At Northenden Community School we have the same ambitions and expectations for all our children. We aim to see all children leaving Northenden Community School as happy, resilient and confident learners who have the essential skills needed to move through to secondary education and continue reaching their full potential. The challenges are varied and there is no “one size fits all”. We understand that there is not a ‘typical’ Pupil Premium child.

Our aim is to use the pupil premium funding to counter disadvantage and to ensure greater equity through:

• To ensure that the totality of provision for Pupil Premium children is effective.
• To level up the difference between disadvantaged and non-disadvantaged children.
• For all of our disadvantaged children to make progress in line with the nationally expected progress rates.
• To support our disadvantaged children with their health and well-being so that they are ready to learn and can access their learning at an appropriate level.
• To improve the attendance and punctuality of our disadvantaged children, particularly those who are persistently absent.
• To increase the number of disadvantaged pupils achieving the Greater Depth Standard.

We aim to do this by:

• Ensuring that all children have access to high quality teaching and learning (quality first teaching and latest EEF research).
• Providing targeted support to help them reach their full academic potential.
• Putting appropriate provision in place for disadvantaged pupils, especially those that belong to other vulnerable groups.
• Monitoring the progress of disadvantaged pupils regularly and assessing the impact of provisions.
• Promoting ambition and having high expectations of all disadvantaged children.
• Fostering an inclusive and welcoming environment that actively supports the unique needs of disadvantaged pupils, ensuring they have equal opportunities to thrive and succeed.

Achieving these objectives:

• High quality teaching with targeted support, alongside the use of collaborative learning structures.
• Research-based interventions put into place and monitored to assess impact.
• Provide further enrichment and leadership opportunities for disadvantaged children.
• Monitor progress regularly and evaluate outcomes robustly.
• Addressing emotional and social needs through emotion coaching and restorative practice to improve well-being and readiness to learn.
• Support payment for enrichment activities, educational visits and residential trips, ensuring children have first-hand experiences to use in their learning in the classroom.
• Use family engagement officer to improve parental engagement and involvement.
• Using a multi-agency approach (e.g. Early Help)
• We use marking and feedback for teachers to provide targeted coaching and specific, detailed feedback to support and accelerate pupils' progress.