Policy for Differentiation

30th April 2015

The Wisdom Academy we recognise that each class is made up of

individuals with different aptitudes, skills and knowledge; therefore, we believe it would be inappropriate for them to work on identical programmes of study.

The rationale for differentiation at The Wisdom Academy

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.

What we would expect to see in our classrooms to show that there is effective differentiation

  • · 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;
  • ·

What we do at The Wisdom Academy to facilitate effective differentiation:

We strive to maintain smaller classes (maximum 25) and working groups;

We provide appropriate classroom resources, and ensure regular audit to

maintain and update them;

Assistance within the classroom from teaching assistants and other adults

is a priority;

We expect simple but effective planning and record keeping that is up to

date;

  • · 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 readily 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;

What results would we expect from effective differentiation?

  •  Interested, well motivated children responding to challenges;
  •  Children working productively on task;
  •  Pupils who show independence and cooperation;
  •  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;
  •  We can use these criteria as a basis for judging the effectiveness of our

Monitoring and review

We are aware of the need to review the school differentiation policy regularly so that we can take account of new initiatives, changes in the curriculum and developments in technology.

 

The policy was approved on the 30th of April 2015

Headteacher  Sakhawat Ali

NEXT REVIEW: This policy is to be reviewed: April 2016 

 

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What Ofsted said about us in the latest Inspection May 2018


"Pupils achieve well in this school. Leaders have made important improvements since the

last inspection which have improved the quality of teaching and outcomes for pupils"

"Leaders have high expectations for all pupils. Leaders set demanding targets for the vast majority of pupils."

"The school’s provision for social, moral, spiritual and cultural education has many strengths. Leaders make sure that

pupils are required to represent themselves as role models of their faith, showing courtesy,

understanding and being welcoming to each other and visitors."

"Pupils have positive attitudes to learning. They told inspectors that they enjoy their lessons, find their teachers helpful and see

learning as important to their lives and career aspirations. Throughout the school, inspectors found high levels of commitment to school work.

Pupils quickly settle to their lessons and are often eager when responding to teachers’ questions."

 

Click here for full report