At Mapplewell Primary we are strong advocates of the positive impact quality first teaching has on any child’s academic achievements. We particularly believe this is crucial when teaching disadvantaged pupils. We have therefore created a timetable of CPD to support teachers in delivering a top quality Recovery Curriculum and ensured that disadvantaged pupils are prioritised at all times.
Identification of disadvantaged pupils. Through pupil progress meetings with SLT staff were given key information about individual pupils and their needs. Targets were shared and ongoing support and monitoring will take place to ensure progress is made in all lessons.
Tailored support in lessons. Disadvantaged pupils will be carefully positioned in a seating plan whereby all adults can offer appropriate support and feedback in lessons.
Verbal feedback. It is a school procedure that each disadvantaged child will have received verbal feedback and live marking before the lesson ends. This will allow for the class teacher to assess pupil need, plan additional intervention where needed or consolidation activities before new learning is exposed.
Assessment: Our skills and knowledge trackers for core subjects will be frequently used by teachers to assess the needs of pupils. These will play a crucial role in planning and pitch of our lessons, gaps in learning will be addressed and a paced approach to ensuring pupils catch up can be monitored.