09 Curriculum, Teaching and Assessment

Greenfield Community College considers all teachers to be teachers of students with SEND. Teachers are responsible for the progress of ALL students in their class. Staff are trained to be able to identify and provide for students with SEND to ensure they can achieve their potential. All children are challenged to do their very best.

Greenfield Community College prioritises being inclusive and will endeavour to support every child regardless of their level of need. All students follow the National Curriculum at a level and a pace that is appropriate to their abilities alongside their peers. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match student ability to the curriculum there are some actions we may take to achieve this:
  • Ensure that all students have access to the school curriculum and all school activities.
  • Help all students achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all students, teaching students in a way that is more appropriate to their needs.
  • Support students to gain in confidence and improve their self-esteem.
  • Work in partnership with parents/ carers, students and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children and young people with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • Give every child and young person the entitlement to a sense of achievement.
  • Review the policy and practice regularly in order to achieve best practice.

The school’s main focus is Quality First Teaching (QFT) where differentiation in lessons allows the individual needs of all students to be met. Where a student’s individual need requires further support, the school can provide additional support for an enhanced personal learning experience. As a school, our aim is ‘Challenge for all whilst supporting the need’.

At Greenfield, we offer many different forms of additional provision/support, including;
  • Additional in and out of class support
  • Access to specific literacy and numeracy programmes e.g. IDL, PowerUp, Read Write Inc, Power of 2.
  • Social Communication Groups and resources e.g. Talkabout, social stories, comic strip conversations.
  • Handwriting and Typing programmes
  • Gross motor skills programmes
  • Physical/practical/technical aids e.g. coloured overlays, specialist handwriting pens, table squares, spellchecker, ICT software, ear defenders.
  • Counselling.
  • Mentoring.
  • Safe Spaces in social times.
  • Emotional Regulation support.
  • Access to ICT.
  • Homework club.
  • A broad range of extra-curricular activities.
  • Adaptations to assessments to enable access e.g. readers, scribe, ICT, extra-time.
  • Enlargement of resources and modified resources.
  • Access to time out.
  • Increased access to additional adults in and out of the classroom.
  • Access to Mental Health Trailblazers (NHS).
  • Access to Emotional Resilience Nurse.
  • Preparation for adult life covered by a variety of activities throughout the academic year.


The ongoing Covid-19 restrictions mean that the provision listed above has had to be adapted to the requirements of online/remote learning as of September 2020 to ensure that we remain a covid safe environment.

All teachers and the SEND Department have quickly become adept at using technology to remotely support our learners who have SEND.

Our support under Covid-19 is flexible to the needs of each individual learner.


For further information you can view the Teaching, Learning and Assessment Policy


Support can involve ongoing learning provision throughout the year or short-term blocks of intensive learning provision over a number of weeks. It may be daily or weekly depending on need. Provision can also take place at different times in the day: before school, during school and after school. Additionally, some students work on their additional provision (work) at home. This is then followed up by regular progress checks and extra support if required.


Tracking and Progress

At Greenfield, all staff are responsible for assessing, monitoring and tracking the progress of our students. At a whole school level, aspirational targets are set for all students including those with SEND. Staff are responsible for setting each student achievable yet challenging targets within lessons and having high expectations of progress.

We collect data three times in years 7 -10 (November, March and July) and three times in year 11 (November, March and May). This is tracked and analysed using a commercial package called SISRA Analytics.

Subject Leaders, Deputy Headteacher and the SEND Executive Team regularly check on the progress of students and if someone is not making the expected levels of progress then intervention is put in place.