Supporting Disadvantaged Children

As a school serving an area with high levels of deprivation, with 73% of pupils in the primary phase currently identified as disadvantaged, we are fully committed to raising attainment for all learners and closing any gaps that may exist due to social and economic circumstances. We work tirelessly to ensure that every child has equitable access to high-quality education and the opportunity to succeed.

The deliberate and strategic allocation of Pupil Premium funding and resources ensures that barriers to learning are identified and addressed effectively. This targeted approach has resulted in attainment gaps continuing to close, supporting our ambition that all pupils leave the Academy equally well prepared for the next stage of their education.

We take a personalised approach to understanding each child by identifying barriers to learning, interests, and the strategies that will best support next steps in learning. This work is informed by lead practitioner research, robust assessment, and reflective practice, ensuring that support is purposeful and responsive.

Key Strategies to Support Disadvantaged Pupils

• Identification of individual barriers and tailored support plans, where required to enable progress

• Targeted in-class support for under-performing pupils, including:

  • Targeted questioning

  • Live marking and feedback

  • Thoughtful seating arrangements

  • Keep up strategies

  • Catch up strategies

  • Booster classes

  • Curriculum adjustments to support strengthening core skills

  • Deployment of additional adults

  • Fluidity within groupings and target areas of learning.

• Additional intervention and revision opportunities, including support outside of lesson time where appropriate

• Access to digital  and high quality resources

• Provision of revision and learning materials to reduce the financial burden on families

Our Pupil Premium Strategy is used effectively to strengthen core teaching and learning across the curriculum. Support extends beyond academic outcomes to address pupils’ wider needs, ensuring we develop the whole child and support wellbeing, confidence, and independence.

Staff are highly skilled in making appropriate adjustments to teaching and learning, ensuring that all disadvantaged pupils achieve well from their individual starting points. Robust data analysis demonstrates that disadvantaged pupils in the primary phase achieve in line with or above national expectations across key reporting areas.

This success is reflected in the strategic planning of school leaders, who work closely with staff and stakeholders to continually review and adapt curriculum provision. This ensures that support remains responsive, effective, and results in sustained and improving outcomes for disadvantaged pupils.