Teaching Approaches

In the main school we differentiate the curriculum according to the learning styles and abilities of all our learners. Teaching approaches are adapted to enhance the opportunities for learners to access a broad, balanced and relevant curriculum.

Personalised Learning

All pupils are unique and learn in different ways. For this reason, every pupil at Newfield is supported in their learning in the way which is most appropriate for them. Some pupils will use visual support ( symbols / pictures ) in addition to spoken language to aid their understanding. Some pupils may experience learning opportunities through their senses; others may require technology ( communication aids ). Some pupils may need a structured approach with limited distractions; others may need regular movement breaks. We will always inform parents about the approaches that we use to engage your child and like to hear about how your child learns best at home. Below is a little more information about some of the approaches we use :-

Multi-Sensory Learning

Some pupils benefit from a multi-sensory approach to enable them to access learning and to enhance their understanding. Providing learning opportunities which engage all of the senses enables pupils to actively participate and develop their understanding of the world around them. For example; stories are not just read – they are brought alive by using sounds, smells, tastes, tactile objects, lights and movement. Pupils then begin to make the link between the spoken word or sound , texture, taste, and smell.

The multi sensory approach can also enable pupils to experience a wide range of stimuli which they may not encounter in their everyday lives eg feeling wet sand in their feet whilst listening to the sound of waves crashing and smelling the rich aroma of seaweed. We can create amazing environments within our sensory room provision. Pupils develop early communication skills and their ability to make choices by expressing their likes and dislikes of different sensory experiences. Some pupils have sensory impairments and this approach enables them to use and develop senses that are not impaired.

multi sensory learning
writing practise

Structured Learning

Some pupils benefit from a structured programme which builds upon prior skills and knowledge. These pupils follow a more formal timetable and learn at their own pace. Work is set for each individual at the level that is appropriate for them. This may mean that in a maths lesson, some pupils will be learning to count objects and others may be adding up two groups of numbers. Learning opportunities will always be provided using the skills and knowledge that the pupil already has whilst challenging them to develop these further. Pupils have lots of opportunities to generalise skills throughout the day and in different lessons. So a child that is learning to read will be doing so throughout the day and not just during English lessons.

Children benefit immensely from adults’ focus on providing sensory stimulation in a calm and purposeful environment. Ofsted, 2016

Newfield School
Old Bank Lane

01254 588 600

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Newfield School is committed to safeguarding and protecting the welfare of children and vulnerable adults as its number one priority.

Full copies of Policies and Procedures related to all aspects of Safeguarding, and the Complaints Policy, are available on request from David Terry, Interim Head Teacher and Designated Senior Lead for Safeguarding and Child Protection.

Equality Duty

Newfield School complies with the general and specific duties of the Equality Act (2010). In accordance with the duty we publish information that demonstrates that we have due regard to the need to;

  • Eliminate unlawful discrimination
  • Advance equality of opportunity
  • Foster good relations

These specific duties have been considered in relation to all our policies and procedures in school. Our objectives will be reported on and published as part of the Governance public documents available for inspection under the Freedom of Information Regulations and Data Protection duties and in the school newsletter to parents.

Our Equality Objectives are set, reviewed and published annually in our School Development Plan.

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