Objective 1: To support disadvantaged pupils’ outcomes, closing the attainment gap and improving attendance so that all children attend regularly and on time throughout the year.

Why have we chosen this objective:

• Attainment for disadvantaged pupils in Early Years has been in the lowest quintile for the last three years.
• Attainment for disadvantaged pupils for Year 1 Phonics is lower than the national average.
• Overall attainment (combined reading, writing and maths) for disadvantaged pupils in Key Stage 2 (Year 6 SATs) has shown a downward trend over the past three years.
• Attendance in 2022 was below the national average for the disadvantaged and although above the national average in 2023 and 2024, further improvement could be made to close the gap.  The percentage of persistent absence rose from 15.1% in 2023 to 18.0% in 2024, although this was an improvement on 31.9% in 2022.
• The percentage of disadvantaged pupils has increased substantially over the past five years.

 

To achieve this objective, we plan to:

Using evidenced-based research from the Education Endowment Foundation, review the current provision and plan for pupil premium spending to ensure best value for money leads to the best outcomes for disadvantaged children.

• Use assessment data to identify any gaps linked to disadvantaged pupils.
• Plan intervention and support to accelerate learning and eliminate any gaps.
• Provide CPD opportunities for staff to improve pedagogy.
• Engage, support and hold families to account to improve attendance.
• Provide additional resources and activities to promote engagement in learning in these areas.

Progress we are making towards this objective (Spring 2026):

 

Objective 2: Promote understanding and respect of differences in school and online, building knowledge of protected characteristics and reducing incidents of bullying, prejudice and racism.

Why have we chosen this objective:

• There has been an increase on reported incidents of racism, bullying and prejudice of protected characteristics.
• There are low levels of ethnic diversity in the local community and within the school community compared to many schools nationally.
• In an increasingly VUCA (Volatile, Uncertain, Complex and Ambiguous) World, children and our families would benefit from developing a deeper understanding of protected characteristics through our school values and rules incorporating inclusiveness, kindness, respect, resilience and emotional safety.

 

To achieve this objective, we plan to:

• Develop a whole-school approach to addressing bullying, prejudice and racism, improving knowledge and understanding of protected characteristics with staff, pupils, families and other stakeholders.
• Ensure policies are updated to provide further support for pupils with protected characteristics and promote equity and fairness throughout the school.
• Resources, workforce, visitors to school and the curriculum celebrate diversity and promotes understanding of people with protected characteristics.

Progress we are making towards this objective (Spring 2026):

 

Objective 3: Ensure provision for SEND gives pupils with additional needs the best chances to flourish and thrive to achieve their personal best.

 

Why have we chosen this objective:

• Since the last review of this whole policy, there has been an increase in the number and the complexity of pupils with SEND.
• There is a national and county focus on the provision for SEND.  The reorganisation and restructuring of the provision for SEND under the Inclusion Support Advisory Service (ISAS).
• Outcomes for SEND pupils have been in the bottom 20% for reading and SPAG for the last two years and in the bottom 10% in maths for 2024.

 

To achieve this objective, we plan to:

• Use assessment data to identify any gaps linked to SEND.
• Plan intervention and support to accelerate learning and eliminate any gaps.
• Support pupils identified as having additional needs to self-regulate, have access to the resources and help needed and look at developing alternative provision in school or within the locality.
• Provide CPD opportunities for staff to improve pedagogy.
• Provide additional resources and activities to promote engagement in learning in these areas.
• Look at making the best use of the existing space and where additional spaces could be developed to support the needs of all children.

Progress we are making towards this objective (Spring 2026):