Teaching & Learning

Vision

‘The quality of Teaching and Learning at Nene Park Academy is consistently evolving & improving, enabling every young person to confidently learn in a safe, inspiring and exciting environment, where teaching and achievement together, equal success’.

Our Promise

  • To provide staff with guidance and support in Teaching & Learning at Nene Park Academy
  • To support the CMAT Teaching & Learning Policy in raising standards of achievement, ensuring progress for all students of all abilities
  • To support staff in improving the quality of Teaching & Learning across Nene Park Academy

The Big 4

The Big 4 is a whole school strategy which focusses on the 4 main areas for development within Teaching and Learning across NPA. The findings from the T&L Review (Feb 2015) and then the Mid-Year T&L Review (April 2016) have highlighted a whole school need to develop these areas to ensure T&L promotes  and supports progress over time, independent learning and outstanding teaching practice across the Academy.

The 4 main areas for development are:

  • Responsive Feedback
  • Literacy & Numeracy
  • Differentiation
  • Learning Behaviours

A T&L Steering group and collaboration with the CMAT QUILT group, will support the development of innovative T&L strategies as well as support staff with their own practice.

Focussed Lesson Observations and Learning Walks will enable bespoke CPD to be delivered according to individual staff, department or cohort needs (e.g NQT, RQT) and this will link into The Big 4 strategy.

Development of staff to support colleagues and share best practice will form a key focus of development across the Academy as well as coaching and mentoring programmes both in house and externally.

The Big 4 will remain NPA’s key focus for T&L and will evolve as we master each area in all departments and all curriculum areas on a day to day basis.

The Nene Park Mark

We are very proud of the Nene Park Mark teaching framework, which has been developed by staff to support them in planning for and delivering high quality lessons which engage and excite students. It takes into account The Big 4, which is fed through the framework, and promotes all aspects of Academy life ensuring students and staff gain a wide range of experiences both in lessons and beyond the curriculum. We strive to ensure we develop life-long learners ensuring the the quality of lessons being delivered equip our students for life after NP

A. The Nene Park Mark support us in doing this.

The 5 areas of the Nene Park Mark:

  • Expectation
  • Challenge
  • Independence
  • Communication
  • Experience

Principles of Effective Teaching & Learning at Nene Park Academy

‘All students have a clear idea of where they are, where they are going and how to get there’

Data and Planning

  • Lesson planning should take into account the needs of all students and their ability
  • The Big Picture should be shared with students to ensure they understand the learning journey
  • Lessons are built upon prior knowledge and understanding and planned accordingly
  • All lessons should be differentiated and should refer to Intervention Plans
  • All class intervention plans should be completed for all classes showing how teachers will support each student’s learning development over time
  • Lesson activities and resources should be varied and appropriate to support learning for all students

Structure

  • Students should be taught how to learn (in groups and independently)
  • Students should be taught how to reflect and improve their own learning
  • Time should be embedded to ensure students are able to make progress and improve work based on feedback
  • Lesson objectives and outcomes should be appropriate, challenging and shared with students
  • Objectives and outcomes should be referred to throughout the lesson in the form of mini plenaries to assess student progress
  • Activities should be varied, purposeful and appropriate to meet the needs of all students

Environment

  • Achievement should be recognised and rewarded
  • Underachievement and poor behaviour should be challenged, not passively processed.
  • Teachers should create and maintain a purposeful learning environment including the quality and regular upkeep of learning displays in classrooms
  • Displays should include posters which are common to the school aims and ethos as well as curriculum displays