Our Approach to Learning

Vale School Pedagogical Approach 

1. Core Philosophy 

• Learning is led by teachers who act as leaders and developers of their class teams. 

• The school fosters a holistic, inclusive learning community where barriers to learning are actively broken down. 

• The overarching goal is to prepare pupils for adulthood and independence, with every achievement contributing to a better quality of life. 

2. Curriculum & Planning 

• Pupils follow differentiated learning pathways (e.g., Engagement, Emerging, Functional), tailored to their needs. 

• Planning is guided by:  

• Long Term Plans (LTPs) and Medium Term Plans (MTPs) 

• A structured teaching model: “Teach (I Do), Practise (We Do), Apply (You Do)” 

• Enquiry-led learning with big questions and real-life investigations 

• Personalised support plans (EHCPs, PSPs, PBS plans, communication profiles) 

3. Lesson Delivery 

• Lessons begin with purposeful starts and spaced repetition to recall prior learning. 

• Clear learning intentions and success criteria are essential. 

• Emphasis on metacognition, targeted questioning, and independence. 

• Literacy and numeracy are embedded across all subjects. 

• Teachers are encouraged to “go with the learning” rather than rigidly follow plans. 

• Technology is used to enhance learning. 

Below is the Vale School ‘delivery of learning’ overview. This outlines how learning will look in all Vale classrooms and is underpinned by our structured teaching model of “Teach (I Do), Practise (We Do), Apply (You Do)”. 

4. Role of Support Staff 

• Support staff are integral to learning as educators, not just helpers. 

• They promote independence, ask meaningful questions, and understand lesson objectives. 

• They provide feedback and support based on pupil needs and lesson goals. 

5. Learning Environment 

• Classrooms are designed to be safe, purposeful, and celebratory of pupil achievements. 

• Displays, sensory input, and career-linked enrichment are used to motivate learners. 

• External professionals are welcomed to support pupil progress. 

6. Literacy Across the Curriculum 

• Daily PPPR (Pre-Phonics, Phonics, Reading) sessions. 

• Use of Little Wandle phonics programme. 

• Vocabulary is explicitly taught using strategies like word walls, knowledge organisers, and multimedia tools. 

7. Assessment & Feedback 

• Formative assessment is continuous and responsive. 

• Use of TrackAble for tracking progress, differentiated by pathway. 

• Feedback includes:  

• Live verbal feedback 

• Peer assessment 

• Exit tickets 

• Marking codes (e.g., WWW, T, sp, G) 

• Marking is meaningful, manageable, and motivating, especially for pupils who can engage with written feedback. 

8. Research-Informed Practice 

The policy is underpinned by educational research from experts like Rosenshine, Hattie, Dweck, and the Education Endowment Foundation, focusing on: 

• Metacognition 

• Responsive teaching 

• Literacy development 

• Effective use of teaching assistants