Teaching and learning

Our approach to teaching and learning is grounded in the best educational research and evidence-based practice. We focus on consistent routines, shared language, and high expectations in every classroom. These help reduce unnecessary demands on students’ working memory, so they can concentrate on learning and develop skills more deeply. 

Research (Lemov, 2021; McCrea, 2024) shows that habits take time and repetition to embed. By working together and using our shared teaching and learning framework, we accelerate progress for all – what McCrea calls “collective acceleration.” 

To make this happen, all staff commit to: 

• High-quality, evidence-informed teaching 
• Ongoing professional development – whole-school, subject-specific, and personalised 
• Open, reflective practice including coaching, observation and feedback 
• Supporting each other with kindness, honesty, and high standards 
• Upholding our behaviour policy so learning is never disrupted 

This shared commitment ensures every student benefits from excellent teaching, every day. 

Our Framework for Learning 

Targeted Menu of Support

At Tavistock College, we are committed to ensuring every student can access and succeed in learning. Our Targeted Menu of Support provides a range of adaptive teaching strategies, tailored to students’ needs and often included in Individual Learning Plans (ILPs) for those with SEND. 

Teachers use evidence-based techniques throughout lessons to remove barriers to learning and build student confidence. These include: 

• Chunking information into smaller, manageable steps 
• Clear, direct instructions using simple language 
• Teacher modelling, where staff “think aloud” to show how to approach a task 
• Scaffolding, such as writing frames, visuals and checklists 
• Flexible groupings, including peer support and adult-led small groups 
• Technology tools, such as laptops, adaptive apps and speech-to-text software 
• Vocabulary support and regular links to prior learning 

These approaches are used when needed to help students process, retain and apply new knowledge effectively. All staff are trained to deliver these strategies with consistency, care and ambition for every learner. 

Our Framework for Learning

We follow a consistent, research-informed approach to teaching, ensuring every student receives high-quality lessons every day. Our Framework for Learning includes clear routines and phases of learning, designed to build knowledge and independence. 

• Entry Routine: Students are greeted at the door and enter a calm, purposeful classroom. Uniform is checked, and expectations are reinforced so students are ready to learn.
  
  
• Retrieval Practice: Each lesson begins with a short activity to help students recall previous learning. This strengthens memory, builds confidence, and prepares students for new content.
  
  
• Direct Instruction: Teachers clearly explain new concepts, model high-quality thinking and language, and introduce new vocabulary. They make connections to prior knowledge and use questioning to check understanding.
  
  
• Guided Practice: Students practise with the teacher’s support, applying new skills while receiving feedback and corrections. This ensures they are ready for independent work.
  
  
• Independent Practice: Students work independently to consolidate learning. Tasks are structured and supported to build focus, resilience and long-term memory.
  
  
• Feedback: Feedback is timely, specific, and focused on helping students improve. It may be verbal, written, or through questioning and re-teaching.
  
  
• Exit Routine: Lessons end calmly, with clear expectations and a smooth transition to the next part of the day.

This consistent approach supports students to learn more, remember more, and achieve more – while also helping teachers to deliver excellent lessons, every time. 

Classroom Learning Routines

At Tavistock College, we use consistent, research-informed classroom routines that create a calm, focused and ambitious learning environment. These routines support all students to engage, think deeply and achieve success. 

STAR Behaviours 

Every lesson begins and is grounded in STAR — a simple, powerful routine that builds respect, attention and self-discipline. 

• Sit up 
• Track the speaker 
• Ask and answer questions like a scholar 
• Respect those around you 

Teachers use a clear cue (“3, 2, 1, STAR behaviours”) to regain focus and re-centre the class. All students are expected to follow the routine first time, every time — with fairness and consistency. 

We support students with reasonable adjustments (such as visual cues and clarification of expectations) to ensure everyone can succeed. 

Formative Assessment: Mini Whiteboards 

Mini whiteboards are used in lessons to check understanding quickly and ensure every student participates. Students follow a shared routine, including working in silence, using clear signals to show answers, and holding up boards only when prompted. This routine builds confidence, reduces anxiety, and helps identify learning gaps. 

No Opt Out 

We believe every student can succeed — and that includes when they find something difficult. In our classrooms, students are never left behind. If a student gets an answer wrong or says “I don’t know,” teachers revisit them after support, so they get a chance to respond correctly. This builds confidence, accountability, and trust. 

No Opt Out is a key part of our inclusive ethos: every student participates, every student is supported, and every student moves forward. 

Right is Right 

We set high expectations for all responses. If an answer is almost right, our teachers kindly and clearly prompt students to improve it. This teaches precision, critical thinking and helps students build a deep, accurate understanding of the subject. 

We don’t ‘round up’ half-right answers — we help students get all the way there, so they truly master the material. 

Turn and Talk 

Turn and Talk is a routine that helps students practise ideas by discussing them with a partner. It’s short, focused and rehearsed regularly, so it becomes a smooth and effective way to develop oracy, deepen thinking and prepare for more complex tasks like writing or class discussion. 

Teachers frame the question clearly, time the discussion, and then bring the class back together to share and refine ideas. This builds participation, confidence and collaboration.