VIEW FROM THE CLASSROOM
Getting the right support to the right pupils
solutions to other problems they might be facing, such as housing. We have a large number of staff in ratio to our size, but it is very important to me we maintain a level of standards and stability, which means retaining staff.
What are some of the key challenges you face as an inner-city school?
T
his month, Education today speaks to headteacher Andy Runacres at Stanville Primary School, about the school’s commitment to helping its pupils achieve their full potential, regardless of their starting point, and his pride in the accelerated progress the pupils make whilst at the school. Targeting the right pupils for the right support is an important part of the school’s strategy.
Congratulations on completing your first year as headteacher at Stanville Primary, can you tell us a bit about the school? We are a mixed intake community school based in Birmingham, and over the years we have worked hard to establish a rapport with the community, which wasn’t always the case. They trust us, not only to support their children’s learning, but also to support them in finding
We have a much higher than the national average of children on pupil premium, which is currently at 44.7%. Interestingly the numbers increase in KS2, with in some cases 70% of the children in the class on pupil premium. There are fewer pupils on it in Early Years and KS1, which could possibly be due to parents not realising they can access it.
We also have a higher percentage of pupils with SEN at almost 40%, which again is higher than the national average and we are finding an increase in the number of children attending with EAL, as the community changes around us. The current percentage is 28%.
How would you describe the ethos of the school?
We strive to provide a nurturing and caring environment for our pupils, offering stability and routine. This is reflected by the high level of attendance, as the children really enjoy coming to school. We are committed to enabling our pupils to have the best life chances. Making sure we really know our families and they know us is very much part of this.
To many of the families, knowing who is 20
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teaching their children is very important and that’s why we do not use supply teachers. If cover is needed we arrange this internally. We find it’s very beneficial to us as a school to provide consistency.
What has providing cover internally, rather than using supply teachers, meant for the school?
The key benefit, apart from ensuring stability as I mentioned, is obviously financial. However, covering absence in-house has caused us headaches at times too, in as much as it could be more challenging to track who is doing what and with what children. We now use a tool in our management information system to manage this, which has saved around two or three hours per week in administration and makes the whole process simpler.
The school has a very comprehensive intervention programme to help raise achievement. Has that been in place a long time?
As a school, we have always recognised our children have a variety of needs, whether they are academic, social, emotional or physical and it is our responsibility to meet these needs. Given our high proportion of pupils with SEN and on pupil premium, this can be challenging at times. When I became headteacher, I was keen to establish the cost effectiveness of the support we were offering and to ensure we were targeting the right pupils, with the right support.
October 2017
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