Vision

Proverbs 22:6 – Train up a child in the way that they should go, and when they are old they shall not depart from it.

Guided by our Christian values of hope, friendship, perseverance, thankfulness, forgiveness, and responsibility, we empower every child to grow academically, emotionally and spiritually.
Inspired by Jesus’s example, we encourage our children and staff to be defined not by success or failure, but by the positive impact they have on others.
Through exemplary teaching and fostering a life-long love of learning, we equip our children with the confidence, resilience and resourcefulness to face life’s challenges and make a meaningful difference in a diverse and ever-changing world.

At Halewood C of E Primary School, we provide an outstanding education for ALL of our children, and strive for every child to make exceptional progress. Fundamental to this aim is ensuring that disadvantaged children are given every opportunity to make the same progress as those who are less disadvantaged. We use our Pupil Premium funding to ensure outstanding, sustainable provision for disadvantaged children.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged children require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged children in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our approach is bespoke to the individual needs of our children, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to give our children the best chances possible to excel. To ensure they are effective we will:

• Ensure that each child’s individual needs and challenges are catered for.
• ensure disadvantaged pupils are challenged in the work that they’re set
• act early to intervene at the point need is identified
• adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve