Goldfinch Primary provides a broad and balanced curriculum for all pupils.

From Nursery to year 6 we ensure that the planning meets the specific needs
of individuals and groups of pupils. When planning, teachers set suitable
learning challenges and respond to our pupils’ diverse learning needs. Some pupils
have barriers to learning for example speech and language, behavioural, social
and emotional and or physical difficulties that mean they have special needs
and require particular action by the school. Some pupils are more able than the
majority of their peers and equally need action taken to ensure they progress at
an appropriate rate.

Pupils may have special educational needs either throughout or at any time
during their school career. The Goldfinch Primary policy ensures that curriculum planning and
assessment for pupils with special educational needs takes account of the type
and extent of the difficulty experienced by the child.

In our school we aim to offer excellence and choice to all our pupils, whatever
their ethnicity, gender, culture, faith, ability, disability or medical needs. We
have high expectations of all our pupils. We aim to achieve this by identifying
the barriers to learning and participation. We want all our pupils to feel that they
are a valued part of our school community. Through appropriate curricular
provision, we respect the fact that pupils:

  • have different educational, behavioural and cultural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences