Quality First Teaching and Learning

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In line with the whole school vision of ‘striving for personal excellence’ we believe that this is true for ourselves as professionals. Therefore, through our focus on providing high quality teaching and learning, we aim to ‘develop a culture where every teacher believes they can be better for every student.’


Quality first Teaching and Learning at John Taylor High School involves:

A.  Teachers establishing a learning culture, built on high expectations and belief in the academic potential of all pupils.

B.  Teachers planning and delivering lessons that demonstrate an understanding of how pupils learn and remember based on cognitive science.

C.  Teachers using evidence-based classroom practices to challenge and support all learners.

D.  Teachers using adaptive teaching methods which enable pupils of all abilities to achieve personal excellence.


 T&L the JTHS way – What the most effective Teachers do for ALL.



Justified Seating plan

Know your students to support and challenge in the way that is best for every individual. Rationale for individual places, informed by their needs, data and emotional intelligence.


Targeted Questioning

Teacher selects respondents (Consider no hands up) 

Skilful – appropriate pitch and challenge of questions to individuals. Technique – provide thinking time P,P,P,B & Question COGS for maximum engagement.



Welcome students, meet and greet on the door with visible consistency and learning on entry (hook them into the lesson and learning). Use warm, enthusiastic communication.


Seize the moment

Walking talking Feedback & live marking for immediate impact (Oral fbk 80:20 Written fbk). Circulate to Interact with all, for AfL, correct misconceptions & ensure PROUD standards. 



Long-term Memory

Long-term Memory – review knowledge and understanding daily, weekly, monthly (lessons & home learning). Consider the ‘forgetting’ in your planning - Space and interleave your curriculum planning.


Examples, examples, examples!

Model thinking (planning, drafting & redrafting), the end result, the use of (aspirational) terminology and language through questioning and conversation – don’t accept non-academic or non-specific language.



Crystal clear communication of expectations for learning – 3, 2, 1 countdown for attention, active listening expectations, ‘pens down stop fiddling’, focus on/track the teacher and silence for instructions. Turn to face the board.



Repair and restore relationships outside of lessons. Each lesson starts with a clean slate.  Show you like them…and if you don’t they can never know. ‘On your worst day on the job, you are still some child’s best hope’ –Larry Bell


Not in public

For discipline, praise and encouragement, where appropriate. Consider addressing concerns/behaviours in private. Consider the power and effectiveness of personal praise and encouragement.



Use scripted interventions to avoid escalation. De-escalate situations by using and modelling calm behaviour.



Recognise effort and contributions (Turn up, Work hard, Be nice). Phone home to praise and share successes with colleagues. Building stronger relationships beyond the classroom.


Structured learning

Make the bigger picture and ‘What’s the point?’ clear. Structure learning by chunking tasks for progressive learning and to support pace. Group work with clear & structured roles and responsibilities.

CPD – Direct Inquiry Model

Our approach to staff CPD combines whole school priorities with a personalised approach where staff can utilise research and engage in an inquiry question of their choice – focussing on two areas of pedagogy:

1.    Evidence based Teaching and Learning strategies
2.    Adaptive teaching methods

We encourage staff to work collaboratively with others through a structured coaching programme and retain the responsibility to engage with research and continue to develop their own teaching and learning further.

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