Birchfield Community School

At Birchfield School children will learn to become: articulate, literate, numerate, knowledgeable, technically able, confident, happy, sociable citizens. We aim to:

• Provide a structured, caring, learning environment, using those experiences which children bring to school.
• Form positive partnerships between home, school and community.
• Prepare children for living in a multicultural society and build upon the strengths of cultural diversity.
• Prepare children for living in a multicultural society and build upon the strengths of cultural diversity.
• To deliver a curriculum which aims to provide opportunities for all pupils to learn and to achieve.
• Prepare children for their future role in society developing their knowledge, skills and attitudes.

Birchfield School seeks to ensure that children are:

• Literate, numerate and articulate with a broad general knowledge.
• Equipped in knowledge, skills and attitudes for living in a modern technological world.
• Fit, healthy, positive and happy.
• Independent, confident and enquiring.
• Independent, confident and enquiring.
• Able to respect and work with others.
• Fair and objective and able to make informed choices.
• Positive in their attitude towards issues of race, gender and disability.
• Confident in the use of their home language and knowing that it is valued in the school environment.

At Birchfield Primary School, we are committed to ensuring equality of opportunity and the absence of unfair discrimination is provided for all stakeholders in line with the Equality Act 2010. We aim to demonstrate this equality of opportunity through all aspects of school life by removing barriers to learning and success through our work in the classroom, our pastoral and inclusion support systems, out of hours learning opportunities, our links with the wider community and our recruitment and retention of staff.

At Birchfield School we are committed to ensuring that all children become independent learners and reach their full potential. We aim to identify children’s individual and specific areas of need early and make provision to support them and remove any barrier to learning.

The children’s academic progress is tracked through regular teacher assessments. If we identify that a child is making less than expected progress, the teacher will discuss this with you and the SENCO will support them to ensure the work is differentiated and appropriate to your child’s level and needs. If your child continues to make less than expected progress despite additional intervention and support in class, then they may be identified as having additional learning needs. When children are identified as having additional learning needs, they may be supported through a specific intervention programme.