Deprivation is measured in multiple ways, not purely monetary. In our school we recognise that, in addition to poverty, some of our children are disadvantaged through a lack of other resources and opportunities, and even through the absence of parents who are both working.
Eligible Pupils Criteria:
– Eligible for Free Schools Meals (FSM) in the last six years; or
– Looked after continuously for 1 day or more
– Adopted from care
– Children of Armed Forces personnel
Our ethos and curriculum design are designed to diminish the difference between those children described above and our non-disadvantaged children. Overcoming barriers to learning, supporting emotional development and enriching life experiences is at the heart of our Pupil Premium Strategy.
A relational approach is at the heart of our school.
We use the following guiding principles as part of our work in supporting children who are disadvantaged.
- Staff are aware of the disadvantaged children they teach, tutor or mentor. Through our relational approach we build strong relationships with these children, gaining knowledge of their subject strengths and areas for developments, their individual contexts and aspirations, as well as identifying any unique barriers they may be facing. This year, 2022-23, we have invested strongly in school based tutoring to further support those learners who still retain gaps in their learning.
- Staff recognise that they are powerful advocates who have a responsibility to ensure that every disadvantaged student is prioritised for enriching academic and extra curricular opportunities that challenge and inspire them. We encourage the staff who know the children best to advocate for them, putting them forward for extra-curricular opportunities or seeking out opportunities within the taught curriculum to nurture their talents and interests and to fill any gaps they have through a lack of opportunity - this year we have offered a range of clubs from pottery to photography, and girls' football to drama - all at no cost to the children. Over half the school have an after-school club provision with a quarter of these being children identified as disadvantaged.
- We know that excellent teaching is at the heart of disadvantaged learners' success. Disadvantaged students are considered within all aspects of our St Martin's Model for Great Teaching.
- Data and progress meetings focus on the attainment of all children and specifically focus on those children identified as disadvantaged.
- We address financial and practical barriers to learning and enrichment. Last year, 2021-2022, we subsidised a range of trips from day trips to residentials and visits to school from Theatre companies, providing £7,407 of subsidised places, enabling all children to attend. We are further supported by the Church in Cranbrook to sponsor a child to attend the year 6 residential.
- Our Family Advocate provides invaluable support to many of our families who have complex needs and challenges. This ranges from advocating for Looked After children to supporting families who are experiencing financial hardship, to mentoring identified children and contributing to extracurricular provision. Through these positive relationships, we are able to inspire families to trust staff at St Martin's to have their children at the heart of all they do.
- We strive to create independent, enthused, lifelong learners who are prepared for the next stage of their education as well as their later life. Through carefully moving from scaffolded practice to independent tasks, we help children to feel successful and gain a sense of autonomy. St Martin's staff also recognise how their own love of learning can act as a role model to children.
- We understand that good attendance is fundamental to student success, and we rigorously monitor and intervene promptly when attendance becomes an issue.