As an inclusive school who aim to remove barriers to learning and participation, we provide an education that is appropriate to pupils’ needs and promotes high standards and the fulfilment of potential for all pupils. We try to ensure that all pupils can access the best possible teaching.

The following list provides examples of the generic provision available to all of our pupils throughout the school and in every classroom based on high quality (quality first) teaching:

• Unit plans that build on what has been taught before whilst breaking down new learning into small steps - this allows children to recall previous learning and make links with things they have learnt before.
• Careful linking across subjects (cross-curricular) to support the building of vocabulary with regular exposure to knowledge supporting confidence and making knowledge 'sticky'
• Use of physical resources/manipulatives and representations to support and scaffold learning e.g. counting aids in Maths.
• Consistent working walls in each classroom for core subjects (Maths, English, Science, RE) and foundation subjects.
• Adult modelling in lessons – showing thought process, providing worked examples, “What would I do? How could I?”
• Engagement and participation – where all children can make a contribution, including live marking/peer marking/own marking.
• Clear routines and expectations that are consistently applied across the school – behaviour, transitions, greetings etc.
• Positive reinforcement and praise around good behaviours – house points, stickers, marbles in the jar
• Assessment for Learning (AfL) using both quality summative and formative assessment with the child at the centre.

Further information on the generic support available to all children can be found in our Teaching and Learning policy.