Objective 1: To improve pupil and staff understanding of people with Dyslexia traits.

Why we have chosen this objective: Our school has a number of pupils who have either received a formal diagnosis of dyslexia or have been screened and identified as being at risk or high risk of dyslexic traits. We want to ensure these learners receive consistent, informed and effective support across the curriculum. We recognise that misconceptions about dyslexia still exist, and we therefore have a responsibility to ensure that all staff have the knowledge and confidence to understand the barriers dyslexic pupils may face and the strategies that can help them succeed. By enhancing understanding across the school, we can better support our pupils and create a more inclusive environment that promotes equality of opportunity.

To achieve this objective we plan to:

•       Ensure all One Page Profiles are up to date, clearly outlining each pupil’s dyslexic traits and the personalised strategies that support their learning.
• Develop appropriate curriculum differentiation, with SLT working closely with teaching staff to ensure lessons and resources are structured to reduce barriers commonly associated with dyslexia.
• Promote a strengths‑based understanding of dyslexia, creating opportunities for pupils to explore the positive aspects of dyslexic thinking, including creativity, problem‑solving and innovation, and to learn about successful role models who have thrived because of, not despite, their dyslexic traits.

Objective 2: To improve the achievement and educational outcomes of children from low‑income and disadvantaged families.

 Why we have chosen this objective: Our school serves a community in which many families experience low income or other forms of disadvantage. Our experience shows that these pupils often require significant and sustained home–school support to help narrow the attainment gap and ensure they achieve in line with their peers. We are committed to identifying barriers early, strengthening relationships with families, and ensuring that every child receives the right support to thrive academically, socially and emotionally.

 To achieve this objective we plan to:

• Analyse current achievement databy reviewing progress from the 2024–25 summer assessments and incoming Year 5 autumn data, cross‑matched with pupils who are eligible for Pupil Premium, identified as ‘On‑Plan’, Children in Care, or from other known disadvantaged families.
• Strengthen monitoring and intervention planningby ensuring the SENDCO and Pastoral Lead work closely with the Assistant Headteacher to track progress, identify concerns promptly, and implement timely, effective interventions tailored to pupils’ individual needs.
• Develop strong relationships with familiesthrough SEND coffee afternoons and other informal opportunities that build trust, support parental engagement and create positive partnerships with both existing families and new Year 5 parents and carers.

Objective 3: To promote a school culture where all children demonstrate respect, inclusion and appreciation for people from different cultures, reducing incidents of discriminatory or racist language and attitudes by strengthening pupils’ understanding, empathy and positive relationships.

 Why we have chosen this objective: Our school has welcomed an increased number of EAL students this year, and we are committed to ensuring that all pupils feel valued and included. We want to support our children, and the wider school community, to embrace and celebrate cultural diversity. As a school, we recognise our responsibility to provide meaningful opportunities for pupils to learn about, respect and appreciate people from different cultures, languages and beliefs

To achieve this objective we plan to:

• Review existing information on previous incidentsto identify underlying patterns, triggers and contributing factors linked to discriminatory behaviour during 2024–25.
• Strengthen curriculum provision by enabling SLT to work collaboratively with the PSHE subject leader to develop targeted learning activities and whole‑school strategies that actively reduce discriminatory bullying and promote inclusive attitudes.
• Create meaningful opportunities for pupils to engage with people from a range of cultural backgrounds, including visitors, community groups and individuals with specialist cultural knowledge or lived experience, helping to build pupils’ understanding, respect and appreciation of diversity.