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Our Priorities, Principles and Values

Our Priorities

Some of our key priorities are:

  • To focus on ‘Narrowing the Attainment Gap’ for those pupils who are not yet meeting age related expectations compared to the attainment of those children who are working at either above, or at age related expectations.
  • To raise the attainment of disadvantaged children so that as a school the attainment gap in school compared to national data is narrowed.
  • To ensure that the proportion of our disadvantaged children attaining a good level of development (GLD) at the end of Reception is in line with national data.
  • To significantly reduce the attainment gap within school between disadvantaged and non-disadvantaged pupils.

 

Mrs Henson the Inclusion Manager/SENCo  in conjunction with the School Leadership Team, will support staff at all levels to maintain an ongoing programme of support for pupils. Ultimately it is a class teacher’s responsibility to ensure that the day to day learning needs of every pupil are met as far as is practically possible and every effort is made to draw upon appropriate advice and support, both internally and externally.

This programme is subject to scrutiny at all levels of the governance of the school to ensure that monies are being used to: 

  • Facilitate pupils’ access to high quality teaching and learning. 
  • Secure pupils’ access to the curriculum, including wider curriculum. 
  • Provide additional teaching and learning opportunities e.g. through employing additional staff. 
  • Explore alternative support and intervention; such as accessing outside agencies through buying into Local Authority Service Level Agreements.

 

Our Values and Principles

As with every child in our care, a child eligible for Pupil Premium is valued, respected and entitled to develop to his/ her full potential, irrespective of need.   

 

We do not base our decisions as to whether a child receives extra support based solely upon whether a child is in receipt of Pupil Premium Funding. We need to accelerate the progress of all children.

Shotton Primary School uses the available resources to employ strategies which will support pupils to increase their attainment, moving increasingly more towards intervention at the point of need. This is so that:

  • Progress is accelerated.
  • Children can more readily access the next steps in their learning.
  • Learning is moved on quickly across a progressive sequence of lessons.

 

Through regular pupil progress meetings and teachers’ and support staff daily practice, we review performance to include measures that show the attainment of differing groups of pupils who receive the Pupil Premium compared with non-disadvantaged/other pupils. The effectiveness of provision is evaluated and adjustments made where necessary.

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