Ashmole Primary School
Improving outcomes for all pupil groups
What problems were in your school and how did you identify them?
Low attainment and progress of pupils from lower socioeconomic backgrounds were identified through regular data analysis and pupil progress meetings.
What actions did you take?
The school day was extended by one hour for pupils at the end of key stage 2 (year 6) with the introduction of 'early bird' classes to focus on the essential curriculum subjects of English and maths. This equated to an additional 6 weeks of English and maths lessons. Although focused on underachieving pupils, all pupils were encouraged to attend which raised the status and expectation of what would be achieved in the sessions. 28/30 pupils attended regularly.
Half-termly pupil progress meetings identified specific areas of need for individual pupils, which were addressed through targeted intervention sessions. Improved assessment for learning systems throughout the school ensured that teaching became more focused on specific areas of need.
What were the outcomes?
Disadvantaged pupils' progress was well above the national average in reading, writing and maths (top 3%). Attainment also well above average.
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