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Teaching and Learning

1. Introduction

At Turning Point Leeds (TPL), we are committed to providing high-quality teaching and learning that supports the educational, personal, and social development of our pupils. Many of our pupils have experienced barriers to learning, so our approach is designed to re-engage them through personalised, practical, and inclusive provision.

This policy outlines our approach to teaching and learning, including the use of the Century Learning platform, vocational and therapeutic activities, and collaboration with host schools.

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2. Objectives

  • Deliver personalised learning experiences tailored to each pupil’s needs, including those with SEND and SEMH needs.

  • Ensure consistency and quality in teaching across all subjects and activities, both digital and practical.

  • Foster collaboration with host schools to maximise learning opportunities and track progress.

  • Support pupils to rebuild confidence, develop resilience, and achieve positive educational outcomes.

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3. Teaching and Learning Approaches

A. Century Learning

  • Personalisation: Diagnostic assessments create learning pathways for each pupil.

  • Progress Monitoring: Staff use analytics to identify strengths, gaps, and next steps.

  • Integration: Century Learning is combined with other curriculum areas to support literacy, numeracy, and core subject attainment.

  • Training: Staff receive training to use the platform effectively and ensure it enhances learning.

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B. Practical, Vocational, and Therapeutic Learning

  • Pupils access hands-on experiences such as sports, creative arts, and vocational workshops.

  • Learning is designed to build transferable skills, teamwork, and resilience.

  • Restorative practices are embedded, helping pupils reflect on challenges and celebrate progress.

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4. Collaboration with Host Schools

  • Mutual Responsibilities: TPL works closely with host schools to align provision with mainstream curricula and individual needs.

  • Curriculum Alignment: Core subject learning supports reintegration, while vocational experiences complement host school provision.

  • Information Sharing: Regular updates on progress, attendance, and behaviour are shared with host schools.

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5. Assessment and Feedback

  • Assessment Methods: A mix of formative and summative assessments, including digital tracking, staff observations, and pupil voice.

  • Feedback: Pupils receive timely, constructive feedback that is specific and restorative, helping them understand successes and next steps.

  • Quality Assurance: Lesson delivery and outcomes are monitored through observations, staff reflection, and host school feedback.

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6. Continuous Improvement

  • Evaluation: Teaching and learning practices are reviewed regularly to ensure effectiveness.

  • Professional Development: Staff engage in CPD to strengthen skills in pedagogy, trauma-informed practice, and the use of educational technology.

  • Pupil Voice: Pupils are encouraged to share their views on teaching approaches to help shape provision.

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7. Safeguarding and Inclusion

  • Safeguarding: All learning activities follow TPL safeguarding policies, including safe use of digital platforms (see eSafety Policy).

  • Inclusion: Provision is adapted to meet diverse needs, ensuring that pupils with SEND and SEMH needs can access and engage fully.

  • Well-being: Emotional support and positive relationships are embedded within all teaching.

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8. Parental and Stakeholder Engagement

  • Communication: Parents/carers are kept informed of pupil progress through regular reports and meetings.

  • Partnership: Collaboration with parents, host schools, and external agencies ensures holistic support for each pupil.

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9. Policy Review

This Teaching and Learning Policy will be reviewed annually to ensure it remains relevant, effective, and aligned with educational best practice, local authority expectations, and Ofsted requirements.

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Conclusion

TPL is dedicated to delivering exceptional, personalised teaching and learning through a balance of academic, vocational, and restorative approaches. By working in partnership with pupils, parents, host schools, and staff, we create opportunities for success and support pupils in achieving their full potential.

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Date of Policy: August 2025
Review Date: August 2026

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