Tailored Learning
HOW WE TALK ABOUT SEND AT OLDERFLEET PRIMARY
We don’t talk about ‘special needs’ because we recognise that we all have learning needs that differ. What we do talk about is tailored learning.
Being a neuro-affirming school
This means we constantly adapt our teaching and environment to track and match the unique learning and developmental journeys of every child in our school. It’s our job to unlock each child’s learning journey and not create unnecessary barriers to learning. Tailored learning is embedded in the daily life of the school and in our classrooms.
Our approach is anchored in research, experience, wellbeing and nurturing principles. We want all children to belong, rather than feel excluded or ‘other’. Tailored learning aims to see every child experience the achievable struggle that is central to learning.
How we do it
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Weekly Learning Journal
Reading Mentors
Accelerated Reading
Book Clubs
Try/Learn Spelling
Mathletics
Neuro-affirming physical environment
Calm Plan
Connect & Nurture Sessions
High Five Friday
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Toe by Toe Literacy Programme
MIST (Literacy)
‘Stareway’ to spelling
Reading partners
Catch Up Maths
Olderfleet Huddle
Theraplay Informed Practice
Lego Therapy
Headway: Individual Wellbeing Support
SBEW Plan
Supported Calm Plan
Day Mapping
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- RISE
- EA Local Impact Teams
- Educational Psychologist
Our Experience
Our whole staff team have a strong track record in tailoring learning to suit our children. Each new challenge is a new opportunity and we have a commitment to make things work for every child. At Olderfleet, we are fortunate to have Senior Leaders with deep expertise and extensive experience in SEND. They truly understand the profound impact educators have on our children's lives. They lead our staff to aim high for every child, and time and again, those high expectations are exceeded.
Emma Brownlees
SENCO/Senior TeacherEmma Brownlees is a highly respected SENCo whose passion for inclusion, nurture and ensuring every child has the opportunity to thrive is at the heart of everything she does. Emma played a key role in helping to establish one of the first nurture classes in Northern Ireland, creating a space where children could feel safe, understood and supported while developing the confidence and skills they need to succeed.
Emma went on to establish and lead our highly regarded Specialist Provision in Mainstream (SPIM), developing an inclusive model where children with additional needs are valued as an integral part of the school community. She works tirelessly alongside parents and children, helping them navigate what can often feel like a complex maze of special educational needs, providing reassurance, advocacy and practical support every step of the way. At the same time, she guides and supports staff, sharing her expertise and helping colleagues develop their confidence and understanding.
Never one to stand still, Emma is constantly learning, reflecting and updating her practice to ensure that the children and families she supports receive the very best. Her commitment, compassion and determination have made a lasting difference to countless children, families and staff. Her outstanding contribution to primary education was recognised when she was awarded Best Primary Teacher, a fitting acknowledgement of someone who combines exceptional professional expertise with a genuine passion for the success of every child.
Rachel Galbraith
PrincipalRachel Galbraith began her career teaching in inner-city Belfast before moving into behaviour support. In this role, she worked directly alongside children, families, and school staff across Mid and East Antrim to support Social, Behavioural, and Emotional Wellbeing (SBEW) needs. This deep, hands-on experience shaped Rachel’s approach, turning her into a passionate advocate for relational behaviour models over the punitive, behaviourist methods most of us grew up with.
Thanks to the proven success of her work, Rachel was asked to lead the strategic teams responsible for creating foundational educational guidance in Northern Ireland. She spearheaded the SBEW Guidance in the Department of Education’s SEN Resource File, the SBEW chapter in the EA Graduated Response Framework, and the EA Plans Glossary—ensuring each document turned complex research into practical, doable steps for busy school staff. Rachel has also shaped core EA training reached by thousands of educators across NI, leading workshops on Calm Plans, Day Mapping, Neurodiversity, and Early Years Transition. Additionally, she was the driving force behind the High Five Friday initiative and the Whole School Together Programme.
In recent years, Rachel has seen first hand a vital need for parent advocacy amid an increase in reduced school days and SEN pupils missing school. This insight underpins her passion for building strong, supportive connections with all our families at Olderfleet.
The Hive
Our teaching adapts to suit every child, not the other way around.
Our Hive (Specialist Provision Social Communication) is designed to help children thrive when they need that extra support, space or targeted teaching approaches.
Sadly, school is often a place where we expect children, who learn in different ways, to adapt to fit neatly into our preferred way of teaching. Not in Olderfleet. We believe it’s our job to adapt to the children and tailor our approach and environment to empower them to achieve their full potential. The Hive is as integral to our family of learners as any other class with the children joining in swimming, football tournaments, assembly and school trips.
Click on the links below to see our class in action and find out how Emma Brownlees went about setting it up.
What our parents say
