1. Disadvantaged Pupils: Expectations of Staff

2. The Expectations of… Class Teachers
Ensure pupils in your classes are punctual, prepared and productive by…
Meeting and Greeting pupils – by first name in order to build positive relationships & start learning immediately
Having an effective seating plan – which is conducive to learning & is reviewed regularly
Identifying your ‘Rising Stars’ on your ‘Rising Stars’ display (PP children making less than expected progress)
Being aware of who your PP pupils are, particularly those making less than expected progress, and more able pupils
Praising your PP pupils more and developing mentoring relationships, ensuring they feel ‘special’
Giving bespoke feedback
Following the Rising Stars plan

3. Expectations of… Leaders
Being aware of the gaps between PP pupils and non-PP pupils nationally in achievement and attendance
Being aware of the ‘Rising Stars’
Being aware of the most able PP pupils
Ensuring that effective strategies are in place to close gaps
Monitoring the quality of provision for PP pupils
Building positive relationships with PP pupils

4. Expectations of… Pastoral team
Ensuring PP pupils are prepared, punctual and at school on time every day
Being aware of who in your caseload is PP and building effective relationships with pupils & parents
Targeting learning behaviour walks on PP pupils

5. Expectations of… Teaching Assistants
Being aware of who PP children are, particular those who are making less than expected progress (Rising Stars) and more & most able
Building positive relationships within and between lessons
Mentoring PP pupils where possible
Working with the class teacher to support PP pupils through agreed wave 1 strategies
Providing extra support where directed linked to core skills – eg. 1:1 reading etc.

6. Expectations of… Attendance Officer
Building positive relationships with PP children & their families
Prioritising PP pupils for first day attendance procedures
Having a ‘PP pupils first’ approach to reward programs, interventions etc.