Our vision for teaching and learning is rooted in high expectations and an unconditional belief that every child can achieve and succeed according to their unique abilities. We believe in challenge, engagement and deep learning (mastery). This is promoted through careful planning, clear learning intentions and responsive teaching. Behaviour for learning is central to our vision, as we strive for a warm and productive classroom climate, which embeds dignity and respect for all. We strongly believe in the power of sharp formative (and summative) assessment, and promote this through carefully considered dialogue with our students. Teaching and learning mirrors our wider values, with an irrefutable devotion and care for the education of young people, both within and beyond the classroom. It is our aim for all teachers to deliver consistently outstanding lessons and to relish the challenge of striving to do so.

To assist with the ease of transition for new Year 6 students, we asked some of our current Year 7s to tell us about their experience during the transition.

We believe strongly that good quality educational research should help inform decisions taken around teaching and learning. Below are some principles that we align with from the world of research:

• Performance and learning are not the same and are inversely related. It is hard to be able to judge progress in learning in one lesson – learning and progress happen over time (Sodestorm and Bjork 2015)
• Students do not reliably know when they are learning and whether they know something (Kruger and Dunning 1999)
• Working memory is finite and we can only absorb a limited amount of information at once. When we process information it gets stored in our long-term memory. Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. We organise information into schemata where memories are interconnected and recalled with ease. (Cognitive load theory- Sweller 1994)
• Memory is boosted by regular opportunities for retrieval and recall alongside spaced and interleaved practice (Dunlosky et al, 2014, Roediger III et al, 2006)
• Learners need challenge and for there to be ‘desirable difficulties’ in learning (Bjork 1992)
• Suggestions for effective classroom practice have been set out as a result of reviewing research. Students also need to develop fluency and unconsciously apply their knowledge as skills. This must not be reduced to, or confused with, simply memorising facts. (Rosenshine 2010)
• Teaching someone in their ‘learning style’ does not lead to better results (Pashler et al, 2008)
• Student performance is significantly increased if their teachers have passion and persistence (grit) for their job, bounce back from set-backs and have a high level of life satisfaction (Duckworth et al, 2009)