Pupil Premium
At Fairmeadows Foundation Primary School we have an ethos of equity, providing tailored support of the precise type required to enable academic success for all pupils. Every child has the right to learn so we apply evidence informed practice through robust diagnostic assessment to break down and overcome barriers as part of the learning journey. The focus of our pupil premium strategy is to support all disadvantaged pupils to achieve their potential.
As leaders we have carefully considered the context and make up of our school community and recognise that in our setting many pupils that are not eligible for Pupil Premium are experiencing disadvantage. This includes children who have experienced a potentially traumatic event (ACEs), those who come from larger families with multiple siblings and are therefore not necessarily economically disadvantaged but face challenges around parental time, technology and those who are awaiting or already have a SEN diagnosis. The activities we have outlined in this statement aim to increase attainment, improve progress and reduce the gap between our disadvantaged pupils and their peers.
Our approach emphasises ‘high quality teaching’ supplemented by targeted academic support, securing high standards by setting challenging targets for all and rigorously monitoring performance whilst sharing best practice. All staff have a robust CPD to enhance their understanding of attainment and progress for pupils in their group, and use regular and standardised assessments alongside evidence-based approaches to make a significant impact on attainment. Targeted teaching connected to assessment information, links future learning to need, and the cycle of teaching is dedicated to addressing specific foci. This strategy is designed to have the highest impact on the disadvantaged attainment gap whilst benefitting non-disadvantaged pupils also.
Through specific identification of need and targeted, timely support from both teacher and teaching assistant, it is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside accelerated progress for their disadvantaged peers. To aid this, coaching approaches and mentoring of staff are deemed essential elements of our high-quality teaching approach, including the use of ICT and adaptive technology to meet the needs of all.
We also implement wider strategies relating to the most significant external challenges to academic, social and emotional success in school, including attendance, behaviour, and social and emotional support, which also may negatively impact upon academic attainment. Our family liaison, attendance lead and SENCO work closely with all families to provide the most appropriate level of support internally and externally. Strategies include referrals to the Early Help Team, on site Nurture groups, Lego Therapy and high-quality talk-based interventions all designed to support emotional wellbeing, build resilience and self-confidence.
Students have varying needs; they learn at different rates and in various ways across the academic year. Therefore, the most effective way to support them is through flexibility. The individual child is always at the centre of our approach, and we are keen not to overload pupils ensuring that SEMH and academic support are balanced and complement one another to have the greatest impact. We respond to challenges using robust, diagnostic assessments, rather than theories about the impact of disadvantage. Wider opportunities are key to meeting these needs in a range of after school clubs and access to breakfast and after school provision as needed.
To ensure that our approach is effective we: