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What teaching and curriculum provision will be made for my child?

At Greenfield Community College we believe that inclusive education means providing all students with appropriate education and support alongside their peers. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. 

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

Teaching & Learning Policy 

How do we identify and assess children with special educational needs?

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

Many students will have their special educational needs identified before they come to us. For these students we have comprehensive transition support [see below] so that their needs continue to be met. 

At Greenfield Community College we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:

v    Assess a child’s special educational needs

v    Plan the provision to meet your child’s aspirations and agreed outcomes

v    Do put the provision in place to meet those outcomes

v    Review the support and progress

As part of this approach, we will produce a SEN Support Plan which describes the provision that we will make to meet a child’s special educational needs and agreed outcomes.  Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.  Full details can be found on the Local Offer website.

How do we identify students already attending Greenfield Community College?

Any student or parent/carer who believes that there may be a previously unidentified special educational need can contact the form tutor or SEN team and discuss their concerns. Similarly all school staff contact the SENCO if they have concerns about any student. Initially the tutor or subject teacher will gather information and arrange to meet with parents to discuss areas of strength and difficulty along with any concerns. This will be recorded on a Quality First Teaching Short Note and discussed with the SENCO, any appropriate assessment can then be done or arranged.

Quality First Teaching

At Greenfield, all teachers are teachers of students with special educational needs. Teaching such students is therefore a whole school responsibility and a key part of our vision:

“Raising aspirations and transforming lives in a successful learning community. Greenfield is a high performing Specialist Community College with a distinctive ethos committed to excellence, where we value the whole person and every person. We apply creativity, innovation and collaboration to achieve quality outcomes for students and their families. As a learning community we are able to reflect upon our success and move forward.”

All students therefore have access to a curriculum and teaching and learning strategies which maximise achievement. Every student is entitled to achieve to their potential and should make significant progress.

All teachers will plan for Quality First Teaching which provides all students with relevant and appropriately challenging work. They will set suitable learning challenges; employ a range of teaching and learning styles; respond to students' diverse learning needs to overcome potential barriers to learning and embed assessment for individuals and groups of students.  Effective feedback using SWANS (Strengths, weaknesses and Next Steps) will support students to improve their knowledge, skills and understanding. 

The Curriculum  

Staff at Greenfield strive to provide high quality teaching to all of our students. Teachers prepare schemes of learning and lessons which support the learning and progress of all students through a variety of methods, including creative and innovative teaching techniques and the use of a wide variety of resources. Individual departments are responsible for their curriculum and teaching staff adapt their teaching and resources to suit the needs of all learners, including those with SEND, in their classrooms (known as differentiation). Such in-class differentiation may involve many adaptations and strategies, dependent upon the needs of the student. Some students may access personalised pathways to support their specific needs and future plans.

The wider Curriculum and Enrichment

We work hard to ensure that all students with SEND have access to extra-curricular and enrichment activities. We run a homework club each Wednesday evening and the Learning Zone is open until 4.00 each evening for all. We offer a range of clubs, including STEM and the Arts, which are accessible to all. We encourage sports and an active lifestyle for all students through an extensive programme which includes disability sports.


We aim to include all pupils regardless of their difficulty/disability in PE and Sport. The two main ways of including all pupils is using different types of equipment and using a range of differentiated activities to challenge and involve all abilities.

Aycliffe Campus

Our PE Curriculum includes disability sports such as wheelchair basketball, polybat, boccia and a range of differentiated activities to challenge all abilities. Within our Greenfield Sport programme all clubs are fully inclusive, offering suitable activities for all abilities, in clubs such as badminton, table tennis, cheerleading, football, netball, basketball, cricket, rounders, tennis, gymnastics, dance, athletics and more recently yoga and soccercise.

In addition the College has offered a range of clubs to target and support SEN, Pupil Premium, less active pupils and students who may not have the confidence to attend the above clubs, or may have low levels of fitness.

A number of SEN students have attended the following weekly clubs:

  • Boccia, C4L Change for Life U13 Boys Club (targeting year 8 boys)
  • Girls Active ~ C4L U13 Girls Club.
  • US Girls; supporting year 9 & 10 Girls.

Shildon Campus 

Sports clubs at the campus are fully inclusive and all pupils regardless of their difficulty/disability and ability are encouraged to take part in the extra-curricular clubs and activities on offer. Our pupils are also given the opportunity to take part in inter and intra competitive situations. The campus is also part of the School Sports Partnership which does include interschool competitive opportunities such as Disability Athletics, New Age Kurling and Boccia.

The Sunnydale Campus also adjoins the Sunnydale Shildon Leisure Centre and so the school can direct pupils to the activities/facilities available as part of the centre. This does include Disability Athletics, Wednesday (7:00pm-8:00pm) ran by Shildon Running Club based at Stadium 2000 (http://shildonrunning.co.uk)