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At Crowstone Preparatory School we recognise that
each class is made up of individuals with different aptitudes,
skills and knowledge; therefore, we strive to provide appropriate
differentiation within programmes of study, through planned
intervention by the teacher with the intention of maximising the
achievements of pupils based on their differing individual needs.
The rationale for differentiation at Crowstone Preparatory
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- To cater for individual interests and abilities;
- To aid planning procedures and target setting;
- To ensure pupil achievement and success;
- To enhance individual capabilities, strengths and interests;
- To ensure more accurate record keeping;
- To make assessment procedures more effective;
- To make teaching and learning more effective;
- To better match pupil to task;
- To ensure children can progress at their own pace;
- Differentiated work can assist with early diagnosis of
learning difficulties;
- To identify specific needs and gaps in learning;
- Differentiated tasks can lead to the more effective use of
resources;
- Children will be better motivated and fewer behavioural
problems will arise.
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- Pupils working independently and showing autonomy;
- Pupils sometimes working in a variety of ways, and on a
variety of tasks;
- The classroom organised in an appropriate way for the
lesson;
- Pupils who are involved, well-motivated and on task;
- As appropriate, the teacher free to move around the
classroom and offer individual support, or to work in a
sustained manner with a focus group;
- Positive pupil-teacher interaction;
- Pupils sometimes involved in negotiating their work;
- Children presenting their work in a variety of ways;
- A variety of assessment techniques in use;
- The teacher (and other adults within the class) adopting a
variety of roles to promote learning;
- Co-operative learning taking place;
- A range of appropriate resources in evidence, including
texts and other learning aids, well suited to the differing
levels of ability within the class;
- Teachers' planning and records focused on the needs of
individuals and groups within the class.
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- The most important prerequisite of good differentiation is
sound and accurate knowledge of the pupils. This relies upon
links across the whole school and home/school liaison;
- We strive to maintain smaller classes and working groups;
- We provide appropriate classroom resources, and ensure
regular audit to maintain and update them;
- We expect simple but effective planning and record keeping
that is up to date;
- Schemes of work are designed to allow for continuity and
progression. The teacher can pick the most appropriate route
through the topics;
- We arrange furniture within the school for effective
learning and we rearrange furniture where necessary for
different lessons and objectives;
- Each classroom has adequate basic equipment, and more
specialist materials and tools are available;
- In each classroom we provide a range of reading levels
within text resources, and we regularly add to and update these;
- We strive for clear communication between pupils and
teachers, and we encourage children to ask for clarification
when necessary;
- Children are grouped in appropriate ways, which will differ
according to the task and objective;
- Teachers make themselves aware of pupils' prior learning and
experiences;
- Differentiated targets for learning are set and children
with special needs are facilitated to work towards their
individual targets;
- Where necessary, flexible deadlines for the completion of
work may be set;
- We celebrate achievement in many different ways. We
regularly display pupils' work in the classroom and on display
boards in corridors or in the Hall. Achievement awards are
issued in classrooms (e.g. 'pupil of the week') and in extended
assemblies.
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- Interested, well motivated children responding to
challenges;
- Children working productively on task;
- Pupils who show independence and co-operation;
- Children who are aware of their own progression and who are
developing the ability to self evaluate;
- Effective teaching and learning taking place, resulting in
children making good progress;
- A high degree of both pupil and teacher satisfaction
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