At Waterloo, disadvantage must never determine a child’s future.

We are committed to ensuring that every child is known well, taught well and included well. This means identifying the barriers affecting each pupil, taking purposeful action to remove them and checking that our response is improving their education.

Our approach is based upon equity rather than identical treatment. Fairness does not always mean giving every child exactly the same. Some pupils may need more teaching, time, resources, encouragement, adaptation or practical support to enjoy the same opportunities and achieve equally ambitious outcomes.

High expectations for everyone

We maintain high expectations for every pupil, regardless of their background, circumstances or starting point.

Disadvantage may affect a child’s opportunities, but it does not define their ability or potential. We do not narrow the curriculum, reduce the complexity of learning or accept slower progress simply because a child is considered disadvantaged.

Our SHINE values underpin this commitment:

• Strive: challenging every pupil to achieve their best;

• Honesty: identifying barriers openly and evaluating whether our actions are working;

• Inclusion: ensuring every child belongs and participates;

• Nurture: providing safety, trust and appropriate support; and

• Excellence: delivering consistently strong teaching and intervention.

Understanding disadvantage

Pupil Premium eligibility is one important indicator of possible disadvantage, but it does not tell us everything about a child.

Barriers may relate to:

• gaps in prior learning;

• limited language, vocabulary or communication;

• insecure early foundations;

• special educational needs or disabilities;

• irregular attendance or persistent lateness;

• mobility or frequent changes of school;

• bereavement, trauma or significant family change;

• emotional wellbeing or mental health;

• housing insecurity;

• limited access to books, technology or learning resources;

• financial pressures;

• caring responsibilities;

• involvement with social care;

• reduced access to enrichment or cultural experiences; or

• several overlapping factors.

Not every pupil eligible for Pupil Premium experiences the same barriers. Some children who are not eligible may also experience significant disadvantage.

We therefore avoid assumptions and consider each pupil as an individual.

Knowing every child

Removing barriers begins with knowing what they are.

Teachers and leaders build a clear picture using:

• information from previous classes, settings or schools;

• assessments and children’s work;

• observation during lessons;

• attendance and punctuality information;

• behaviour, engagement and wellbeing information;

• discussions with pupils;

• conversations with families;

• SEND, safeguarding and pastoral information; and

• advice from other professionals.

Where barriers overlap, school leaders work together around the child. Teaching, SEND provision, attendance, pastoral care, safeguarding and family support are considered as one connected picture rather than as separate issues.

High-quality teaching comes first

Excellent classroom teaching is our most important tool for addressing disadvantage.

Teachers use assessment and their knowledge of pupils to adapt teaching without lowering expectations. This may include:

• clear explanations and expert modelling;

• carefully structured lessons;

• visual and practical resources;

• explicit teaching of vocabulary;

• pre-teaching important knowledge and concepts;

• breaking learning into manageable steps;

• scaffolds which are gradually removed;

• regular practice and retrieval;

• purposeful questioning;

• immediate identification of misconceptions;

• additional guided practice;

• support with communication and language; and

• opportunities for pupils to demonstrate their understanding in different ways.

Support staff are deployed strategically alongside teachers. Their role is to help pupils access strong classroom teaching and become increasingly independent—not to separate them unnecessarily from their teacher or peers.

Assessment, feedback and responsive teaching

Assessment at Waterloo is used to improve teaching, not simply to produce data.

During lessons, teachers continually check what pupils understand through questioning, observation, discussion and review of their work. Feedback helps pupils understand what they have done successfully, address misconceptions and take their next step.

Alongside this daily assessment:

• pupils’ progress is reviewed formally each term;

• leaders examine the progress and attainment of disadvantaged pupils;

• phonics, reading, writing and mathematics are assessed regularly;

• teachers identify knowledge that is insecure or missing;

• pupil progress discussions lead to clear actions; and

• the impact of additional support is reviewed.

When a pupil is not making sufficient progress, we do not simply repeat the same support. We reconsider the barrier, adjust teaching and decide whether a different response is needed.

Targeted academic support

Some pupils benefit from additional teaching or intervention alongside their classroom learning.

Intervention at Waterloo should be:

• based upon an identified need;

• linked directly to classroom learning;

• delivered by appropriately trained staff;

• focused on clear and measurable outcomes;

• time-limited and regularly reviewed;

• designed to build independence; and

• changed or stopped when it is not having sufficient impact.

Support may include additional phonics, reading, writing, mathematics, language or communication teaching. It may take place individually or within a small group, depending upon the need.

Intervention should complement high-quality teaching rather than replace it. We also avoid repeatedly removing the same pupils from subjects, experiences or activities that form part of their full curriculum entitlement.

Attendance and readiness to learn

Children cannot benefit fully from education if they are not in school regularly and on time.

We monitor the attendance and punctuality of disadvantaged pupils closely so that emerging concerns are identified early. Where attendance begins to decline, we work with the child and family to understand and address the barriers.

Support may include:

• regular communication with the family;

• an individual attendance plan;

• support with morning routines;

• pastoral support for the child;

• help following a period of illness or absence;

• planned reintegration;

• liaison with health or external services; and

• Early Help or family support.

This support sits alongside our clear expectation that pupils attend school every day unless they are too unwell to do so.

[Visit our Attendance page]

Wellbeing, relationships and behaviour

Emotional safety and positive relationships are essential foundations for learning.

Some disadvantaged pupils may have experienced trauma, bereavement, family disruption or other adverse experiences. Our calm and predictable routines help all pupils feel safe, while pastoral support can provide an additional response where needed.

We recognise that behaviour can communicate an unmet need. Adults respond with curiosity, calm boundaries and restorative approaches while maintaining high expectations.

Support may include:

• check-ins with a trusted adult;

• regulation and nurture support;

• help with friendships or social situations;

• restorative conversations;

• individual behaviour or support plans;

• support following bereavement or significant change; and

• referral to appropriate external services.

[Visit our Pastoral Support page]

Access to the full life of Waterloo

Disadvantage should not limit a child’s experiences, interests or sense of belonging.

We work to ensure that disadvantaged pupils participate fully in:

• educational visits;

• residential experiences;

• clubs and enrichment activities;

• sport and physical activity;

• music, performance and the arts;

• outdoor learning;

• cultural experiences;

• pupil leadership; and

• celebrations and wider school events.

We monitor participation rather than waiting for families to ask for help. Pupils may be encouraged personally to take part, and practical or financial barriers are addressed discreetly wherever possible.

Families entitled to benefits-related free school meals may be asked to make a reduced contribution—or, in some circumstances, no contribution—towards visits and residential experiences.

No child will be publicly identified as disadvantaged or made to feel different because financial support has been provided.

Learning beyond the classroom

We design homework and home-learning expectations so that success does not depend upon a family’s ability to purchase resources, access technology or provide extensive adult support.

Where an essential resource is required, we will seek to make it available. This may include:

• books and reading materials;

• stationery or practical resources;

• access to technology;

• support to understand a task; or

• an appropriate opportunity to complete learning in school.

Children should not be disadvantaged because particular resources or support are unavailable at home.

Supporting families

Removing a barrier for a family can remove a barrier to learning for a child.

Our staff work with families sensitively and without judgement. Depending upon the circumstances, support may include:

• help applying for benefits-related free school meals;

• access to pre-loved uniform;

• advice about school costs and contributions;

• practical help with attendance and routines;

• translated or accessible communication;

• signposting to benefits, housing or community advice;

• support accessing food, clothing or essential household items;

• Early Help;

• liaison with health, social care or other services; and

• help during a period of crisis or significant change.

Families do not need to wait until a situation has become unmanageable before speaking to us.

[Visit our Family Support page]

How we use Pupil Premium funding

Pupil Premium is additional government funding intended to improve educational outcomes for disadvantaged pupils.

Funding is allocated using national eligibility criteria. However, it is not a personal budget belonging to an individual pupil. Waterloo uses the funding strategically to address the most significant barriers affecting disadvantaged pupils across the school.

Our spending follows the three areas identified within national guidance:

Developing high-quality teaching

This may include:

• professional development and coaching;

• high-quality curriculum resources;

• assessment and diagnostic tools;

• developing teachers’ adaptive teaching;

• strengthening early language, reading, writing and mathematics; and

• improving the deployment and expertise of support staff.

Providing targeted academic support

This may include:

• structured phonics, reading or mathematics interventions;

• communication and language support;

• additional teaching or tutoring;

• carefully planned small-group work; and

• additional support following absence or interrupted learning.

Tackling wider barriers to educational success

This may include:

• attendance support;

• pastoral and emotional wellbeing provision;

• family and Early Help support;

• enrichment and cultural experiences;

• help with practical barriers to participation; and

• resources which enable pupils to access learning.

Funding decisions are evidence-informed and based upon our knowledge of Waterloo’s pupils. An approach may support an individual child, a group of pupils or a wider whole-school improvement where there is clear benefit for disadvantaged pupils.

Checking whether we are making a difference

We evaluate outcomes, not simply the number of activities delivered or the amount of money spent.

At least every half-term, leaders consider:

• pupils’ rate of progress;

• attainment and gaps in knowledge;

• attendance and punctuality;

• behaviour, engagement and regulation;

• access to teaching and intervention;

• participation in clubs, visits and leadership;

• pupil and family feedback; and

• whether identified barriers have been reduced.

Where an approach is not making enough difference, it is adapted or discontinued. This review informs our School Development Plan and future use of Pupil Premium funding.

The Assistant Headteacher for Inclusion leads this work, with oversight from the Headteacher and scrutiny through Mersey View Learning Trust’s governance arrangements.

Pupil Premium Strategy Statement

Our published strategy explains:

• the barriers identified at Waterloo;

• the outcomes we are seeking;

• how our Pupil Premium funding will be used;

• the evidence supporting our chosen approaches; and

• the impact of the previous year’s spending.

The strategy is reviewed and updated annually using the Department for Education’s required template.

[Download our Pupil Premium Strategy Statement 2026–2027]

Inclusion Policy

Our Inclusion Policy sets out Waterloo’s wider commitment to equity, adaptive teaching, early intervention, family partnership and the systematic removal of barriers.

[Download our Inclusion Policy 2026–2027]

Who can I speak to?

Your child’s class teacher or Early Years key person should usually be your first point of contact.

For wider questions about provision for disadvantaged pupils, families may contact:

Mrs Ruth Jones
Assistant Headteacher for Inclusion

Email: admin@wps.mvlt.co.uk
Telephone: 0151 928 4274

Please speak to us if financial pressure, attendance difficulties, changes at home or another concern may be affecting your child. We will listen, treat the information sensitively and help identify the most appropriate support.