Equality Objectives

  • Strive to achieve equality of opportunity for all, adults and pupils, regardless of age, gender, ethnicity, disability, religious belief, sexual orientation and socio-economic background.
  • Promote a harmonious environment (social cohesion)
  • Strive for all pupils to achieve the highest possible standards in their learning and make good progress and to be committed to closing the gaps in progress and attainment.
  • Ensure that the appointment of staff is in line with equal opportunities legislation
  • Ensure that the governing body of the school reflects diversity
  • Identify barriers to learning and participation and provide appropriately to meet a diversity of needs
  • To promote spiritual, moral, social and cultural development through daily teaching, with particular reference to issues of equality and diversity.

Pupil Premium


The Pupil Premium  is additional  school funding  that is allocated to children from low-income families who are currently known to be eligible for FSM and children who have been looked after continuously for more than six months.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their more advantaged peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of those pupils covered by the Pupil Premium. From September 2012, schools were also required to publish online information about how they have used the Premium. This ensures that parents and others are made fully aware of the attainment of pupils covered by the Premium.

The Government also provides schools with information about strategies and interventions which can improve the progress and attainment of pupils from poorer backgrounds.

How we use the Pupil Premium

We provide each child eligible for pupil premium with a bespoke package of support, tailored to their own needs and requirements. We look holistically at each child and work collaboratively with parents/carers to ensure the most appropriate package of support for each individual.

Research detailed by the Education Endowment Foundation and the DFE about the efficacy of interventions in the context of Pupil Premium is referred to when we make decisions about which to deliver in the context of our school.

Pupil premium funding for each individual child is put towards the costs of providing support with interventions such as:

Effective feedback on pupil performance

This means that we have trained our teaching staff to use marking and verbal feedback to children in such a way that it helps them to understand what they have learnt and what they need to do next to make good or better progress.

One to one or small group tuition

This is provided for pupils who are not making good or better progress in literacy and mathematics.

Enrichment of the curriculum

We offer a broad range of extra and super curricular opportunities; funding is used to ensure those students who are in the receipt of pupil premium funding can fully access all opportunities.

Careers mentoring

Students are offered a one to one meeting to discuss and identity their aspirations and how their school progress and future choices fits into these ambitions.

Teaching Assistant Support

We use highly skilled Teaching Assistants to support groups of children with a range of need, in order to improve their progress and their attitudes toward school and learning.

Pupil Progress review

We review progress termly and plan and evaluate interventions for children at risk, who might not make at least good or better progress at the end of each year.

Support with Trips

Support with music lessons

Please click here to vie the Pupil Premium Strategy 2018/2019


Please click here to view our SEND Report. 
Please click here to view our Accessibility Plan.

More information can be found by following the links below.

For more information on the new SEN Code of Practice please see:

Please see the DfE publication “Special Educations Needs and Disability a Guide for Parents and Carers, August 2014”:

The NASEN website also has many useful publications:

Annual Reports and Accounts

Please click here for the Avanti Schools Trust Annual Report

Trustees & Directors

Our central core team comprises leading educationalists, HMIs, previous headteachers, previous directors of LEAs, project managers and business and community leaders.

Please click on the link below for information on Trustees and Directors:

Click Here >>

Exclusions arrangements

We are an inclusive school and will work hard to develop strategies to include all children. However, in extreme cases, the school will make exclusions to maintain the health and safety of all our community.

The school endeavours to do all it can to avoid permanent exclusion. However, a permanent exclusion is for extreme and significant breaches of behaviour, for example, physically aggressive behaviour towards others in school. When such cases are considered, referral should be made to the DFE guidance and liaison with the local authority and the Trust will be

Fixed term exclusions are for serious breaches of the school rules. Some examples are:

• refusal to follow staff direction
• stealing school property
• damaging school property
• causing injury to another person
• misconduct when representing the school off site.

If your child is excluded you will be contacted by the school and informed of the reason for exclusion, the length of the exclusion and who to contact should you need support or what to do if you want to appeal the exclusion. (Please see School Behaviour Policy – avanti.org.uk/policies)

All exclusions are reported to the local authority, Trust and the Chair of the School Stakeholder Committee.

The Deputy Principal has the authority to exclude pupils in the absence of the Principal.

Internal Exclusions

Internal exclusions will be at the discretion of Senior Leadership Team (SLT), although the Principal will be kept informed of the status of internal exclusions on a daily basis and will be in response to a culmination of behaviour incidents or extreme and serious single incident.

Internal exclusions will be decided and coordinated by a member of SLT. An internal exclusion is different to a time out/reflection in another classroom.

If a student has an internal exclusion they will be sent with appropriate work to complete supervised by a member SLT.  SLT will inform the students’s parents and record the incident and steps taken to avoid future incidents. The student will be monitored and supported by the SLT, including the SENCO, following the exclusion.

The approximate length of an internal exclusion will be no longer than 30-45min at any one time.

External exclusions will follow guidance from The Avanti Schools Trust School Behaviour policy. Only the Principal and Deputy Principal can exclude children externally. A decision to externally exclude will only be taken when all other possibilities and strategies have been exhausted, including close partnership with the parents to improve the students behaviour.