how we learn

Here to answer a thousand ‘Why?’s

Communication is a process, a way of discovering things, asking questions, using language as play, playing with sounds, rhythm, and rhyme. Being an effective communicator is key to learning, relationships, and wellbeing.

At Shere School, children are encouraged to use language to investigate, to explore and to reflect on their own experiences. They are listened to with respect and their questions and observations viewed as an opportunity to learn and discover together. Learning is a collaborative process. Rather than the child asking a question and the adult giving the answer, the search for answers is undertaken together.

At Shere all staff are attuned to the importance of high-quality interactions with children because we understand that nurturing responsive interactions are vital for healthy neural development.

In the Early Years

Our youngest children are hard wired to seek out and respond to interaction. In the Early Years we place high priority on a language rich environment where children and adults are engaged in high quality, sustained back and forth conversations.

Strong, warm, and supportive relationships with adults enable children to begin to understand their own feelings and those of others.


In Year One & Two

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially, and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.

At Shere School, teachers ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Children enjoy a rich range of books and stories and are given opportunities explain their understanding and opinions on all that they read. Children are supported to make their thinking clear to themselves as well as to others.


Education is a kind of continuing dialogue, and a dialogue assumes, in the nature of the case, different points of view.

Robert Hutchins (Educational Philosopher)