At Southway, we believe in ‘The Best in Everyone’. Our Southway Seven is at the heart of all that we do and is fully embedded in our rich, diverse and creative curriculum. We recognise that, in order to provide high quality education to all our children, additional interventions and provisions are required for those for whom we receive Pupil Premium funding.
Reading is a priority for improvement this year across the school and a new structure for the teaching of reading has been implemented. Other areas of focus include ‘diminishing the difference’ across our vulnerable groups, including PP and SEND. Pupils’ progress is tracked regularly to monitor those in small intervention groups and the A2E add-on to Classroom Monitor will assist in recording smaller-step attainment targets for those who are lower achieving. Personalised groups are also in place for those Pupil Premium children who are higher achieving in order to help them reach their potential, be it ARE or above. The allocation of Learning Mentors to offer support to individual children and the effective use of Accelerated Reader and Lexia are some examples as to how Southway School looks to fully ensure that our Pupil Premium children meet and, where possible, exceed the level of attainment met by those who are not funded in the same manner. Attendance for some Pupil Premium children remains an area for further improvement as a small proportion of the children are persistent absentees. Visits are offered from the Family Link Worker and the school’s EWO work to support families. Where some of our Pupil Premium children find particular situations challenging and are unable to deal with them in a positive manner, the school’s Counsellor, Learning Mentors and Pastoral Manager provide one to one or small group interventions and lunchtime clubs to offer environments in which pupils can succeed academically as well as socially and emotionally.
‘The headteacher and her senior staff give a sense of ‘no stone left unturned’ in their drive to secure a better quality of learning and achievement’ (External PP Review 11/16)