The Science of Learning at Grateley Primary School
At Grateley Primary School, our approach to teaching and learning is informed by the science of how children learn. We understand that learning is a change in long-term memory and that children need opportunities to revisit, practise and build upon their knowledge to develop a secure understanding of the curriculum.
We believe that all children can learn, remember and achieve when teaching is carefully planned, knowledge is built progressively and appropriate support and challenge are provided. 
Building Knowledge That Lasts
Our curriculum is carefully sequenced to ensure that new learning builds on what children already know. Teachers make links to prior learning, explicitly teach new knowledge and vocabulary, and provide opportunities for children to practise and apply their understanding. We recognise that learning takes time and that repeated opportunities to retrieve knowledge help children remember more over the long term.
Repeated practice prevents forgetting
Our understanding of cognitive science leads us to hold the following to be true about learning:
- Learning is a change in long term memory that results in a lasting change in capabilities or understanding;
- Learning takes attention and focus
- Working memory is where information is actively processed but its capacity is limited and it can be overloaded
- Long-term memory is a store of knowledge that changes as new ideas are integrated with new ideas.
- Secure prior knowledge supports the processing of new ideas in working memory.
- Where prior knowledge is weak, it is more likely that misconceptions will be developed, especially if new ideas are introduced too quickly.
- Regular, purposeful practice prevents forgetting.
- Requiring pupils to retrieve information from memory, and spacing practice so that pupils revisit ideas after a gap are also likely to strengthen recall.
- Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
High-Quality Inclusive Principles
Our principles are underpinned by the Rosenshine Principles and we have 6 principles.
An Inclusive Approach to Learning
We recognise that children bring different experiences, prior knowledge and starting points to their learning. Our teachers carefully consider the barriers that may prevent pupils from accessing the curriculum and adapt their teaching to ensure that all children can participate and succeed.
We maintain high expectations for every pupil, providing additional scaffolding where needed and greater depth and challenge when children are ready. We aim to ensure that all children develop the knowledge and skills they need to become confident, capable and independent learners.
Developing Positive Learning Behaviours
Our 3Bs — Be Safe, Be Ready and Be Respectful — underpin our learning culture. We encourage children to listen carefully, participate actively, persevere when learning feels challenging and understand that mistakes are a valuable part of the learning process through the learning pit.
We want our pupils to develop curiosity, resilience and a willingness to reflect on their learning. By creating calm, purposeful classrooms where children feel safe and supported, we enable them to focus, think and make progress.
Learning for the Long Term
At Grateley Primary School, we measure the success of learning not simply by what children can do today, but by what they know, understand and can remember over time. Through a carefully planned curriculum, evidence-informed teaching and a commitment to continual improvement, we strive to ensure that every child develops a strong foundation for future learning.
Our aim is for every child to know more, remember more and be able to do more, leaving Grateley with the knowledge, confidence and skills to thrive in the next stage of their education and beyond.