Teaching and Learning

At Darwen Aldridge Enterprise Studio (DAES), teaching and learning are rooted in Quality First Teaching, nurture-based principles, and a strong commitment to preparing students for life beyond school.

We believe every learner deserves an education that is ambitious, inclusive and purposeful, equipping them with the skills, confidence and qualifications needed for further education, employment and adulthood.

Central to our approach are our non‑negotiable expectations. Every member of our school community is expected to be:

• 100% Ready – prepared to learn, engage and make progress

• 100% Professional – showing respect, responsibility and pride in our work

• 100% Safe – physically, emotionally and socially

These rules underpin all teaching, behaviour and relationships at DAES.

Our School Values

Our values shape everything we do, from daily classroom practice to curriculum design and pastoral support:

1. Stand Out

2. We encourage individuality, creativity and resilience, helping students develop confidence and a strong sense of identity.

   Specialise

3. Students focus on their strengths and interests through personalised pathways, vocational opportunities and expert teaching.

   Succeed

4. We set high expectations for academic achievement, personal development and future destinations, supporting all learners to reach ambitious goals.

Our Core Principles

A Nurture‑Based Learning Environment

DAES is a small, supportive provision where strong relationships are central to success. We create calm, predictable and well‑structured classrooms so that students feel safe, valued and ready to learn.

Inclusive Practice and Additional Needs

Many of our students have additional learning, communication, emotional or social needs. Through adaptive teaching, personalised support and a deep understanding of individual learners, we remove barriers so that all students can access the curriculum and achieve success.

High Expectations for All

We believe that all students can make meaningful progress. High expectations for behaviour, learning and attendance are consistent across the school, ensuring students are 100% ready, 100% professional in their conduct, and 100% safe at all times.

Teaching and Learning Strategies

Intentional Curriculum and Lesson Planning

Lessons at DAES are carefully planned to be engaging, relevant and accessible. Teachers use assessment and data to identify gaps, revisit key concepts and secure long‑term understanding.

Quality First Teaching

Evidence‑based strategies are embedded consistently across classrooms, including:

• Mini Whiteboards to check understanding and increase engagement

• Cold Call and Pre‑Call to promote participation and accountability

• Think‑Pair‑Share and Turn and Talk to develop oracy and collaborative skills

• Poll the Room to assess learning and adapt teaching in real time

High expectations for focus, readiness and professionalism ensure learning time is maximised.

Adaptive Teaching

Teachers scaffold learning, adapt resources and personalise support so that students with additional needs can access the same high‑quality curriculum alongside their peers, while still being challenged appropriately.

Assessment for Learning

Ongoing formative assessment shapes teaching and learning. Summative assessments are used to track progress over time, with feedback that is timely, clear and actionable, helping students understand how to improve.

Assessment and Progress

• Students are assessed against academic outcomes and personal development goals
• Progress data is used to inform teaching, reteaching and intervention
• Successes are celebrated, and next steps are clearly identified
• Parents and carers are kept informed through regular communication with home

Nurture‑Based Principles at DAES

Our provision is guided by the Six Principles of Nurture, which underpin our whole‑school approach:

Learning is understood developmentally
Progress is not always linear. Teaching, curriculum pathways and interventions are designed around developmental need as well as age.

1. The classroom offers a safe base: Clear routines, consistent expectations and trusting relationships create an environment where students feel secure and confident to take risks in learning.
2. The importance of nurture for wellbeing:  Emotional wellbeing is prioritised alongside academic progress. Staff provide reassurance, encouragement and positive reinforcement to build resilience.
3. Language is a vital means of communication:  We model respectful, positive language and support students to express ideas, feelings and needs effectively.
4. All behaviour is communication:  Behaviour is understood as a form of communication. Staff respond calmly and professionally, seeking to understand underlying needs while maintaining clear boundaries and expectations.
5. Transitions are significant:  We plan carefully for transitions between lessons, key stages and post‑16 destinations, helping students feel prepared, safe and supported at every stage.

Personalised Support and Student Passports

Students with identified additional needs, or those under observation, are supported through a Student Passport.

What is a Student Passport?

A Pupil Passport is a live, working document that supports consistent, high‑quality teaching and learning. It includes:

• Student and Parent Voice – aspirations, strengths and key concerns
• Key Strategies for Teachers – practical approaches to support learning and remove barriers
• Contextual Information – relevant background to inform planning and relationships
• Three Focused Targets:
• Attendance Target – promoting strong routines and consistent engagement
• Academic Target – informed by assessment and progress data
• Personal Development Goal – linked to independence, confidence, regulation or wellbeing

Student Passports are reviewed regularly and shared with staff to ensure consistency, accountability and impact across the school.