At Ryecroft Academy we are committed to excellence in all that we do and recognise that this is achieved through a constant and rigorous drive to improve and develop the quality of teaching, learning and assessment across the school.

Positive attitudes, a strong sense of self, a clear sense of purpose and, importantly, a sense of belonging, are prerequisites to effective learning. At Ryecroft Academy we are committed to establishing environments for learning that not only inspire, stimulate and engage, but engender a sense of purpose and identity. The climate for learning successfully creates resilient and enthusiastic learners who confidently persevere when work is challenging.

The classroom environment is the silent teacher. It conveys clear messages about our collective values, celebrates learning and supports and develops reflection, thinking and connection making. Coupled with excellent teaching, irresistible classrooms create a sense of genuine awe and wonder.

We are firmly committed and determined to ensuring Ryecroft pupils emerge with an eloquent and competent grasp of language, expression and vocabulary. These skills will be developed and exhibited across all subject areas recognising the importance of a genuinely balanced and rich curriculum offer. Furthermore, we strive to ensure our pupils develop highly effective skills for collaborative learning.

At Ryecroft Academy we know that adult behaviour affects children’s behaviour. Behaviour for learning is the result of good teaching and teachers know that they are responsible for working with children to establish the parameters for effective learning. The adult is the role model; by celebrating behaviour for learning, we support all children in engaging with lessons. All teachers smile, talk calmly and invite children into really engaging learning experiences that respect individuals and build self-esteem. As highly effective role models, professionals are enthusiastic and energetic. They model high quality language, vocabulary and expression.

Behaviour for learning is characterised by the following 6 elements, evident in all classes at Ryecroft Academy:

  • Impressive levels of concentration and engagement

  • Unwavering respect for others

  • Excellent listening (Demonstrated by pupils tracking the speaker, making an effort to understand what is being said, responding appropriately and analysing intelligently.)

  • Commitment to effort and quality

  • Calm and quiet talking

  • Intelligent questioning and thoughtful debate and discussion

At Ryecroft Academy we are firmly committed to a personalised provision for our pupils, ensuring that every child is challenged and supported to ensure every day counts in contributing to children making very good and outstanding progress over time. We know that precise teaching centres on the child’s current learning needs and motivates and inspires them to achieve the next step. All lessons are characterised by effective differentiation where the teacher builds on assessment information to ensure tasks are matched to need, are appropriately challenging and respectful of the individual.

We are determined to ensure that every lesson has a buzz and is inspirational as a result of careful and perceptive planning based on teachers high quality assessment for learning. Our approach to planning takes close account of effective sequences of learning over time as well as the individual lesson. This is because we understand the importance of learning being genuinely consolidated and retained.

At Ryecroft Academy we have a relentless focus on the standard of work in books. It is essential that they are kept in immaculate condition and are looked after with the upmost care. Our books will exemplify the highest standards in terms of effort, presentation and pride. They must showcase the excellent progress made by children in their learning revealing our children to be highly productive, reflective and studious.

We will demonstrate our commitment to achieving our vision and aims by ensuring:

  • Have clear Learning Objectives;

  • Focus on learning needs and next steps;

  • Continually use assessment outcomes to design new learning;

  • Build skills sequentially so that new learning is connected with prior learning;

  • Ensure rich and meaningful learning experiences which are engaging and purposeful;

  • Contain quality modelling that scaffolds pupil’s independent learning;

  • Ensures multiple opportunities for pupil reflection, feedback with response time;

  • Promote richly dialogic contexts that enable collaborative learning;

  • Create and build on meaningful cross curricular themes;

  • Ensure learning is challenging and provides quality opportunities for investigation and problem solving;

  • Personalise learning experiences through carefully planned and precise differentiation.

  • Be inspired and inspiring, delivering and encouraging creative learning experiences;

  • Embrace and celebrate the differences of pupils in our classes;

  • Provide opportunities for discussion and debate;

  • Celebrate every culture and faith;

  • Provide opportunities for learning experiences outside the classroom, in the school environment, the local community and beyond where appropriate;

  • Provide pupils with as many life experiences as possible.

  • Demonstrate secure subject knowledge;

  • Maintain high expectations of children both in terms of their work and their learning and social behaviours;

  • Insist upon high standards of spoken and written accuracy including spelling, grammar, punctuation and presentation. This will have equal importance across each area of the curriculum;

  • Create irresistible classrooms that create a sense of genuine awe and wonder;

  • Praise children when they do the right thing, achieve well and make progress – with particular emphasis on praising effort, commitment, perseverance and resilience.