GLF Schools

Inclusive Curriculum

The curriculum is adapted, designed, and developed with the aim that all chrildren - including those with SEND - recieve an ambitious education that complies with the Equality Act 2010 and the SEND Regulations 2014. Springfield Primary School ensures learning is accessible, adjustments are proactive, and provision is tailored so every child can thrive. 

 

Ambitious and Inclusive Curriculum 

  • The curriculum is carefully designed so that all children, including those with SEND, can access a broad, balanced, and rich learning experience. 
  • It sets high expectations for every pupil, aiming for them to achieve their full potential and prepare for adulthood.
  • Schools use differentation, scaffolding, and adapted resources to ensure pupils with SEND can work towards the same ambitious end points as their peers, wherever possible. 

 

Adaptation, Design & Development

  • Curriculum planning identifies potential barriers to learning early, so adaptations can be made (e.e. alternative formats, assistive technology, visual aids, simplified language). 
  • Teachers personalise learning through:
  • Pre-teaching key concepts 
  • Breaking learning into smaller steps
  • Flexible grouping 
  • Multi-sensory approaches
  • Modified assessment methods to capture progress
  • Springfield Primary School and GLF academy regularly review and refine their curriculum to ensure it remains responsive to the evolving needs of SEND pupils.

 

Compliance with the Equality Act 2010

  • Under the Equality Act 2010, schools have a duty to make reasonable adjustments so disabled pupils are not disadvantaged.
  • The curriculum is designed to eliminate discrimination, advance equality of opportunity, and foster good relations.
  • This means anticipating need (not just reacting) and embedding inclusive practices across all subjects and activities. 

 

Compliance with SEND Regulations 2014

  • The curriculum is designed in line with the SEND Code of Practice (2015), which stems from the Children and Families Act 2014 and it's regulations.
  • Schools:
  •  
    • Use a graduated approach (Assess, Plan, Do, Review) to tailor curriculum delivery. 
    • Ensure parents and pupils are involved in curriculum planning decisions. 
    • Link curriculum adaptations to Education, Health and Care Plans (EHCPs) or SEN Support Plans, aligning provision with specific outcomes.

 

Promoting Participation & Reducing Barriers

  •  The curriculum supports full participation in school life, including trips, clubs, and performances.
  • Staff are trained to understand SEND and how to remove barriers to learning in the curriculum. 
  • Curriculum materials are audited for accessibility (e.e for pupils with visual or hearing impairments, autism, physical disabilities)