Disadvantaged students must receive targeted support to help close learning gaps and achieve success. Teachers should know their students well in order to plan personalized interventions based on data. Effective practices include using cooperative learning, targeted questioning, checking for understanding, and specific feedback to challenge and support disadvantaged pupils.

1. Focus Area Effective practice
Disadvantaged
Students
Disadvantagedstudents must be supported to make accelerated progressand achieve wellinyour lessons. Disadvantaged
students include the full range of abilities and have a range of needs. Knowingyour students well andusing the data to plan
personalisedinterventions is essential to closing the learninggap.
What this looks like:
 Students have a positive perception oftheir potentialinthe subject.
 There is evidence of metacognitive questioning/processes/feedback.
 Questions are targeted/planned to challenge/provide access for disadvantaged pupils.
 Cooperative learning andpeer tutoringare usedas a strategyto support learning.
 Seating arrangements have been consideredto maximise student potential (students have accessto wider
background knowledge/context throughpairings/placedto allow immediate teacher intervention.)
 There is evidence that understandingis checked.
 There is evidence of personalised/targeted/specific feedback (verbal/written) for disadvantaged students.
 Positive reinforcement of behaviours and actions eg homeworkandclasswork that is completed to a high
standard, exhibiting positive behaviour for learning.
 Teachers double checkhomework instructions andrequirements withstudents to ensure theycan access
independent work.
 Teacher supports any‘lost learning’ byhavingresources ready and catchingup missedwork.
Date/
teaching
group/
students
Areas of Strength Areas for development
FEDERATION FOCUS FORTNIGHT 1
DISADVANTAGED STUDENTS