At Cheriton Primary School we use the following seven ‘building blocks’ as our strategy to improve outcomes for our disadvantaged pupils:
There is an expectation that all pupils should achieve high levels of attainment. There is an ethos that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.
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.
The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.
Personalised profiles 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.
Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.
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.
The inclusion leader reviews the effectiveness of strategies with the headteacher and governors at the end of each assessment phase. English and mathematic leaders are directly involved in monitoring activities designed to secure good progress.
The Pupil Premium strategy is reviewed regularly, at the end of each assessment phase. The overall impact of the strategy will be reviewed at the end of the financial year and again in July of each academic year (See planned expenditure document for current year for specific review date).