Strand on the Green Infant and Nursery SchoolCherish and Inspire Every Child

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Pedagogy at Strand

At Strand on the Green Infant & Nursery School teaching staff regularly reflect on pedagogy; the method and practice of teaching at our school.

These approaches are listed below with examples of how they can happen in our school.

Learning through play: child-led choices and independence

Having lots of choices available e.g. variety  of media, range of maths resources

Resources labelled and accessible

Resources reflect children’s interests

Resources being stimulating and engaging

High expectations of child initiated learning time

Children  making decisions on where and how they  work in Early Year’s environments

Use of games

Practitioners supporting learning in an ‘interactor role’

Ensuring excellent teacher knowledge

Teacher research prior to planning

High quality and regular CPD (continuous professional development)

Sharing great lesson ideas/starters/conversations during briefing or planning (e.g. have your starter board on display)

Planning with clear learning intentions – teachers know why learning is being delivered within a larger picture

Gathering of resources, interactive materials and texts to match learning intentions

Peer observations

Tight assessment against key learning goals

Clear understanding of how children may interpret new knowledge and identification of misconceptions

Use of knowledge planners

Enrichment from visits or knowledgeable visitors


Providing a high quality learning environment

A range of stimulating resources – organised, displayed and labelled to support independence

Teachers who respond to children’s interests by finding resources and books to support curiosity

High expectations of independent learning time  learning behaviour, supporting  peer interaction, turn taking, games

Working walls

High quality engaging and relevant displays that tell a ‘story’ about our learning

Providing a tidy, uncluttered and welcoming learning area inside and outside


Assessing well to inform learning

Clear learning intentions and WALTs (We Are Learning To)

Verbal feedback throughout every lesson

Peer discussion and feedback before adult feedback

Providing model responses

Reviewing previous learning (often immediately)

Adequate time to embed skills securely

Careful use of questioning to promote differentiation, challenge and reflection (notably in use of Interactor role)

Self-evaluation against success criteria, checklists, Must/Should/Could suggestions and during recall

Opportunities to act on feedback immediately (notably during  learning)

OWL (Observe Wait Listen)

Children completing traffic lights or file their work according to how they feel they did (green/red boxes)

In a nutshell, throughout the lesson – teachers/children able

End of topic quizzes/tests


Prioritising the power of talk

Careful use of questioning – and sequences of questions - to promote differentiation, challenge and reflection

Series of questions: Why? What if? and How? to develop critical thinking

High quality interactions, shared thinking, teachers extending ideas and scaffolding

No ‘one-word’ answers – everything is justified by the child in full sentences

HOTs (Higher Order Thinking Skills) cards for questioning

Visiting experts

OWL (Observe Wait Listen)

Pupil questioning tools e.g. see, think, wonder

Embedded expectation that all will respond (using lolly sticks, random name section)

Appropriate and limited use of screen time


Collaborating in learning tasks

Talking partners for Think Pair Share (TPS)

Giving children roles within a group (expert, recorder, organiser) - sometimes with lanyards

Working in pairs or teams

Swap work/rounders

Beat the teacher tasks

Praising and highlighting peer interaction

Modelling good speaking and listening during child initiated learning

Mind maps to share knowledge

Use of games

Role play alongside a scaffolder

Collaborative quizzes


Varying inputs of lessons

Engaging entry learning tasks using real objects

Start with a key learning question

Hooking (e.g. crashed UFO or dinosaur footprint)

Variance of emphasis on visual, auditory, concrete or practical stimulus

Second teaching input, and third, must be different to first

‘Expert’ pupils contributing to input

Teach me… tell me more…

Odd One Out

Positive Minus Interesting (particularly for Science)


Challenging all children

Knowing our children well and building on what they already know

Open-ended problems

Low threshold high ceiling challenges

Differentiation through questioning and children always having to justify answers

ALWAYS ensuring children speak in full sentences

Options to record in different  ways

Engaging, stimulating, motivating activities

Engaging, organised, wide-ranging resources

This is the answer, what’s the question?

I say, You say, We say, We say, We say, You say

What’s the same? What’s different?

Thinking times which lead into lessons

Would you rather…. Or….

Children to be subject experts

Choices in level of challenge

Golden envelopes

Language of Higher Order Thinking Skills


Planning creative approaches - in structure of lessons

Lessons structured to suit learning (not always 3 part lesson); delayed and mini-plenaries)

Working for a purpose/writing for an audience

Variance of pace

Tell Me questions (e.g. book talk strategies including like, dislike, puzzling)

What’s the same? What’s different?

Teach me… tell me more…

Offer learning as a challenge to be solved

Movement, music and activity-based approaches within all topics

Outside learning

Visitors/educational visits, workshops/events to provide enrichment

Using photos/videos/pictures/music as a stimulus

Using games/competition