respect: task, presentation, success criteria for any task set, learning behaviours
5. Tasks which may be independent or a group led by an adult
6. Continued teacher input while children work independently or in groups: feedback redirection, exemplification, addressing misconceptions and mistakes
7. Closure/plenary to address issues, comment on learning, check learning, evaluate learning.