Tackling Poverty & Social Disadvantage Alexandra School

School Context Around 300 children aged 3-11 Sixty-five staff Single form entry Five specialist additional classes Between 40% & 50% free school meals over last 5 years Significant proportion of ALN/SEN 34% including 18% at School Action Plus and 7% with a statement

Effects of Social Disadvantage Attendance and punctuality Uniform Diet Family issues Child Protection issues Relationships Self-control/behaviour/social skills Trouble outside school Educational Needs, greater numbers of ALN/SEN Linguistic deprivation Negative self-image Negative perception of capacity to learn Risk of exclusion Limited aspirations Parents’ school experiences.

Starting Points Overcoming poverty and social disadvantage is about: whole school vision A clear understanding of the link between wellbeing and educational attainment a shared sense of moral purpose weaving many aspects of provision at school together Any one initiative or strategy may be helpful but no single initiative used in isolation will mitigate the impact of poverty and social disadvantage upon pupils

Mission & Staff Ethos The school’s mission statement is ‘WE CAN DO’. This is all about creating a positive ethos and learning environment for pupils and ensuring that they have the very best learning experiences using the very best resources, both human and other. ‘would that be good enough for my own child?’ If the answer is no then it is not good enough for any child. This question is applied to all practice

Creating a climate where pupils feel valued The very best resources Appointment of the very best staff at all levels Investment in staff (CPD IIP) Giving access to experiences and opportunities that they would not have Exposure to culture Effective school management systems and routines for pupils Engaging with partners

Backdrop All of the things that I have mentioned so far are far from revolutionary. They may seem very ordinary. However, they provide the backdrop or the foundations for success in overcoming poverty and social disadvantage. These steps outlined so far ensure that the majority of pupils succeed. For others, greater provision is needed. Very often social disadvantage has a profound impact on children’s most basic needs or entitlements.

Wellbeing Officer Right person Right skills Sufficient seniority/ professional standing in the school Head of key stage 2 Paid for through PDG

What does the wellbeing officer do? On the gate Attendance and punctuality Basic health and welfare issues Behaviour management Administers PASS and uses the data to identify the most suitable pastoral programmes for pupils & monitors the impact Academic support CPD for staff Child protection/ safeguarding/TAC/ social services Looked after children Liaison with specialist agencies e.g. CAMHS and counselling services Liaison with parents

Outcomes Vision is a reality Performance in the core subject indicator at key stage 2, which has improved from 47% in to 79% in ; The attainment gap between fsm and non-fsm pupils is narrowing. In 2009, the gap in performance was 20 percentage points but by 2012 the gap had reduced to 10 percentage points. There have been no exclusions for five years. We have had one managed move. PASS results show how excellent relationships have been developed with children and parents; More than 98% of PASS results show positive values; Attendance that has increased year-on-year since 2009 and currently stands at 93%; More effective learning in class, with better use of teaching time; A reduction in teachers’ sickness absence due to stress; and An increase in time for the headteacher to focus on school improvement.

Finally Our experience shows that there is no quick fix to mitigating the impact of social disadvantage. Good people doing their jobs effectively in accordance with sensible and manageable systems are pivotal to success. Ultimately it is about knowing the children and families well, understanding and meeting their needs. The only difference is that generally there are more children with a greater range of needs than in schools that face less social challenge.