At Marner, we are proud to be an ambitious and inclusive school, committed to the success and wellbeing of every child. As we move into the next academic year, our focus remains on continuous improvement across all areas of school life.

Marner Primary School is a vibrant, inclusive school in Tower Hamlets. We are committed to creating a learning community where every child is safe, valued, and inspired to thrive. Our vision is captured in our strapline: Inspire, Empower, Achieve.

We work in partnership with families and our wider community to develop confident, curious and compassionate learners who are equipped to contribute positively to society.  

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

We will consider the challenges faced by vulnerable pupils, including those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

We know that there is a growing demand for special educational needs and disabilities (SEND) support and that disadvantaged children are over-represented in every category of SEND. We recognise the double disadvantage for those pupils who are eligible for Free School Meals (FSM) and have SEND (Sutton Trust, October 2025) and are reviewing our approach (including early identification, practice, and available support) to ensure it meets the needs of our disadvantaged pupils with SEND.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. 

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. We believe that the approaches we have adopted complement each other to help pupils excel.