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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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Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium Statement 2020-2021

Am I eligible for Pupil Premium and how do I apply?

Information Leaflet for Parents


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