These are our building blocks for tackling educational disadvantage.

Whole-school ethos of attainment for all

• We have a culture of high expectations for all and we promote  our challenge  to the children; “For them to be the best version of themselves”
• We have a belief that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.
• Disadvantaged pupils and their families are held in high regard
• Leaders, teachers and other adults understand their role within the school’s strategy

Addressing behaviour and attendance

• A strong emphasis is placed on developing positive behaviours for learning through Respect, Responsibility, Resilience and Care
• The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support.
• Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.
• Persistent absence is rigorously challenged and proactive strategies to positively engage families are pursued.

High quality inclusive teaching for all

• The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality inclusive teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.
• Teachers are committed to successfully engage with the disadvantaged pupils who are less successful learners in teacher lead catch up groups.
• Professional development is focused on securing strong subject knowledge, feedback, and self-regulation.
• Interventions are additional to the entitlement to high quality inclusive teaching; class teachers retain accountability for pupil achievement.

Meeting individual learning needs

• There is a strong understanding of the barriers to learning and how these barriers present in school.
• Learning Journeys are used to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.
• Learning gaps and misconceptions are identified and addressed so that pupils can secure learning domains that will enable them to catch up.
• Transition processes for disadvantaged pupils are carefully planned and implemented through TPA’s and good communication.

Data-driven

• The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones. Actions are identified, implemented and regularly reviewed within each assessment phase.
• Accelerated progress must lead to higher attainment within an academic year and key stages.

Clear, responsive leadership

• A Strategy Group, which includes members of the leadership team and a governor, review the effectiveness of strategies at the end of each assessment phase.
• Self-evaluation is rigorous and honest.
• The effectiveness of the strategy is reviewed termly and is based on internal analysis, research and best practice.
• Leaders apply robust quality assurance processes and clear success criteria.

Deploying staff effectively

• Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.
• Resources are targeted at pupils at risk of underachievement in terms of low and high achievement.
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