Primary with disadvantaged intake

[Apathyisthenewblah]

We didn't get any of our preferences for primary school admissions and have been offered a school which while rated good by ofsted was previously in special measures.
It has a high level of pupil premium pupils and is generally viewed locally as where children go if their parents are not bothered about their education (not saying I share this view). Most parents from our background in this area go to church to get their kids into church school by feigning interest in a deity for as long as it takes to have their attendance noted!
Does anyone have experience of their child attending a school with lots of kids from a different background? Did this impact on their ability to make friends or their aspirations?

DH and I fought to get DD into an inner-London primary which had nearly 70% FSM, over 80% EAL and over 28% SEN. We moved out of London and DD now commutes in every day (over an hour on the train plus tube and a walk).

School is fantastic, DD has friends from all backgrounds/religions/races/socio-economic groups (parents range from unemployed single mothers who have serious problems to leading QCs to renown artists). I get on with all the other parents and haven't found any issues with parties and playdates - have been invited to some incredible parties in the African communities that are truly memorable for the amazing food let alone anything else.

The staff have high expectations both in behaviour and academically and the results are phenomenal.

Turned out DD is very dyslexic and the staff were the ones who spotted it, organised all the EP testing and a full programme with the SENCo, plus they make the effort to let her do some work in a way that doesn't involve writing from time to time.

Still can't quite believe that we are not paying through the nose for the quality of education that she gets and the amazing opportunities that they have for music, drama etc.

Often schools with a very disadvantaged intake can access programmes, funding and opportunities that the more MC schools can't.

Many of our friends looked horrified when they saw the stats on our choice of primary - now it's a case of local parents leaving the local indies if they manage to get a place.

So don't panic - see how it goes, and if you need to, you can always supplement at home.

Grab the place and embrace it. Some of the schools near us are as you describe but when I visited them I was bowled over by the dedication of the staff and the rich diverse experience the kids get. They learn to accept anyone and everyone. My DC have tons of ESL and bilingual DC in their classes and DC that arrive with no english. They understand that some people live in huge houses but some live in flats. They understand that some DC have one parent, some DC have siblings that dont live with them, some DC have 2 mummies or daddies and kids come in all colours shapes and sizes. They are familiar with all religions and those who have none.
They dont care about it all as an adult might.
They just want to learn and have fun and make friends and they are learning a massive amount of life skills, tolerance, acceptance and things that you cant always teach at home as effectively.

And yes schools with high % pupil premium often spend it on a huge range of enrichment activities and extra resources that small church schools would weep over.

Be careful about PP spending. Ofsted are very keen that it is targeted for the PP children to raise attainment and progress and not scattergunned around children for who do not need it. If the PP children are not making good progress, they ask serious questions. Every school must evaluate the spending and progress of the PP children and schools must account for the PP funding being very precisely targeted to the PP children. It is not general budget for everyone in the school and better off parents should not expect to have it!!!

It more that if 80% of DC have PP then the schools often invest in extra resources that in effect are shared. I know some schools use it to fund extra after school / lunch clubs or extra TAs to support the teacher so that the teacher has more time etc

Yes but if those initiatives do not work and attainment and progress are unchanged it could be altered to peer to peer tutoring for example. TA time is a classic one if not targeted directly to the PP children because research has shown it to be ineffective and expensive. So looking at a school on the basis of PP funding is not a good idea because it may only help your child at the margins. Also 80% is abnormal! Very abnormal!