Context and Rationale - Attainment

There has never been a gap between children from BAME backgrounds at the end of Key Stage 2 assessment point. However, some children with SEN do not make as much progress as their peers. There are some gaps between the attainment and progress of girls and boys in writing. 5 children were WTS in writing at the end of KS1, four of these were boys. Boys progress in writing at the end of KS2 was 1.5 where girls was 2.9.

PCs - sex, disability, race

Undertake attainment and progress analysis for the summer 2022 data with a focus on these groups of pupils

Analyse the leaning diet of these children and consider any barriers to learning they may have. Amend the daily planning accordingly.

Survey the children to find out about engagement of these groups of pupils in clubs and sporting activities

Analyse the barriers that are preventing these children from accessing these opportunities and remove these by inviting them directly and providing financial relief where necessary

• Disadvantaged children are engaged in learning and have a personalised plan for filing any gaps in learning
• December attainment and progress demonstrates that these children are making progress in line with their peers
• Disadvantaged children are accessing the wider curriculum and as a result have increased self-confidence

Continue to undertake attainment and progress analysis for the autumn term data with a focus on these groups of pupils

Analyse the leaning diet of these children and consider any barriers to learning they may have. Amend the daily planning accordingly.

Survey the children to find out about engagement of these groups of pupils in clubs and sporting activities for the autumn term

• Disadvantaged children are engaged in learning and have a personalised plan for filing any gaps in learning
• Spring term attainment and progress demonstrates that these children are making progress in line with their peers
• Disadvantaged children are accessing the wider curriculum and as a result have increased self-confidence

Continue to undertake attainment and progress analysis for the spring term data with a focus on these groups of pupils

Analyse the leaning diet of these children and consider any barriers to learning they may have. Amend the daily planning accordingly.

Survey the children to find out about engagement of these groups of pupils in clubs and sporting activities for the autumn term

• 100% of SEND and Pupil Premium children represented the school internally and externally in sporting events
• 100% of disadvantaged children have taken part in a wider curriculum activity or club

Monitoring & Evaluation Methods

Review of this action plan (termly)

Monitor curriculum/lesson plans ½ termly to ensure EDI is incorporated through learning walks, book looks and environment reviews.

Through conversations with children (pupil voice questionnaires)

Governor Involvement

Nominated link governor- equality & inclusion

Focused governor visits

Finance Committee (oversight of training & resource budget)

T&L Governor has oversight of curriculum

Reporting Progress

School SEF

School Improvement Plan

Head Teacher Report to Governors

Link Governor Visits