Policies and Equality information
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|Objective||Actions||Person responsible||Success Criteria|
|To narrow gaps in attainment between boys and girls in reading writing and maths||Termly monitoring of data across all year groups, paying particular attention to gender but also considering ethnicity, FSM and ability/ SEN||Head Teacher
|Tracking data will show a diminishing gap between all groups particularly in relation to gender. This can be seen on termly pupil tracking overviews presented to governors|
|To ensure effective use of Pupil Premium, closely monitoring its impact on disadvantaged pupils
|Termly monitoring by the SLT/ SENCo and governors of progress made by Pupil Premium pupils.
FSM, Ever6 and LAC pupils are identified and benefit from intervention delivered by effectively deployed LSAS who ensure they make good progress
|Pupils receiving FSM or registered as LAC or Ever6 will make at least good progress (6 progress points per year on Pupil Asset)|
|To improve knowledge, skills and attitudes to enable pupils to develop increased understanding of different religious communities||Different religions are identified for study in each year group. Visits and visitors from different communities will be explored. Pupils are asked to consider the beliefs of others and how they relate to their own beliefs||Head Teacher
R.E./ SMSC subject lead
|All pupils will have an awareness of other beliefs and faiths and will be able to discuss these with empathy and understanding|
We will report on our equality objectives annually as part of our School Development Plan.
This is the ‘Reasoning Mat’ we have in all classrooms to support children in their mathematical learning. The mat provides a selection of sentence starters for children to use to help them explain their thinking.
Reasoning is one of the three aims of the mathematics curriculum and is an integral part of learning. When reasoning, children discuss the mathematics they are doing by explaining their thinking and ideas and by describing connections they have made.