At Oakfield School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. We maintain that learning should be a rewarding and enjoyable experience for everyone. Through our teaching we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives.
To ensure the school strives for the highest possible standards and consistency of Teaching and Learning, all teaching staff are observed three times a year by a member of the Curriculum Team and a School Improvement Partner. Book samples are carried out termly by the curriculum team to ensure work is suitably challenging and meets the needs of all pupils.
At Oakfield there is a focus on assessment and monitoring of student progress. This may be carried formally or informally using both formative and summative assessment techniques. These assessments are used to inform staff and other interested parties of a child’s achievements. The assessments are also used to support planning of educational programmes for individuals and groups so that the educational provision is appropriate to meet the needs of each child
Assessments are made against clearly defined criteria and based upon objective evidence using APP. Teachers make regular judgements on a child’s progress and where possible supported with relevant evidence. APP criteria are also used for target setting for individual pupils in each core subject, and these targets shared with the pupils/parents so they know what they need to do to progress and achieve.
The importance of recognising children’s achievements and of giving them feedback is fundamental to the teaching process. All work is marked and in line with the school marking scheme to ensure uniformity and allow pupils to engage with the feedback process in all lessons. All feedback is given in language that is appropriate to the child’s needs and level of development. The marking is regular and, if possible, completed with the child during or at the end of a lesson. Pupils are encouraged/given time to respond to marking.