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Disadvantaged Provision at a Glance

Quality First Teaching (PAT Time)

External research (such as the Sutton Trust) and our own internal research has shown that quality first teaching has an extremely high impact on children’s progress.    We therefore introduced PATS time. Once a week, the class teacher is released to work with their disadvantaged children.  Targets are small and they reflect what is being done in class. We believe the class teacher has the best understanding of their children.


During assembly time, the class teacher will introduce the week’s concepts to a small group of specific children. As a result of this intervention, our internal research has shown these children are engaged more in class, will be the first to answer the questions and are now more confident when working with their learning partners.


We use a variety of interventions throughout the school.  These can be run on a one-to-one basis or with small groups (impact evaluations are within the attached PPG reports).  Once children leave the intervention, they are monitored and re-assessed later in the year to ensure they do not fall back after the support has stopped.  The decision on interventions used are primarily data driven, and respond to internal and external research.

Building Resilience 

Resilience is not a personality trait that only certain people can have – everyone can build and develop their resilience. Resilience helps individuals face challenges, adapt to change and ‘bounce back’ from defeat or failure. It ensures that individuals can cope whilst maintaining positive mental wellbeing. Equipping pupils to be resilient, so that they can manage the normal stress of life, is a key role of staff in our school.  We build resilience through stretching learning power lessons, whole school assemblies, mindfulness, the learning pit and ensuring our children know that it is OK to make mistakes as this is all part of learning.  

Learning mentors

These adults work with a variety of disadvantaged children with a pastoral care focus.  They will meet the children once a week carrying out activities that help nurture confidence, friendship and trust to name a few.  Pupil conferencing and parent feedback has indicated year on year that these staff members have had a positive impact on child confidence and child mental health.  

Attachment teacher

We have an attachment specialist teacher who works with children who are adopted or in care.  She works with them on both their academic and pastoral needs.  She also liaises with parents and all other staff that are involved in the child’s care.  All our staff have been trained on attachment and as a result we have been accredited as an ‘Attachment Aware School’.

Key Adult

Children who are adopted or in care have all been allocated a key adult who meets them once a week to help develop their social/relationship skills.  The key adult is someone the child can go to if they need help during the school day. 

Gender Gap

The Disadvantaged development plan includes a target to address the gender gap.   Throughout the year we are having staff meetings on gender, we are monitoring gender gaps continuously, interviewing children and reviewing lesson design.  The impact of our work can be seen in the current year 6 internal data. 


We have carried out socio-grams on all children to find out those who are socially isolated; we have a particular focus on disadvantaged children.  These children will be working with adults on how to build and sustain positive relationships. 

Sports/Extra curriculum activities.

Since we started our own out of school care - Downs Active and Play @ Downs, disadvantaged children have been offered at least one free space a week.  This is to build their self-esteem, forge friendships and encourage more school involvement.  A NCTL research project on successful schools stated that extra-curricular activities have a positive impact on children both academically and socially.  Our internal analysis has found, that our disadvantaged children spend less time socialising with classmates, outside of the school day, compared to their peers.  We believe this has an impact on a child's whole school enjoyment and progress.

YMCA counselling

This is open to all children, however a  number of our looked after children see the counsellor each week.

4Ps: Progress, Parenting, Peer and Passion as a school development

Studies have shown if we can address most/ all of these and support children, it will have an impact on their mental health, wellbeing and ultimately their attainment.  This is part of our action plan.

Downs Letter Box Club

This has been set up to inspire our disadvantaged children.  Each term they will receive a parcel containing books, maths games and stationary.  This will be sent direct to their home.     

Theraplay/ Lego Therapy

We have a theraplay specialist who meets children each week to help deal with social and emotional issues through play.

Poverty Proofing

We have recently worked with a charity called Children North East who came into school to poverty proof the school day. Their aim is to improve social mobility by removing barriers to learning for children and young people who experience poverty and reduce the stigma and discrimination that they face.  During their time at Downs they spoke to every child at school, teachers, senior management and a selection of governors and parents. The full report will be published on our website by May 2018; initial feedback has been very positive.

Disadvantaged Focus Group

We have set up a Disadvantaged task force consisting of a Disadvantaged champion per year group.  (The adults involved were chosen for their variety of experience).


  • To raise attainment and progress in all core subjects 
  • To improve self belief/ mental health.
  • To improve social and emotional interaction with other children.
  • To improve attendance.
  • To allow the children to experience what learning is like and to help nurture self-belief. 
  • To monitor the curriculum in each year group and monitor accessibility for our disadvantaged children.
  • To foster a love for learning (passion).
  • To ensure that support staff are aware of the disadvantaged children and their needs and that they have sufficient training (Central Bedfordshire research found that outstanding schools have high support staff training on disadvantaged children).


  • Year 6 Elly Savage 
  • Year 5 Robbie Ringland
  • Year 4 Nina Almond
  • Year 3 Sue Perrin
  • Anna Rusbatch Music Department


Financial year 2019-2020 budgetAcademic year budget 2018-2019(2)

Key Stage 2 End of Year Data

KS2 results 2019
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