Ofsted has recently strengthened its focus on “belonging” and the government has made it a key plank of its reforms. Catholic schools have always aimed to have this focus, making sure everybody understands their purpose, what they’re called to be in life and that they’re loved. This means knowing every staff member and child, and them knowing they’re valued and can contribute. We understand the child who doesn’t come in, so get them to do the register or give out the milk and feel part of the school. It’s a relational culture, which across our trust has resulted in halved part-time timetables, reduced alternative provision and fewer suspensions. Pupil premium is the government’s measure for disadvantage. A Catholic school should provide for all disadvantaged children, pupil premium or not, so we have an additional list. Each term every disadvantaged child is given high-quality literature hand-picked by their teacher because they know them enough to know what they might like. Similarly, many disadvantaged families struggle booking after-school activities. So we ask them what activities their child wants. Therapy support has a waiting list and is expensive, so we trained adult and child counsellors and play therapists. Nearby schools also use them, providing a service for the community. In pupil progress meetings we ask teachers what makes pupils tick, not just academically. We ask them about family set-up, and their likes and dislikes. Martial arts One teacher didn’t know enough about a child who was often absent. They discovered the pupil did mixed martial arts but couldn’t compete because of transport. We removed that barrier by helping to fund some transport costs. The pupil is now succeeding in competitions and coming into school, and their mother is more free to apply for jobs because of the improved attendance. For misbehaviour we focus on less punitive measures, and more on natural consequences. If a pupil throws food during lunch we don’t just put them in detention. They have to pick up the food they threw – along with all food dropped – to understand they’re making the jobs of dinner staff harder. In 2024 Ofsted published Strong foundations in the first years of school, identifying what was wrong in early years foundation stage (EYFS) and year 1. It found sentences being taught when children couldn’t form letters, addition when they couldn’t subitise. It looked at executive functions, self-regulation and concentration. This was our passport to be able to change things. Every child in our EYFS was screened for speech and language across six schools with different intakes from different socio-economic groups. Two thirds weren’t on track. Toolkit We developed an early identification toolkit, determining foundational skills milestones pupils should meet, depending on development. If not, timetables are adapted as they won’t progress without the learning of those first six weeks. It’s now half who are not on track. Because our pupils have such varied life experiences we see development in stages, not ages, something Ofsted is recognising. Staff support pupils in small groups or individually. With six or more in a class needing intervention we provide it for everyone, as reinforcement. Our mantra is “essential for some, harmful to none”. The Education Endowment Foundation says good teaching benefits all, with its greatest impact on those most disadvantaged. Catholic schools educate disproportionately more from the most disadvantaged backgrounds, which ends up helping everyone. With surplus space we offer educational development and emotional nurture (EDEN) provision for those who’d otherwise be in specialist schools or at home. With car boot sale toys, it’s not AP but a base to bring pupils in. They attend their mainstream class, even for a short time, practising social and foundational skills. A former pupil who made great progress even returned to open an EDEN resource, telling us that, with his adoptive parents, we were the only ones who believed in him. As a teacher, he is a reminder of what our profession can do to help children achieve for themselves.