Supporting a Multi-Academy Trust with Strategic Priorities

As part of our ongoing relationship with various MATs across the city we are often offered opportunity to contribute directly to their strategic priorities. In this session for staff across the trust, we explored a range of conceptualisations of disadvantage, identification of ‘need’ and effective strategies to support in class.  Key themes of this session, to be repeated on a further two occasions this academic year, included:

Understanding Disadvantage:

To effectively support disadvantaged pupils, we must first understand what disadvantage entails. Disadvantage can manifest in various forms such as economic hardship, social inequalities, special educational needs or linguistic barriers. Teachers and school staff may need support to identify such indicators and the impact they may have on a student's learning experience. A broad perspective of disadvantage helps in addressing its multifaceted nature and tailoring interventions to individual students.

Identifying Disadvantaged Pupils:

The identification of disadvantaged pupils may begin with data collection and analysis. However, it is crucial to remember that disadvantage isn't always easy to spot, and not all disadvantaged students will fit neatly into these categories. Regular communication with students, parents, and caregivers can help uncover hidden challenges and strengths.

Responding with Support:

Once disadvantaged is identified, we may need to respond with tailored support. This support could be academic and / or social / emotional, addressing the specific needs of each student. Utilising the independent evidence-base (i.e. efficacy studies) will provide a vital step in selecting relevant intervention. Reviewing evidence from trusted sources such as the Education Endowment Foundation is promoted as very helpful starting point. Collaboration among senior leaders, teachers, psychologists, and other support staff is crucial to creating a holistic support system for all children.

Inclusive and Empathetic School Culture:

In summary, we discussed the critical importance of leadership and school culture. To foster a more inclusive school environment, it is essential to create a culture of empathy and understanding. Disadvantaged pupils should not be stigmatised or singled out; rather, the entire school community should embrace diversity and work together to reduce the impact of disadvantage on learning outcomes. Inclusive teaching practices, culturally responsive teaching, and a commitment to equity and social justice can help create a more supportive environment for all students, regardless of their background or circumstances.

My thanks go to Katie Patrick, Headteacher of Woodford Primary School, for inviting me to speak.

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Disclaimer: The views and opinions expressed in blog posts are solely those of the individual author and do not necessarily represent those of Plymouth Learning Partnership CIC. The content is provided for general information and educational purposes only and should not be relied upon as professional or legal advice. Plymouth Learning Partnership CIC accepts no responsibility or liability for any errors, omissions, or actions taken in reliance on this content.

The individual author is responsible for ensuring that any third-party material used (including text, images, and media) does not infringe copyright. Plymouth Learning Partnership CIC does not accept liability for any unauthorised use of copyrighted material by the individual author.

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_{Disclaimer: The views and opinions expressed in blog posts are solely those of the individual author and do not necessarily represent those of Plymouth Learning Partnership CIC. The content is provided for general information and educational purposes only and should not be relied upon as professional or legal advice. Plymouth Learning Partnership CIC accepts no responsibility or liability for any errors, omissions, or actions taken in reliance on this content. The individual author is responsible for ensuring that any third-party material used (including text, images, and media) does not infringe copyright. Plymouth Learning Partnership CIC does not accept liability for any unauthorised use of copyrighted material by the individual author.}