Southfields Primary is totally committed to social justice and improving life chances for children who are potentially vulnerable. It is dedicated to sharing its work and findings beyond the school to improve outcomes for as many children as it can reach, and has a particular specialism in Speech and Language development.
An Overview of Vulnerable Groups at Southfields
What are vulnerable groups?
Vulnerable children are amongst those groups that may need additional support or intervention in order to make optimum progress. Children who have needs, dispositions, aptitudes or circumstances which may require particularly perceptive and expert teaching and in some cases, additional support beyond the school.
Southfields Primary aims to work effectively with every pupil, we support them where necessary to overcome academic or emotional barriers that could prevent optimum progress. We want to enable all pupils to participate in the full range of activities offered within and beyond the school to ensure they have the very best learning experience and make outstanding progress.
Southfields Primary ensures all staff develop the skills to meet the needs of pupils and families whose circumstances may make them vulnerable. This, coupled with good support from external agencies and the Local Authority helps the school to minimise any gaps in the progress pupils are making.
The school works very effectively in partnership with the parents and carers of potentially vulnerable children to help to break down barriers to learning and progress pupils occasionally encounter.
Pupils who are FSM, disabled and those who have special educational needs make excellent progress. This stems from the high priority the school gives to meeting their needs. Southfields ensures outstanding help from very well-qualified Senior Leaders, teachers, teaching assistants and this is supported with a wealth of excellent resources that have proven impact on raising standards. The lower-attaining pupils identified in EYFS, KS1 results and those whose circumstances may make them vulnerable, make excellent progress and any gaps between them and their peers are closed effectively using targeted support and rigorous monitoring.
Nationally Boys perform less well than girls but the school has put in place strategies that narrowed the gender gap using a range of approaches to the curriculum, planning, teaching and learning, resources and school environment as well as wider aspects of school life.
Southfields is dedicated to ensuring all pupils make excellent progress including those who could be vulnerable.
Assessment plays an important role in this and pupil progress meetings ensure that all staff understand where the children are at any given time and in which areas support is needed, this rigour and swift consequent actions ensure immediate impact. Tasks are closely matched to students’ targets and learning pathway and teachers, teaching assistants are deployed consistently well to help pupils by providing appropriate resources, support, encouragement and demonstrating skills that impact learners. This is particularly effective in Speech, Language and Sensory Integration development: which the school specialises in across the Local Authority and also with National Research.
As a school, we are consistently evaluating how individual pupils benefit and progress from provision. This may not always be accessed through data but also from a learning culture of talk and shared professional thoughts and judgements. We are especially effective with Special Needs and also where pupils needs, dispositions, aptitudes or circumstances require particularly perceptive and expert support or teaching. The school is highly regarded for its work with special needs and leads training throughout the City supporting many other settings through outreach and National Leader project work.
As a school we have identified some potentially Vulnerable groups which are listed below and tracked carefully and rigorously to ensure they make the targetted progress this therefore closes the achievement gap.
We consider these groups:
- Disabled pupils, and those who have special educational needs
- Groups of pupils whose prior attainment may be different
- Those who are academically more or less able
- Pupils for whom English is an additional language
- Minority ethnic pupils
- Gypsy, Roma and Traveller children
- Looked after children
- Pupils known to be eligible for free school meals
- Young carers
- Pupils from low income backgrounds
- Other vulnerable groups
Southfields Primary prides itself on a very narrow gap or in some cases vulnerable groups out performing national trends. We believe this is due to the consistency in the quality of teaching and learning as well as the provision and wider experience they have within the school. We believe school has a fundamental part to play in securing wellbeing, enhancing life chances and realising personal potential. We believe in the social capital and the power of philosophy, art and music. We want our children to develop a passion for subjects and pupils have a significant part to play in the school environment and its provision which they help to develop.
We have one school rule which is to be kind. We as a school have a good understanding of fairness and inclusion. We believe every child is an individual and we aim to develop a bespoke school which mirrors the learners at that time this includes staff and children. Many members of staff are taking part in educational development, courses, research or Masters and this enhances the work of the school.
We have designated posts within school that work with families and children to ensure they are supported with their welfare within and beyond the school. We organise many different family learning opportunities and involve families fully in school life.
Attendance and punctuality is very important to us and we work very hard with pupils and families to ensure this remains a key priority. As a school we bring together professionals from Health, Welfare and the Police to support families during our ‘welfare drop in’ sessions as well as having day to day welfare support from a highly trained and knowledgeable officer with proven success.
Closing the gap is core to our work and many leaders at various levels have accountability to develop practice and outcomes for children within and beyond the school.
We aim to:
- Secure effective teaching and learning for all and enhance achievement and wellbeing, irrespective of personal circumstances.
- Make a commitment to creating a learning community based on high trust and interdependence with explicit values and a shared language centred on high performance we aim to be outstanding every single one of us.
- Our school leadership and governance values the quality of teaching and learning as its core purpose. This implies the deployment of time, energy and resources to enhance confidence in the quality of teaching and learning and the focus on achievement.
- Grow leadership that is widely distributed across the school community and works through collective capacity rather than personal status. The focus is on middle leaders whose primary function is to model, monitor and secure effective learning and teaching.
- Ensure that pupils and parents are active partners in the learning process with a direct role in accountability strategies and the development of programmes that meet individual needs.
- Secure active collaboration within school and working with other schools and professionals to ensure that the best practices and resources are available and shared with all.
- Underpinning all of the above with rigorous and systematic planning, resource management and data-rich strategies to support teaching and learning.
Named Staff with specific responsibility for Pupil Premium: Mrs King, Mrs Ward, Mrs Magee
Named Governors with specific responsibility for Pupil Premium: Mrs K Judge