Pedagogical approach

PSPS Pedagogical approach: February 2026 

Pedagogy defined: The ART of TEACHING. The METHODS, APPROACHES, ELEMENTS and PRACTICES that we use. This definition and summary ensure PSPS  leaders and staff have a strong, shared understanding of effective teaching and how pupils learn, to deliver the curriculum effectively (the IMPLEMENTATION) across all subjects, year groups and key stages. 

The following supports our INTENT on delivering the PSPS KNOW and THRIVE CURRICULUM  

Know: We build strong foundations in basic skills and Key Knowledge to empower life-long learning. 

Thrive: We deliver a PSPS child-centered curriculum that meets individual needs and prepares learners for the future. 

Our approach to learning is evidence and research informed. The pedagogies that PSPS teaching staff use are: 

RELEVANCE – KNOW OUR PUPILS (OFSTED 2025): Inclusion mapping allows all PSPS teaching staff to understand the CONTEXT of all our pupils. Lesson planning is deferential to ALL pupils – particularly those that face a barrier to learning and success at school. The groups we focus on are those that are: SOCIOECONOMICALLY DISADVANTAGED, pupils with SEND, pupils who are known (or previously known) to children’s SOCIAL CARE and pupils that have a history of poor ATTENDANCE. 

RELEVANCE – KNOWLEDGE BASED LEARNING: At PSPS we are clear that we are teaching a KNOWLEDGE BASED curriculum. We define SKILLS and UNDERSTANDING as the APPLICATION of KNOWLEDGE. 

RELEVANCE – PSPS VISION and VALUES: We ensure that wherever possible our lessons reflect our vision of ACHIEVING TOGETHER / INSPIRED TO BE SUCCESSFUL AND OUR VALUES of being HAPPY, CARING, CONFIDENT AND RESILIENT. 

MEMORABLE LEARNING (Curriculum & Assessment Review – Nov 2025): If a PSPS pupil is to DO MORE, KNOW MORE and REMEMBER MORE then we must provide the most MEMORABLE LEARNING EXPERIENCES. ‘The joy of being transported to another world is essential for accessing the curriculum.’ Think PURPLE COW! 

MASTERY LEARNING (EEF): We require our children to experience ‘high levels of success’ before progressing to the next learning point.  

• Lesson planning is ‘COHERENT’ Knowledge is broken into ‘SMALL CHUNKS / STEPS’ 

• Learning is PROGRESSIONAL based on previous learning, previous lessons, previous years etc. 

• Lessons include ACTIVATING PRIOR KNOWLEDGE (including reference to INTERCONNECTED LEARNING) 

• Provide support – ‘KEEP-UP’ interventions provided 

• Aiming for DEEP UNDERSTANDING 

• EXPLICIT INSTRUCTION * 

• SCAFFOLDING: Including clear MODELLING we utilise WAGOLL (What a good one looks like) 

• Use of VOCABULARY and SENTENCE STEMS 

• Use of KNOWLEDGE OGANISERS  

• FLEXIBLE GROUPING and COLLABORATIVE LEARNING (groups of 3 to 5 pupils) 

• Provide CHALLENGE 

• Encourage pupil ‘THINKING’ 

• INDEPENDENT PRACTICE – Apply and Reasoning 

• REPEATED Practice 

• OVER Practice to AUTOMATICITY 

• Lesson ends with STRUCTURED REFLECTION 

ASSESSMENT (EEF): Is used to inform our teaching in each and every lesson. ‘The ultimate aim of feedback is to help pupils take responsibility for improving their own work’. (PSPS policy) 

The PURPOSE is to INTERUPPT THE FORGETTING! 

• We give pupils REGULAR FEEDBACK, both orally and through accurate marking, and encourage pupils to respond to the feedback. GAPS are IDENTIFIED and ADDRESSED QUICKLY 

Assessment for Learning : 

• Every lesson has a LEARNING OBJECTIVE and Clear SUCCESS CRITERIA 

• We use PEER and SELF-EVALUATION 

• We use follow up QUESTIONING to identify strengths and gaps in learning  

• References made to PREVIOUS LEARNING 

• Time in every lesson given to RETRIEVAL PRACTICE (last lesson, last week, last unit) 

• LOW STAKES assessment opportunities 

• ITERATIVE ASSESSMENT (Cyclical and building – process of evaluating learning, providing feedback and adjusting teaching and learning) 

ACCESSIBILITY – SEND (EEF): 

•  To ensure ACCESS FOR ALL and the CORRECT LEVEL of CHALLENGE for our pupils we utilise DIFFERENTIATION and ADAPTATION. At PSPS we use the GRADUATED APPROACH of PLAN, DO and REVIEW in Quality First Teaching. 

• The ‘FIVE-a-day’ – core practices that enhance learning for these pupils. 

1) EXPLICIT INSTRUCTION* 

2) Cognitive and Metacognitive strategies 

3) SCAFFOLDING* 

4) FLEXIBLE GROUPING* 

5) Using Technology 

*School Development focuses for 2025 to 2026 including Staff Appraisal. 

COGNITIVE LEARNING (EEF 2025):  

MANAGING COGNITIVE LOAD is crucial, therefore we utilise: 

• Classrooms have STRONG and RECOGNISED ROUTINES 

• SMALL STEP approach – I do – we do – you do 

• Short focused learning sessions 

• Collaboration (Group work – 4’s) 

• Brain breaks 

• Teachers MODEL their own thinking – revealing the thought processes of an expert 

• Teachers provide SCAFFOLDED tasks like worked examples  

• EXPLICIT INSTRUCTION  

• GUIDED PRACTICE 

• Classroom dialogue – challenging pupil thought and building on prior subject knowledge – FEEDBACK to support INNOVATION 

• ALL PUPILS are set CHALLENGE at the CORRECT LEVEL. For this, we use ADAPTATION and DIFFERENTIATION 

• Use of FIRST HAND EXPERIENCES, CONCRETE APPARATUS, MANIPLUATIVES 

• INTERCONNECTED LEARNING 

METACOGNITION (EEF) is the learner’s ability to be aware of, reflect on, and direct their thinking. SELF REGULATED LEARNERS (EEF) apply metacognitive strategies to their learning. They demonstrate self-regulation of their learning by managing their motivation, thoughts and learning behaviours. Developing SELF-REGULATED learners: At PSPS we expect our children to have positive learning behaviours.  

• We promote PRIDE in all our learning and love to celebrate our successes 

• Teachers provide FEEDBACK that directs and motivates – the pupils are expected to respond to this 

• We work with pupils to help them understand HOW THEY LEARN best 

EXECUTIVE FUNCTIONING (EEF 2024): Self-Regulation supports children’s executive function. EXECUTIVE FUNCTION refers to a set of skills that are often used together. The aim is to help children: 

• RESIST their IMPULSES 

• Control how they DIRECT THEIR ATTENTION 

• Help children to HOLD INFORMATION so that they can APPLY it (develop a WORKING MEMORY and MENTAL FLEXIBILITY) 

• School rule ‘BE READY’ 

• Use of ZONES OF REGULATION 

ORACY: It is vital that our pupils are taught to TALK, LISTEN and COMMUNICATE effectively. 

• OPEN QUESTIONS are asked of children. We avoid accepting one-word or closed YES / NO answers 

• Provide SENTENCE STEMS 

• Provide KEY TECHNICAL VOCABULARY 

• Ensure ‘TEACHER TALK’ does not dominate 

• Encouragement of ACTIVE LISTENING