Outcomes for Disadvantaged and SEND Pupils
Outcomes for Disadvantaged Pupils and Pupils with SEND
High Expectations, Exceptional Ambition and Strong Outcomes
At Haslam Park Primary School, we are immensely proud of the achievements of our children, particularly given the unique and complex context in which we work.
Our school serves a community experiencing significant socio-economic disadvantage, with high proportions of pupils eligible for additional support, children with special educational needs and/or disabilities (SEND), pupils who speak English as an additional language (EAL), and children who join us at different stages of their education.
We are absolutely clear that disadvantage, additional needs or differences in starting points must never become a reason for lowering expectations.
On the contrary, our context makes us even more determined to provide an ambitious curriculum, high-quality teaching, carefully targeted support and the wider experiences our children deserve.
Our belief is simple: children's starting points must not define their end points.
National Recognition for Disadvantaged Pupils' Achievement
In January 2026, we were exceptionally proud to receive correspondence from the Secretary of State for Education recognising the outstanding achievements of our disadvantaged pupils at the end of the 2024/25 academic year.
The letter confirmed that Haslam Park's disadvantaged pupil outcomes placed the school among the very best nationally.
This recognition is particularly meaningful given the significant levels of disadvantage within our school community.
It demonstrates that high expectations and a sustained commitment to removing barriers can make a substantial difference to children's educational outcomes.
We are proud that our disadvantaged pupils have achieved such strong outcomes, and that the work of our children, staff and wider school community has been recognised nationally.
Strong Academic Achievement in Our School Context
Our published 2025 Key Stage 2 outcomes demonstrate the high academic expectations we hold for our pupils.
74% of pupils achieved the expected standard in reading, writing and mathematics combined, compared with approximately 62% nationally.
This is particularly significant in a school where more than half of pupils are eligible for free school meals and where a substantial proportion of children are learning English as an additional language.
Our results demonstrate that ambitious academic expectations and an inclusive school culture can exist together.
We recognise that each cohort is different and that outcomes must be understood alongside pupils' individual needs and starting points. Nevertheless, these results provide important evidence of what our children can achieve.
SEND: Ambition, Inclusion and Meaningful Achievement
We are equally proud of our commitment to pupils with SEND.
Haslam Park has developed a positive reputation within our local community for welcoming and supporting children with additional needs. We recognise that families place considerable trust in us because of our inclusive approach and commitment to understanding individual children.
Inclusion at Haslam Park is not simply about providing a place in our school. It is about ensuring that every child belongs, participates, learns, develops independence and achieves.
We recognise that outcomes for pupils with SEND must be evaluated thoughtfully and individually.
For some children, success may be reflected in achieving age-related academic expectations. For others, meaningful achievement may include developing communication, securing essential knowledge, improving independence, overcoming barriers to participation or making sustained progress towards individual learning outcomes.
These achievements matter enormously, but they do not replace our commitment to ambitious academic learning.
Our teachers, SENDCO and support staff work together to identify needs, adapt teaching, provide targeted support and evaluate the difference our provision makes.
We are determined that children with SEND should experience the same high aspirations, rich curriculum and sense of achievement as their peers, with appropriate support to enable them to succeed.
Understanding the Difference We Make
At Haslam Park, we know that successful provision is not measured simply by the number of interventions delivered or the resources available.
What matters is the impact on children.
We therefore consider a wide range of evidence when evaluating outcomes, including:
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Academic attainment and achievement over time.
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Progress from individual starting points.
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Development of reading, writing, mathematics and wider curriculum knowledge.
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Progress towards individual SEND outcomes.
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Improvements in communication, independence and participation.
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Attendance, engagement, wellbeing and readiness to learn.
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The impact of targeted interventions and additional support.
We use this information to identify what is working well, recognise where further improvement is needed and ensure that our resources and expertise are directed towards the pupils who need them most.
Our Commitment to Sustained Improvement
While we are immensely proud of our achievements and the national recognition our disadvantaged pupils have received, we are never complacent.
We continue to evaluate outcomes carefully, including the experiences and achievements of pupils with SEND, disadvantaged pupils and those facing multiple barriers to learning.
We recognise that strong outcomes are achieved through sustained effort, high-quality teaching, effective leadership and a school culture in which every child is known and valued.
Our context does not excuse lower outcomes. It makes securing the very best outcomes even more important.
At Haslam Park, we will continue to work tirelessly to ensure that every child has the knowledge, confidence, skills and opportunities to succeed.
Because where a child starts should never determine how far they can go.
Together we explore, learn and grow.
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