Teaching and Learning

We strive to ensure that our students experience an ambitious, broad and engaging curriculum that will enable them to achieve success. We are a truly comprehensive school, encouraging all abilities and aspirations.  With this in mind, we are committed to the continuous improvement of teaching and learning.

At Abbeyfield, we invest in a high quality CPD provision to ensure that every member of staff can reach their full potential, and in turn, provide our students with the very best learning opportunities.

Examples of this include:

  • Designated time for ‘Subject Planning and Development Sessions’ – ensuring that teachers have the opportunity to develop their subject knowledge with their faculty teams
  • Whole staff development and training, creatively delivered to facilitate personal reflection
  • Coaching and Mentoring programmes
  • Developed culture of collaborative practice
  • Action Research Groups – rather than just relying on what we think works, we look to the research evidence and use this to shape our practice
  • Well – resourced CPD Library
  • SWAN Partnership Networking
  • Commitment to developing our leaders through CET leadership courses and the NPQ programmes

We believe that every member of our school community should be a lifelong learner and we provide a bespoke CPD and support programme to facilitate the delivery of our Quality First Teaching Charter. This outlines our approach to teaching and learning which underpins our ambitious curriculum.

Teaching and learning is quality assured through learning walks, lesson observations, student voice, work/book checks and a detailed analysis of student outcomes and progress data.

Quality First Teaching Charter

  • Implement Abbeyfield Routines – Ensure that Abbeyfield routines and procedures are applied consistently, day in day out. All lessons should start with a recall activity.
  • Teach to the Top – Set the bar high and expect all students to produce excellent work but acknowledge the route to producing this work may be different depending on the students’ needs. Work must not be pitched in the middle and then ‘made more difficult’. Teachers must think carefully about how learning is scaffolded and carefully select resources so all students can access the most challenging work.
  • Deliver engaging, learning-led lessons – (rather than activity led) Ensure that lessons are designed and sequenced to achieve the ‘Big Picture’. Ensure students know why they are learning what they are and understand their end goals. Apply pace and challenge by planning engaging, active, memorable and well-paced lessons. Think about what the students will be doing, rather than what you will be doing. Keep schemes of learning, and lessons moving at a brisk pace to ensure that there is no passive non-engagement.
  • Apply ‘Assessment for Learning’ strategies – Use a range of formative feedback strategies (for example, mini-plenaries, recall activities, effective questioning) to adapt your planning to inform the next stage of the students’ learning.

Develop ‘Application of Knowledge and Skills’ techniques – Teach students to apply their knowledge and problem solve. For older students this will lead to them decoding and accessing demanding exam questions and to develop exam technique