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In IPS, we believe that every student can learn.
IPS has various programmes such as LSP, LSM, RRP, SDR, HAL, ICAN, Math Olympiad etc to cater to the LP and HP learners. The use of DI in the classroom can be more pervasive. This would also be more effective when Teachers are more awared of pupils’ learning styles. Pupils who are more awared of their own learning styles are also better able to apply the appropriate study skills to help them learn better. There can be use of differentiation tools to adapt the task to each learner’s abilities. We can have greater differentiation in the assignments given to pupils and accept varied forms(digital, hardcopy, drawing, artefacts etc) of submission of work.
Assessment can include non pen and paper kind for the CA components for subjects other than EL and MT.
Currently, we provided equal opportunity for pupils to apply what they learnt in a real world context and make connections with what they learnt via our LJs. We also provided the FAS pupils the opportunity for overseas trips.
We have a wide variety of CCAs that catered to the different interests, however, I am not too sure if we do have CCA that cater to the needs of the special needs pupils.
We have aesthetic programmes such as IPS Idol that identifies talents / allows pupils to discover their hidden talent. This is very important for our pupils especially those who are not academically strong, to know that they have an area where they can develop and may excel in.
On the whole, IPS has already put in place many programmes  to embrace all learners, we just need to look at areas where we can enhance our work in embracing all learners.

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In IPS, we believe everyone can learn. Tiered approach is adopted in all aspects to ensure pupils of different backgrounds can learn. Example - we have LSP/LSM/SDR/RRP to help pupils bridge their learning gap and reduce their barriers to success. We have Math Olympiad for pupils who are slightly more advanced in their Mathematics learning.
Tiered approach in the SDT also allows us to develop and curate programmes and activities that are needful for pupils who are at different tiers. When these pupils feel supported in the social and emotional well-being, they will be able to learn and relate better in the classroom context.
Our CCAs, Innova IDOL, tiered student leadership development, LLP and ALP programmes also enable pupils to tap into their strengths and soar in areas they are strong at, even if they have not been / are not academically strong. We want the pupils to work with their strengths instead of focusing on their weaknesses.
SLS, which is pervasive in our school, also gives our pupils a voice when it comes to sharing their ideas and opinions. The active learning processes enable our pupils to critically think about their learning and to jot their opinions/ideas/responses onto their own canvas on the SLS platform. When this happens, we are encouraging each and every individual to answer the questions posed instead of expecting them to readily raise their hands in the big class setting.

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IPS has put in a school wide approach in student management, especially in reinforcing students' discipline in and outside the school. There is a common understanding among all staffs that discipline is not only the committee's responsibility but every teacher plays an important role in nurturing the self-discipline in all Innovaians.

The school has put in place structure and procedure that ensure the physical safety of every child. The belief is shared by all and duties are faithfully carried out by most staffs. The strong belief in developing and strengthening TSR has created the safe learning environment in class physically and physiologically. Students feel included and cared for by their teachers. This culture of care has enabled IPS to embrace the diverse learners and provide the support needed by the SEN or the less privileged students.

The school has optimally utilised the resources to provide the support or help with the SDT in full force.

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We had catered to different learning needs by embracing all learners in our school such as we had SDR within the curriculum and outside curriculum time in IPS. We also had RRP on every Tuesday and Thursday afternoon. We also had pulled-out for Science for 5A, 5B and 6A, 6B. Within the class, each teacher adopt differentiated teaching approaches during classroom teaching. We have our support staff AED TL to help out in Tamil Language pupils who need extra help within the classroom.  In order to stretch the high-potential pupils, IPS has HAL classes for P4 and P5 whereby they also used the E2K for Mathematics. We also start Higher Mother Tongue for CL in primary 2. Every student is special and every is unique. We did give recognition to pupil who had take part in outside school competition on their own and won the competition such as takewondo and swimming.

At the end of it, how are we going to change the mindset of some teachers to change their way of teaching in order to embrace all learners in their classroom especially the flexi adjunct teachers who did not go through the school-based training and still in the old traditional way of teaching practices?

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Marg

We have recognised the diverse needs and the different profile of students in our school.  As such we have tiered approach support ffor learning / behavioral & emotional needs from tier 1 with specialised SOP for an individual student assigned to YH,  counsellors and AED LBS to tier 2 catering to a small group of students like Achievers Club,  math Olympiad,  LSP,  LSM,  SDR and RRP to tier 3 of generic curriculum where the various head of departments oversee.
In terms of interest and potential of individual student,  there is always a lookout for students where teachers will create opportunities for showcase or more in-depth training like IPS IDOL, CCA leading to application for DSA in P6.
Platforms are always readily available to share good stories that showcase students' exemplary characters and good deeds in and out of school.
In a nutshell,  we as a school are always ready and thinking of ways to embrace all Innovians.

The challenge now is 'how do we embrace learners with 'invisible disabilities'?'

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Embrace all learners:

We all know that teaching in a classroom, one size does not fit all. To embrace all learners, we need to build mindsets and provide support that address all learner profiles.

The mission of Character and Citizenship Education (CCE) at Innova Primary School (IPS) is to develop pupils into morally upright individuals and useful citizens. We do this by inculcating our I-STAR values and building students’ social and emotional competencies. It is our dream that by the end of their six years of education at IPS, Innovians will be caring, compassionate and empathetic citizens who will lead and inspire others to make a difference in the lives of others and those in the community at large.

With that in mind, encompassed in our CCE programme is our Learning for Life Programme (LLP). It is an integral and distinctive feature of our CCE programme. The intent of our LLP is to provide our students with real-life experiential learning experiences which aim to develop character, cultivate positive attitudes and dispositions and strengthen their communication and interpersonal skills. LLP also targets at instilling a sense of rootedness to Singapore and responsibility to fellow Singaporeans.

The development of values, skills, attitudes and dispositions have been strategically integrated and embedded into the different segments of LLP using a two-pronged approach. One is to adopt a school wide approach and the other is to target certain segments of the school population. Using the school wide approach, opportunities are provided for all students to experience, lead and work with their peers via play and experiential activities. The second approach that targets segments of the student population makes use of activities that are carefully designed to cater to the specific needs of the different groups of students.

In addition, there are also programmes that go beyond the school setting. These have been put in place to stretch the potential of IPS student leaders. They are platforms provided for our student leaders to apply their communication skills, inculcate in them a sense of empathy and compassion for the less privileged people in the community and hone their leadership skills.

With all the opportunities provided via LLP and CCE as a whole, IPS desires that all Innovians will become students the school can be proud of and citizens with a sense of morality and purpose.

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FRAN
As a school we have considered pupils' diverse Learning ability and have tried as much to meet their needs. For the fact that we started a HAL class is evidential proof that we have tried to meet pupils' diverse needs. We have brought in KidsExcel as part of after school program for the pupils with diverse challenges. We have CPS programmes to allow pupils with creative skills to participate in competitions. We have Maths Olympiad programmes for pupils who have enthusiasm in challenging Maths problems. We have brought in Active recess and unstructured play for the kinesthetic learners.
We could do  better in terms of assessment where we can have differentiated modes of assessment for the diverse learners. Right now our assessment focus is still academics. But it's a systemic issue at nation level not a school issue.