At Ridgeway, we understand the impact that high-quality teaching has a direct impact on progress and attainment.
We want our students to:
– fulfil their potential, and gain the knowledge and cultural capital needed to succeed in life;
– develop confidence, discipline and an enquiring mind;
– Be aware of their own strengths and areas which need improvement;
– foster a lifelong love of learning;
– have access to an environment which is conducive to learning.
We also want our staff to have the skills, knowledge and environment to help achieve the above alongside high quality CPD that develops them further as practitioners.
At Ridgeway Secondary School, we believe in ‘five building blocks’ of great teaching. Lessons at Ridgeway are designed around these ‘five building blocks’:
| Recap | It is the expectation that each new lesson begins with a review of the previous lesson and/or previous learning. Daily review can strengthen previous learning and can lead to fluent recall. |
| Objectives | Each lesson has a clear objective that all students should achieve. This is linked to delivery grids and curriculum design. Objectives are designed with progress in mind and all students should be able to articulate their ‘learning journey’ for each topic (and lesson). |
| Content | Any new material should be introduced in brief and ‘chunked’ steps and thought is given to how much new information is provided. Staff understand that the working memory is only small and can only handle a few bits of information at once, and consider this in their planning and delivery. |
| Apply | Students are given opportunities to apply and practice in different formats to show and strengthen their learning. Models are given, where possible, to allow for connection & link-making. Teachers give thought to cognitive support throughout their planning. Staff understand that fluency arises through practice over time. |
| Review | Teachers constantly check understanding by asking a large number of questions, throughout the lesson, and check with all students to ensure misconceptions have not arisen. Planned formative assessment takes place for each unit of work with individualised feedback that moves students forward and addresses learning needed. Summative assessment is used at the end of each topic to evaluate learning and progress made. Teachers gather this data to inform further teaching and planning. |
The ‘Five Building Blocks’ used at Ridgeway Secondary School are also supported by understanding from staff, and inclusion, of the following key principles:
– Classroom routines are essential – they set norms, expectations & help build relationships with staff.
– Prior knowledge influences new learning and needs to be considered when planning.
– Knowing our students thoroughly and understanding their backgrounds and context is vital in ensuring provision is personalised and tailored.
– High standards for behaviour is maintained and supported by the thorough use of the rewards and sanctions systems.
We believe that good teaching and learning takes place when:
- lessons are purposeful and delivered at a brisk pace;
- there is clarity around learning objectives within a lesson;
- Passive learning is tackled through different strategies including a variety of questioning techniques and maintaining high standards;
- the lesson includes a plenary in which students identify and review what they have learnt;
- the teacher inspires students by conveying his/her enthusiasm for the subject;
- the teacher selects appropriate resources and provides a variety of activities;
- the teacher adapts and scaffolds tasks to meet the needs of all students, where appropriate;
- the teacher seeks to involve each student and makes appropriate use of praise and constructive feedback;
- the teacher builds and maintains good relationships with the group, respecting each contribution and using humour where appropriate;
- a climate of mutual respect is maintained;
- high standards of behaviour are maintained through a consistent approach to discipline and adherence to the whole school behaviour policy;
- seating plans are used to create a positive learning environment and ensure students are effectively supported;
- equipment is used with accuracy and care;
- teaching assistants are used effectively with individuals and groups of students;
- the lesson ends with students knowing, understanding or being able to do more than when they arrived.
Our expectations for student behaviour and conduct are simple, 3 words, Ready, Respectful, Safe, that underpin every desirable behaviour that the school expects. With these clear standards, it is easy to reinforce the high expectations we have as a school.
Ready: this refers to anything from attention, uniform, equipment or punctuality. We equip our students with knowledge, skills and a range of experiences that will help to ensure that they are ready for the challenges that they face now and in the future.
Respectful: relates to communication and interaction with the school environment and all of those in it. We teach our students to respect themselves, each other, the environment and the opinions and beliefs of others.
Safe: ensures we have an emphasis on maintaining a calm and safe environment for all to flourish. Students think and act in an environment where it is safe to fail, to think critically, to debate, take risks and develop new ideas.
