This standard is crucial to ensuring every child has the opportunity to develop and progress in their own learning. There are different ways to differentiate a lesson, from my own personal reading, I have opted for two clear formats of differentiating by task or outcome or both. I have learnt that it is important that different factors can inhibit a child's learning such as additional learning needs, home life problems etc. and that as a teacher it is part of your responsibility to unearth these potential barrier and find strategies that work for the individual to learn. This has had a positive impact on my practice as I had children who easily became restless, meaning the inputs I gave prior to task were concise to overcome this, making lessons imaginative, interactive and most importantly, interesting. I have also recognised that with potential barriers to learning, and positive communication with other staff, planning interventions for children who require them, to ensure they do not fall behind and that I can still challenge those who are able to move on. This standard also refers to the effective use of support staff in the classroom. I have learnt that support staff can help in a variety of different ways, such as helping to enforce behaviour management, providing interventions where as the class teacher I may not always have the opportunity, as well as helping with tasks and creation of appropriate resources. For my future practice I would like to build on what I have learnt by becoming more responsible for children's individual needs, identifying these by discussions with the classes previous teacher, as well as making my own judgements throughout the school year. Having the confidence in my own practice to create these judgements and voice them to relevant parties such as the headteacher or key stage leader.
