At Sherignham Community Primary School & Nursery, we are ambitious for all children. We aim for our children with special educational needs, and those for which we receive the pupil premium, to achieve as well as all children.
We recognise the fact that, in all classes, pupils are likely to make progress at different rates. We acknowledge that some children might need adaptations for them to reach the same outcomes as everybody else.
We achieve this by:
- Adapting teaching in a responsive way, for example, providing focused support to pupils who are not making progress and challenging pupils who are making fast progress with Deeper Thinking Tasks
- Setting common tasks which are open-ended and can have a variety of responses setting tasks of increasing difficulty where not all children complete all tasks, whilst also ensuring that children are not limited to a set number or collection of tasks, providing resources of appropriate complexity to enable every child to achieve grouping children in ways that enable pupils to be, both, challenged and supported appropriately
We recognise that differentiation (the creation of different tasks for different groups of pupils), can put a ceiling on children’s learning and has generally shown not to have great impact on pupils’ attainment.
Routine adaptations are made for children who need it so that all children are enabled to reach the same outcomes:
We are currently using the National Association for Special Educational Needs (NASEN) ‘Whole School SEND: Teacher Handbook’ to audit each subject for specific adaptations that take place. On this page you will find a list of the most likely adaptations to learning for each subject.
