Our Approach to Teaching, Learning, Assessment
Our Shared Pedagogy
Jesus identified himself as the Good Shepherd who came so that everyone may have life in all its fullness. The image is rich in both biblical and contemporary meaning and our Trust's name gives us a distinctive understanding of our role and purpose, the values by which we work and the character of relationships we have with one another.
The Teacher Effectiveness Enhancement Programme (TEEP)
Our Trust has chosen to invest in an approach to pedagogy, which develops the whole child through a dynamic process that develops values and virtues, knowledge, understanding and skills and which fosters high quality relationships and fullness of life. In 2019 all of our schools participated in TEEP CPD. You can read more about this here.
As we share our common values and a shared scaffold for developing high quality teaching, we seek to secure educational excellence in a manner consistent with our Christian mission. The framework allows for teachers and schools to share ideas through a child-centred approach to learning whilst encouraging aspiration, dialogue and creativity.
Our Trust's approach to school improvement can be found here.
Jesus, The Good Shepherd, sign posts the values, which guide teaching and learning, and the relationships we seek to nurture in our schools
Our academies have the freedom to determine a teacher assessment system that aligns with their bespoke approaches to the curriculum. The central team and each academy, utilises Pupil Asset as the Trust-wide MIS and data tracking system.
Each term, reliable Trust-wide standardised assessments are undertaken within a given window, in Reading and Maths. In Years 1, 3, 4 and 5 NFER tests are used, in Year 2 NFER tests are used in the autumn term and past SATs in the spring and summer terms and in Year 6, past SATs papers. No More Marking is also used throughout the year in order to support the assessment of writing.
The main purpose of using standardised assessments, is to enable teachers to clearly identify gaps in pupils' learning that informs and thoughtfully shapes their future teaching and pupils' learning. The assessments also support the judgements made by teachers and provide comparative tracking data across the Trust.
Relationships, Sex and Health Education (RSHE)
The Trust's Statement of Intent can be found here. Each school is required to use the Statement of Intent to consult upon and develop their own school policy for RSHE. Please contact your child's school if you require further information.
Black Lives Matter
Information regarding the careers programmes, including how providers access our secondary age pupils to talk about technical education and apprenticeships, can be found here.