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At Green Lanes we create independent and resilient learners for life
Pupil Premium
Our intention is that all pupils achieve their full potential, irrespective of their background or the challenges they face. Our aim is that they make good or better progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers or have special educational needs.
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker, young carers or experience financial hardship. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
High-quality teaching is at the heart of our approach, with a focus on early intervention and support for learning using a team teach approach with teaching assistants. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through a Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. This is run by teachers and teaching assistants who then link this learning to daily lessons.
Our approach also knows that emotional wellbeing is key to progress and achievement and provide a therapeutic approach to support pupils in regulating their emotions so they can access learning. We therefore believe that pupils should all have access to a service which can support them in their learning and wellbeing.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve.