Lawley Primary School and Nursery

Increase attainment for pupils with SEND in reading, writing and mathematics, with a particular focus on writing, where outcomes are significantly below those of their peers.

• Increase SEND attainment by at least 10 percentage points across reading, writing and mathematics.
• Reduce the attainment gap between SEND pupils and non-SEND pupils.
• Increase the number of SEND pupils achieving age-related expectations and exceeding expectations.
• Termly attainment and progress data.
• Percentage of SEND pupils achieving ARE.
• Reduction in the attainment gap between SEND and non-SEND pupils.
• Intervention impact assessments.
• Pupil voice and parent feedback.

• Strengthen adaptive teaching strategies in all classrooms.
• Review SEND provision maps termly.
• Ensure interventions are monitored for impact.
• Provide staff training on scaffolding, inclusion and reasonable adjustments.
• Review SEND progress through half-termly pupil progress meetings.

SENCO will use assessment information to identify barriers to learning and ensure that SEND pupils receive appropriate support that enables them to access the full curriculum successfully.

Reduce attainment gaps between disadvantaged pupils and their peers across reading, writing and mathematics.

• Reduce attainment gaps to no more than 10 percentage points.
• Increase the proportion of disadvantaged pupils achieving age-related expectations.
• Increase opportunities for disadvantaged pupils to achieve greater depth standards.

• Monitor disadvantaged pupils through termly pupil progress meetings.
• Monitor attendance and work alongside attendance lead to address issues arising.
• Monitor progress and wellbeing through regular (at least half termly) pupils voice sessions with PP lead.
• Target funding towards identified barriers through PP strategy.
• Prioritise disadvantaged pupils for pre-teaching, academic interventions and enrichment activities.
• Report progress to governors termly.

The school will evaluate the impact of Pupil Premium spending and ensure that disadvantaged pupils receive the support, opportunities and challenge needed to achieve outcomes in line with their peers.

Reduce the gender gap in writing attainment and increase boys' engagement and achievement in writing.

• Reduce writing attainment gaps between boys and girls to less than 10 percentage points.
• Increase boys achieving age-related expectations.
• Increase boys achieving greater depth in writing.

• Develop engaging writing opportunities through use of Pathways to Write using high-quality texts and vocabulary-rich curriculum experiences.
• Monitor boys' writing outcomes termly.
• Share effective practice across year groups.
• Specific writing CPD for all staff.
• Track progress of boys identified as at risk of underachievement.

English curriculum leader will review writing provision to ensure that boys are motivated, challenged and supported to achieve their full potential as writers.

Further develop high-quality inclusive teaching so that all vulnerable learners (SEND and disadvantaged pupils) can access an ambitious curriculum and achieve positive outcomes.

• Evidence of effective adaptive teaching in all classrooms.
• Reduction in the number of pupils working below age-related expectations.
• Improved progress for vulnerable groups.
• Increased participation in wider curriculum opportunities.

• Conduct regular learning walks focused on inclusion.
• Review curriculum accessibility.
• Provide continued professional development for staff.
• Monitor intervention and classroom provision.
• Seek pupil voice from vulnerable groups.

Curriculum leaders and SENCO will evaluate the effectiveness of teaching adaptations and ensure that barriers to learning are identified and removed promptly.

Maintain the high attainment of EAL pupils while ensuring full participation in all aspects of school life.

• Maintain attainment in line with or above whole-school averages.
• Ensure EAL pupils participate fully in enrichment, leadership and wider curriculum opportunities.
• Monitor progress and attainment termly.

• Continue effective language-support strategies.
• Monitor attainment and participation termly and summarise annually.
• Ensure curriculum resources reflect the diversity of the school community.
• Encourage pupil voice and parental engagement.

EAL leader will ensure that the school will continue to celebrate linguistic diversity and monitor outcomes to ensure EAL pupils maintain high levels of achievement and inclusion.

Continue to ensure all pupils develop a strong understanding of equality, diversity, inclusion and respect through the curriculum, assemblies, wider school experiences and daily interactions. Continue to promote an inclusive culture where all pupils feel valued, represented and able to contribute positively to school life.

• All pupils can explain and demonstrate the school's values of respect, inclusion and acceptance.
• Pupils show an age-appropriate understanding of diversity and protected characteristics.
• Reduction in any prejudice-related incidents, discriminatory language or exclusionary behaviours.
• Positive pupil voice demonstrates that pupils feel safe, respected and that they belong within the school community.
• Diversity and inclusion are visible and reflected throughout the curriculum and wider school environment.

• Continue to embed equality, diversity and inclusion themes within PSHE, RE and the wider curriculum.
• Ensure curriculum resources and texts reflect a diverse range of cultures, backgrounds, disabilities, family structures and experiences.
• Celebrate national and international events that promote diversity and inclusion.
• Provide assemblies and enrichment activities that promote respect, tolerance and understanding.
• Review behaviour and safeguarding records termly to identify trends or concerns.
• Gather pupil voice at least termly to assess pupils' understanding of equality and inclusion.
• Report progress annually to governors and review actions where necessary.

PSHE/Behaviour and Wellbeing Leader will review the extent to which diversity and inclusion are embedded throughout the curriculum and wider school life. They will identify further opportunities to strengthen pupils' understanding of equality, celebrate differences and ensure all pupils feel represented, respected and included within the Lawley Primary School community.