What we offer for previously looked after children

The Designated Teacher at RGS is Mr Southon

If you would like Redland Green School to claim funding for your child under the PP+ benefit (£2,690 2026/27) you will need to identify your child as being Previously Looked After (PLAC) by providing proof of being in care and the current court order (adoption special Guardianship or child arrangement order). Please be aware that your child will be disclosed on the census if we claim PP+ funding on your behalf.

Children adopted inside or outside of England

These children will have priority placements and the school can claim PP+ funding this includes children born outside of England and Wales.

Core Offer

Schools do not have to spend Pupil Premium funding to solely benefit eligible pupils. As identified by the Education Endowment Foundation and the Sutton Trust, improving the quality of teaching is the most effective way of improving outcomes for disadvantaged children. 

Some of the funding will go toward small group Maths and English tuition, writing and maintaining pen portraits funding school trips, revision guides in year 10, help towards music lessons and putting a named key worker in place. 

Oversight of the effective use of this funding will be carried out by Mr Nick Lind (Deputy Head), Mr Tom Wilson (Pupil Premium achievement Lead) and Mrs Maddie Colbert (Family Support Worker).

Contact

Mr Tom Wilson - Pupil Premium Achievement Lead

Mrs Madelaine Colbert - Student and Family Support Worker

pupil-premium@redlandgreen.bristol.sch.uk

Consent

You will need to consent as to whether or not it will benefit your child as a Previously Looked After Child (PLAC). Teaching staff, Progress Mentors, Counselors, Careers (advice and guidance), Wellbeing Leads, Behaviour support, Pastoral Staff, Tuition staff, Safeguarding staff, Trips etc... can all be fast tracked if it is known that your child is PLAC. It will allow our staff to use their trauma informed training to the greatest extent.

Trauma informed practice

At Redland Green School, we are committed to being a trauma-informed school. This means we recognise that some of our students have experienced difficult or distressing events in their lives – such as bereavement, family instability, or other adverse childhood experiences – that can significantly affect their ability to learn and thrive .

Research shows that trauma can impact the developing brain, making it harder for young people to regulate their emotions, concentrate in lessons, and form trusting relationships with adults and peers . We believe that understanding these challenges is essential to supporting every student to reach their full potential.

What does this mean in practice?

Being a trauma-informed school means we take a compassionate, evidence-based approach to supporting our students . Our staff are trained to:

• Look beyond the behaviour – We understand that difficult or withdrawn behaviour is often a sign of underlying need, not defiance. We take time to understand the 'why' behind a student's actions and respond with empathy and support .
• Create a safe, predictable environment – We build consistent routines and warm, trusting relationships, so our students feel secure and ready to learn .
• Support emotional regulation – We teach students how to recognise and manage their emotions, using strategies such as daily check-ins and calm, supportive spaces within school .
• Build positive relationships – We believe that every student needs a champion – someone who knows them well and believes in them. Our pastoral team, tutors, and mentors work hard to build strong, supportive connections with all our students.

Why does this matter?

We know that when students feel safe, valued, and understood, they are far more likely to engage with their learning and achieve their potential . Our trauma-informed approach is not about lowering expectations – it is about removing the barriers that prevent students from accessing their education, so that every child can succeed.

We are proud to be a school where every student is seen, heard, and supported to thrive, no matter what challenges they may have faced.