Personalised Learning

At Beaufort Primary School, we implement a system of ‘Personalised Learning’. This means that each and every child gets the exact experience that they need to progress.

The pedagogy of personalised learning

The pedagogy of personalisation is distinguished by the way it expects all children and young people to reach or exceed national expectations, to fulfil their early promise and develop latent potential. Planning for progression and differentiation are fundamental. High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress. There are clear plans to support those who are struggling to maintain trajectory.

Personalised Learning – A Practical Guide

Aspects of personalised learning

In characterising key aspects of personalised learning it is impossible to identify different aspects which are mutually exclusive. The nine features summarised here naturally link and overlap.

Beaufort Community Primary School

At Beaufort Primary School, we work to implement all aspects of personalised learning. Classes work through objectives as part of a ‘Learning Ladder’, each child moving at the pace that is right for them in order to achieve the learning. Each day, teachers consider every child’s individual needs, tracking their progress and identifying challenging next steps for each of them. This results in all children making good progress and achieving their potential. Ofsted found that, “The quality of teaching is consistently good. Learning is personalised well to the specific needs of pupils and all pupils are challenged….Pupils throughout the school take ownership of their own learning and know how to improve their work in English and mathematics. Feedback provided to pupils in these subjects enables them to identify what they need to improve and plan their next steps.” (November 2016)