What are the school’s approaches to differentiation and how will that help my child?

In our school we aim to offer excellence and choice to all our children, whatever their ability or needs and
we have high expectations of all our children. Through appropriate curricular provision we respect the fact
that children:

• have different educational and behavioural needs and aspirations;
• require different strategies for learning;
• acquire, assimilate and communicate information at different rates;
• need a range of different teaching approaches and experiences.

All children have an entitlement to a broad and balanced curriculum which is differentiated to enable them to participate fully in all aspects of school life. Teachers use a range of strategies to meet children's special educational needs. Lessons have clear learning objectives; we differentiate work appropriately and we use assessment to inform the next stage of learning.

Individual planning features significantly in the provision that we make in the school. By breaking down levels of attainment into smaller steps and appropriate targets, we ensure that children experience success. Wherever appropriate we use additional assessments (such a Boxall assessments) and tracking systems (such as ‘BSquared’) to inform provision.

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible we do not withdraw children from the classroom; however, there are times when we can maximise learning by organising the children to work in small groups or in a one-to-one situation outside the classroom. This work is carefully planned, time limited and overseen by the class teacher.