Our definition of learning
We believe that learning has been achieved when a permanent change in long term memory has taken place. This acquired knowledge then becomes prior knowledge and, once activated, can be used to support and connect to new learning.
In our daily lessons, teachers and teaching assistants use formative assessment and the principles of cognitive science as tools to improve student learning and achievement. We use formative assessment to help students understand their work. We use the principles of cognitive science to help children develop deep and long lasting memory of their learning.
Cognitive science
We take advantage of the cognitive benefits that
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Explicit instruction
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Retrieval practice
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Interleaved learning
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Spaced practice
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Cognitive Load Theory
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Dual Coding
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can bring to learning. We use insights and best bets gained from robust research evidence to inform our long, medium and short term planning, together with delivery of lessons.
Professional learning for staff is also planned and delivered using the same principles.
Formative assessment
To help children make sustained progress in their learning, practitioners at our school use five key strategies sourced directly from the research findings of Professor Dylan William and Paul Black:
1. Clarifying, sharing and understanding learning intentions and criteria for success.
We help the students to understand their learning and share with them how they can be successful in each lesson.
2. Engineering effective classroom discussions, activities and learning tasks that elicit evidence of learning.
We use a range of effective techniques to find out what the pupils know and how deep their understanding is.
3. Providing feedback that moves learning forward.
We work with pupils to provide them with the information they need to better understand problems and solutions. We believe that effective feedback not only improves a learning task, but also develops the learner.
4. Activating learners as instructional resources for one another.
We ensure that pupils get involved with each other in discussions and working groups to help improve everyone's learning.
5. Activating learners as owners of their own learning.
Pupils are taught how to evaluate the impact of their work, act on feedback and to reflect on their successes.
Learning
We are arranged in 4 mixed aged classes. Our learning environment provides a nurturing base for children whilst our curriculum is designed to ensure mastery year-group specific learning takes high profile across school. You can learn more about our curriculum by clicking below.
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Pupil Ambassador roles
The Good Shepherd is a really important parable and supports translation of our vision 'We Care About Each Other'. We have a firm belief that nobody should be left behind and the needs of the few are just as important as the needs of the many now and in the future. Our school values, spirituality and vision help us to deliver our mission to broaden horizons and achieve our all-round potential while believing that everyone is unique, everyone is valued, everyone is loved.
This way we are ready for everything that is to come.
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At Taddington we have established a range of different pupil leadership opportunities to assist in this. We have pupil Ambassadors for Reading, Sport and play, Diversity, inclusion and environment, collective worship, mental health and well-being. We expect our children to take on leadership roles, we give them ownership and in return ensure they are serving others through their work.
We call this our collective responsibility and creates readiness for the future in our pupil voice and leadership programme.
Reception is the start of a child’s school journey. It is where the foundations for future learning are laid. We aim to spark curiosity and expand the imagination so the possibilities of learning are endless. Through play, children begin to explore the world around them, make connections and forge significant relationships. Every child deserves the best start in life and by creating a nurturing, positive and enriching environment, we provide the opportunity for each child to reach their full potential and become lifelong learners.
Year 1 is the time where children are nurtured and given the opportunity to spark their love of learning. Through more structured learning, and our exciting curriculum, children can develop their understanding of the world, and be inspired, laying the foundations for a positive and happy time at school.
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​Year 2 is a time for children to take ownership of their learning and enjoy increased independence and responsibility. Our broad and interactive curriculum allows every child to flourish, preparing them for Year 3 and beyond.
In year 3 and 4, we are learning to be independent learners. We strive to use the skills and knowledge gained in key stage 1 to problem solve and deeper our subject knowledge. We work collaboratively to improve our learning and support each other in everything we do.
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In Year 5 and 6 , we are valued as individuals. We try to rise to challenges, whether they be creative, mathematical, sporting or about us living out our school values. We learn to work both collaboratively and independently. Reading and a love of books and stories are at the heart of everything we do.
​Our aim is to ensure that all children leave school as well-rounded individuals – equipped with important life skills – and are prepared for life in secondary school and beyond.