Our approach underpins our belief that every pupil, regardless of background or barrier to learning, can attain well. We work from a set of inter-related principles:
- consistently high-quality teaching and learning, which meets the pupils’ needs
- appropriately timed and precise interventions
- a pastoral perspective
- a relational approach to working with families
Consistently high-quality teaching and learning, which meets the pupil’s needs
The greatest impact comes from the quality of the pupil’s classroom experience. We aim to support the pupil in class wherever possible so that they are not withdrawn unnecessarily. This is key to promoting their:
- participation in learning
- confident and positive social interaction
Class teachers have the highest expectations of all pupils. Pupils are supported to work constantly to improve their personal best, which raises self-esteem and contribution.
Our schools have access to high-quality and evidence-informed professional development training, available through Unity Professional Development and Unity Research School, which provides support to ensure teaching and learning is targeted towards the pupil’s needs.
Supporting literacy is critical for success, wherever the pupils are on their attainment profile. Knowledge and retention of vocabulary, in particular, can be either a barrier to progress or accelerate it.
Appropriately-timed and precise interventions
We use interventions in a targeted way, so pupils are where they should be – participating in the classroom as much as possible.
Schools use diagnostic assessments to understand pupils’ gaps in learning. They use high-quality provision mapping to prevent over-intervention and avoid pupils being constantly withdrawn from whole-class lessons.
Interventions are used as a precise and targeted measure for closing gaps in learning, and only where this cannot be achieved in the classroom.
A pastoral perspective
Academic and pastoral strategies work in an inter-related way. It is important to understand the social, emotional and wellbeing needs of the pupils before deciding how to approach the academic needs of the pupil. This holistic approach helps the pupil to improve their self-confidence, self-regulation, metacognitive strategies, and improves their self-esteem.
A relational approach to working with families and pupils
It is important to see through the lens of the pupils and families of less fortunate backgrounds to understand their needs and context. Every family is different and requires a bespoke approach. What we learn informs teaching and learning and social, emotional and wellbeing support strategies.
We aim to foster positive, consistent relationships throughout.