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Personalised Learning
 
All parents want the best for their children; as teaching professionals, so do we!

At Wyton on the Hill, we know that ‘the best’ in terms of education means personalised learning.
 
What is Personalised Learning
Personalised Learning is an approach which empowers learners by involving them in their learning at every stage: from setting their own targets to evaluating their progress, we believe that learners must become key drivers in their learning so that it becomes meaningful, valuable and personal to them.

Its success depends on knowing each child well through rigorous assessment for learning and on nurturing positive relationships between teachers and pupils, which will enable our children to know themselves well as learners.

Personalised Learning is particularly important at Wyton on the Hill because we have such a highly mobile population; we must ensure that all of our children make the best possible progress in their learning while they are with us – however long they may be with us.

How do we achieve Personalised Learning at Wyton on the Hill Primary?
Briefly, children learn best when:

  • they understand clearly what they are trying to learn, and what is expected of them
  • they are given feedback about the quality of their work and how to make it better
  • they are given advice about how to go about making improvements
  • they are fully involved in deciding what needs to be done next

In order to achieve this, we have spent the time since our last Ofsted developing a unique system of ‘personalised learning’ processes built on examples of best practice from around the world. Click on each below to see more detail.

 

Teacher-Pupil Mentoring Review Meetings
At the beginning of each half term, every pupil in the school shares a 1:1 meeting with their class teacher to review the progress made in the previous half term and to identify their next steps in learning. During the meeting, teacher and pupil work together to generate an updated pupil report, which summarises achievements (including information about what has helped or hindered the pupil’s learning most recently) and identifies targets for the coming half term. The updated pupil report is then filed in the child’s mentoring folder, along with any assessments undertaken during the previous half term. Mentoring folders are readily accessible within the classroom so that pupils can refer back to them at any time.


Personalised marking and feedback
Teachers at Wyton on the Hill spend a considerable amount of time discussing marking and feedback; both within the school and with colleagues from other schools (see the school’s self-evaluation pages for further details).
Currently, children are taught to mark and correct their everyday practice work themselves (at an age-appropriate level, of course!) so that they can take ownership of their own mistakes, accepting that mistakes are an important part of learning – as long as we recognise them know how to correct them.
Teachers will then look through pupils’ marked work to inform planning for future lessons or personalised interventions.
Where teachers are marking individuals’ mathematics or writing for assessment for learning purposes, we use agreed marking codes, designed to support pupils in understanding how they are progressing towards their personal targets and helping them to pinpoint their next steps.


Teaching methods and learning platforms which provide levels of personal challenge, including Big Maths (CLIC), Big Writing, Accelerated Reader, Mathletics and Assertive Mentoring
As well as constantly reviewing our everyday teaching and assessment practices, we are always on the lookout for new methods or platforms which will intrinsically motivate and challenge our pupils on a personal level. As a school, we have recently bought into a number of these systems.
Please click on the links below to find out more about them:
http://www.andrelleducation.com/big-maths/
http://en.wikipedia.org/wiki/Big_Writing
http://www.renlearn.co.uk/accelerated-reader/
http://www.mathletics.co.uk/
http://www.assertivementoring.com/primary/primary-assertive-mentoring/


Personal Intervention Plans (PIPs)
Occasionally, it is not possible to close gaps in an individual’s learning through short-term personalised interventions and it will be necessary for the school to support the pupil on a more long-term basis through a Personal Intervention Plan.
Where a pupil’s class teacher has recognised this, he / she will make an appointment with the school’s Inclusion Leader, who will arrange for observations to be undertaken of the pupil at work. Following these observations, the Inclusion Leader will call an iTAC (internal Team Around the Child) meeting, to which all professionals within the school who work with or know the child well are invited.
At the meeting, professionals will discuss the child’s strengths as well as their areas of need, identifying long-, medium- and short-term targets for closing the gaps and agreeing on a package of support which will enable the child to achieve these targets.
Following the meeting, the Inclusion Leader will share the PIP with the child’s parents, while the Learning Mentors undertaking the agreed intervention work will share the PIP with the child.
Every 6-9 weeks, the PIP is reviewed and new targets agreed. Should progress towards targets be slower than expected, the Inclusion Leader will make a referral to the appropriate specialist teaching support service.
 
Termly Parent Consultations, which involve pupils
Following Teacher-Pupil Mentoring Meetings in October, January and April, parents are invited to attend Parent Consultation meetings at which they can discuss their children’s achievements and next steps with their child and their class teacher. The school provides a crèche facility so that pupils can talk to their parents about their learning without interruptions from siblings.


Developing Inclusive Teaching Strategies, including Talk for Learning
Our teachers are constantly working to increase their bank of strategies for ensuring that their everyday classroom teaching is ‘personalised’ to include every child. For example, teachers will have considered the particular learning styles and individual profiles of the children in their class, including their strengths and areas for development and will:
  • carefully explain or revisit new or tricky vocabulary before a lesson begins to ensure all pupils are familiar with it (pre-tutoring);
  • use lively, interactive teaching styles and make maximum use of visual and kinaesthetic as well as auditory/verbal learning to cater for all learning styles;
  • make high demands on pupil interaction and engagement with their learning;
  • place an appropriate emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups in order to consolidate, extend and deepen their learning;
  • develop a classroom culture in which pupils accept responsibility for their own learning and work independently;
  • regularly use encouragement and ‘activity specific’ praise to engage and motivate pupils;
  • use teacher questioning, modelling and explaining designed to ensure that all pupils are included and supported during lessons.
Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour.
Our teachers regularly participate in Lesson Study cycles, observing ‘case study pupils’ in each other’s classes in order to identify barriers to learning and find appropriate teacher interventions which will help to make the learning better for all. For example, based on the needs of their particular group of pupils, teachers may also:
  • Change their teaching style for individual pupils;
  • Alter their use of resources,  tailoring them for individuals / groups;
  • Provide pupil prompts (or ‘help sheets / help boxes’) to support pupils’ planning, checking and self-assessment;
  • Give regular and focussed feedback on personal targets;
  • Re-position pupils within the classroom to ensure optimum learnings conditions;
  • Provide extra time for activities
  • Provide relevant work for practice at home (in partnership with parents).


Personalised ‘Close the Gap’ Interventions (delivered by our highly experienced team of ‘Learning Mentors’)
Where teachers notice that individuals may benefit from revisiting a particular concept or skill to keep their learning ‘on track’ and close any ‘gaps’, they refer them swiftly to our Inclusion Leader, who will assign them to a ‘Learning Mentor’, who will provide additional learning experiences focussed on precise areas of need until that need is no longer there.
 
© Wyton on the Hill Primary School