At Kingsbury Green Primary School we strive to reduce the impact of social disadvantage by providing a high quality education and pastoral care for all of our pupils.
We invest in teacher development to deliver an ambitious and engaging curriculum. Through this we aim for our pupils to achieve high standards, be confident communicators and responsible global citizens.
The focus of our pupil premium strategy is to support disadvantaged pupils to achieve these goals, including progress for those who are already high attainers.
High-quality teaching is our highest priority, with a focus on areas in which disadvantaged pupils require the most support such as reading and language comprehension and mathematical fluency. We invest in human resources to enable instructional coaching of all teachers as 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 the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. Alongside the academic rigor, we also strive to provide all of our pupils with experiences, such as drama and social literacy (many of which they will have missed out on as a result of the pandemic).
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:
- ensure disadvantaged pupils are challenged in the work that they’re set
- act early to intervene at the point need is identified
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve.