1.1 Analyse each girl's ability, skills and talents. Target individual learning styles.

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1 Policy Statement Westonbirt Schools combine both Westonbirt Prep and Westonbirt Senior. Between them they deliver high quality education to boys and girls (aged 3 to 11) and girls only (aged 11 to 18). The aims and objectives of the differentiation policy are the same throughout the entire age-range, but the way they are delivered is different. Please see below separate sections for Westonbirt School and Westonbirt Prep School. The spirit and letter of the differentiation policy includes the Early Years Foundation Stage where applicable. WESTONBIRT SCHOOL We use a policy of differentiation when structuring teaching and learning strategies, in order to enable each student to achieve their full potential. Differentiation will help us ensure that each girl has a balanced curriculum both on paper and in reality; it will also increase girls' motivation, confidence and competence. Other policies with the same objective are those related to Gifted and Talented Students and to Learning Support. 1. In order to differentiate we must: 1.1 Analyse each girl's ability, skills and talents. Target individual learning styles. 1.2 Structure opportunities through a range of teaching and learning strategies. 1.3 Build on the strengths, support the weaknesses of pupils to help achieve their maximum potential. 1.4 Help each girl develop their potential not only while she is in school, but throughout her life. Our teaching must respond to change and we must appraise our teaching methods to embrace modern technology, the teaching of different ways of learning through investigation, experiment, practical work, together with different methods of teaching. 2. Strategy for implementing differentiation: 2.1 Testing on admission. 2.2 Girls are continually assessed to identify the needs of the individual. 2.3 Timetabling and option choices at Years 9, 11 & Through departments and setting. Subject setting within Departments. 2.5 Recognition by staff of the need for individual help. 2.6 Recognition by staff of special needs of the more able as well as those needing extra help with language and those with dyslexia. 2.7 Allowing girls to recognise their own strengths and weaknesses to help build skills and strategies for life long study. Differentiation Policy Page 1 of 5

2 2.8 Advice from specialist staff is available so teachers may acquire new teaching strategies to maintain a flexible approach. 2.9 Ongoing and effective co-operation and written communication between Tutors, subject teachers, Heads of Department, House staff, Deputy Head and Head. 3. Differentiation methodology: 3.1 Individual/small group tuition provided through: ELT Learning support Private Coaching Academic tutorials on a one to one basis as required Revision surgeries 3.2 Content of Work This is often prescribed - National Curriculum / exam syllabuses. At GCSE, tiering is available but decisions should be made as late as possible. 3.3 Speed of Progress Same content, different pace ensure that all girls are pushing themselves, and that more able girls are not coasting by introducing extension work (not more of the same). 3.4 Teaching Different methods of teaching, styles of learning, text books and skills should be used. Extension activities are regularly available for able pupils and reinforcement for those who have struggled. 3.5 Classroom Management Different arrangements of furniture, groupings and use of resources. 3.6 Assessment See Assessment and Reporting Policy for further details. Differentiation Policy Page 2 of 5

3 WESTONBIRT PREP SCHOOL 1. What is differentiation? 1.1 Differentiation is the process by which curriculum objectives, teaching methods, assessment methods and learning activities are planned to cater for the learning needs of the individual pupil. To provide for this basic entitlement, pupils in the same group must have learning opportunities matched to their particular needs and teaching must take into account the differences in learner characteristics. This in turn requires flexible planning, careful assessment and the provision of a variety of approaches to learning and teaching. "Mixed ability teaching implies that all abilities must be catered for when planning a lesson". 1.2 At Westonbirt Prep School differentiation supports all pupils and especially those with SEN. This policy must be read with the SEN Policy, Curriculum Policy, Equal Opportunities Policy, Disability Access Plan and Inclusion Statement. 2. Whole School Aims 2.1 Differentiation is an on-going process in which teachers plan for the interventions that will appropriately address the differences and the characteristics of the individual children in the class. 2.2 To maximise individual pupil potential through the implementation of effective differentiated learning opportunities both in and out of the classroom through a wide range of interventions, strategies and resources developed by the classroom teacher, and the whole school. 2.3 To promote differentiation as an on-going and evolving priority in teaching and learning within the clear framework for inclusion. 2.4 To provide guidelines that will allow teachers to consider all aspects of differentiation when addressing their particular needs. 2.5 To provide guidelines for monitoring and evaluation in terms of current and future practice. 2.6 To encourage teachers to examine a range of strategies for differentiation. 2.7 To promote consideration of differentiation in terms of planning and organisation of courses and staff training. 2.8 To nurture the setting of individual attainment targets and statements of attainment which are a driving force behind differentiation. Differentiation Policy Page 3 of 5

4 3. Roles and Responsibilities 3.1 Classroom Teacher: The classroom teacher has direct responsibility for the levels of differentiation that are used in the classroom and good practice in the area of differentiation will require that teachers should: Use a variety of learning environments that will support pupils in their access and progression towards independent learning which include whole class teaching, self-study, paired-work, individualised work and group-work (organised in ability, friendship, mixed ability, gender or interest groups) as appropriate to task Support pupils in their progression towards independent learning by enabling them to use a range of resources with the emphasis on learning how to learn Ensure that all pupils, including those with Special Educational Needs or those identified as Gifted & Talented, have access to a curriculum pitched at their level of attainment Recognise and demonstrate in lesson planning an understanding of individual differences and the variety of needs within a class Employ a variety of teaching styles that can be matched with a variety of different learning styles in the classroom Provide varied feedback in marking, correcting and commenting on how work can be improved and developed Develop the classroom management (including use of Teaching Assistants), layout and organisation to help foster effective learning Encourage pupils to use areas where learning can take place - resources area, library, prep club, etc Understand the current levels of attainment and the potential levels of attainment of the pupils in their class Review pupil progress and target levels/statements with the pupils. 3.2 Learning Support Coordinator To attend full school meetings and report back about children and outcomes with particular focus on differentiation and inclusive teaching practices To work with the Subject Co-ordinators and Teachers to ensure that departmental and school policy is implemented within departments To become a resource for teachers on Learning Support, inclusion and differentiation and to guide teachers implementing the School s policies relating to Learning Support, inclusion and differentiation To regularly audit School provision for special needs and differentiation To ensure that staff have access to an appropriate bank of resources necessary to support differentiation in subject lessons and enriching the classroom experience for all learners To provide ideas, strategies, feedback and support for teachers in differentiating the curriculum To help assess the effectiveness and the impact of the School s differentiation policy in lessons. Differentiation Policy Page 4 of 5

5 4. Differentiation Strategies: 4.1 It is important to note that differentiation does not mean different work but instead refers to the wide variety of resources, teaching styles, classroom activities and support materials that can be used by teachers to help make the curriculum accessible and allow pupils to progress within their lessons. 5. Differentiation of Resources: 5.1 Use of alternative textbooks & worksheets with a different design and appropriate reading levels. 5.2 Use of technologies such as graphic calculators, spell-checkers, tapes, dictaphone etc. 5.3 Careful labelling and printing on different coloured paper to help pupils manage their classroom resources effectively. 5.4 Modified photocopies (Enlarged, simplified, annotated, etc.) 6. Differentiation by Task: 6.1 Provide a variety of tasks that cover the main content area to cater for the variety of individuals in the class. 6.2 Match the classroom tasks to the pupils abilities, aptitudes and interests. 6.3 Provide a range of tasks that allow choice. 6.4 Design tasks so that they enable a variety of outputs. 6.5 Build learning routes. 7. Differentiation by Support: 7.1 Support from other adults (teaching assistants, LSAs and other teachers) and peer support from pupils. 7.2 Individual support from the teacher. 7.3 Celebration of achievement. 7.4 Co-operative teaching. 7.5 Small group tutoring. 8. Differentiation by Response/outcome: 8.1 Each individual has a unique combination of strengths and weaknesses and so the work of each will need to be responded to differently. 8.2 Task objectives and assessment criteria must be made very clear. 8.3 Use different pupils work to demonstrate the different levels of response from a common task. 8.4 Allow pupils to proceed through a course at his/her own speed. Differentiation Policy Page 5 of 5