Identify and address inclusion issues with targeted children identified to have significant social and emotional issues so that their behaviour does not become a barrier to their learning and that of their peers. Provision will enable children to function effectively in a mainstream class in the future without significant intervention. Learning Mentors used to support the delivery of interventions focusing on developing social and emotional skills with identified groups of pupils. Learning Mentors delivering Social and Emotional focused work: Rocket Room 1x fortnightly Worry Group 1x weekly 1:1 provision 1 x weekly per child Individual need will be reviewed half termly and where necessary new children will enter the programme/specific work identified. Learning Mentors to complete Boxall Profiles for all children accessing group provision linked to social skills and development. Review and analyse impact of provision using the Boxall Profile data. Learning Mentors to support in class for those children that need more focussed supervision. SENCO and Learning mentor released to attend CAF, TAC and TAF meetings to identify ways to effectively support vulnerable children and families. Consultation work delivered by the schools link Educational Psychologist: Helen Regan 100% children demonstrated improvement in the majority of areas of their boxall profile demonstrating an increase in social skills and confidence. Children that showed an increase in anxiety at the start of the school day now enter school in a positive manner ready to learn. Those children that had more intense support on a 1:1 basis had parental meetings initially to improve home school communication. Targets were set and monitored. Learning mentors arranged a number of parental meetings regarding attendance and punctuality. Not all meetings were attended by parents, but on these cases written communication was sent outlining the school policy around attendance and punctuality which outlined the next steps that the school would be taken. Those meetings that were attended by parents has seen an improvement in that Child’s attendance and/or punctuality.
Learning Mentor and Business Manager to work in liaison to target specific individuals and families with persistent lateness and absence. SENCO to work closely with external agencies and parents to reduce the number of exclusions through ensuring appropriate provision is implemented for pupils. Activities and extra-curricular activities such as Dance connections and Karate sessions used in order to engage disadvantaged pupils, raise self-esteem and develop positive learning behaviour. The learning Mentor and Business manager arranged parental meetings with the school nurse to try and put support in place for those children that parents have communicated that they have health issues impacting on their attendance. No parents attended these meetings. Increased sessions of Karate have been introduced during the school day to engage more children and to promote positive behaviours. Continue to accelerate attainment for looked after child in Y6, and those who are working well below national in reading. To provide additional support in classrooms for identified PP children groups through intervention programmes: Toe by Toe daily support Read, Write Inc Phonics – 1:1 support Fresh Start (Small group intensive tuition) Beanstalk Reading Support 2x weekly (3 pupils). Termly PEP reviews held to discuss progress with Telford and Wrekin Social Care Team to be attended by R. Wilson. Regular meetings were held to ensure progress was being accelerated. PEP reviews were held with Telford and Wrekin Council social Care team to review progress termly and to establish next steps and future targets. ARE was achieved in the Reading SAT at the end of KS2.
Key Stage 2 focus. Focus will be given to all year groups to ensure progress is at least good and attainment is raised. Read, Write Inc - Phonics Toe by Toe Y6 English booster club Y6 Maths booster Whole school thematic approach to accessing reading linked more closely to curriculum topics is being trialled for the course of the Summer term with impact of raising standards in reading to be evaluated in July. To ensure equal access for all children to additional experiences to enhance the curriculum Residential offer to all pupils, subsidised where needed: Y2 Kingswood Forest School Y6 Arthog outward bounds Music 2 the 4 Class day trips /visitors to school University Trips Transition project All subsidised where needed linked to curriculum emphasis Learning mentors to attend residential and class day trips where necessary to support vulnerable learners. Termly summaries to Governors to analyse impact of pupil premium spending took place between RW, AC and GH. Social, emotional, health and wellbeing opportunities raised confidence and provided pupils with a greater ability to face challenges and increase team building skills. Ensure Speaking and listening skills are a priority for EYFS children who were underperforming and for language poor children throughout school. Implement new language programme, ‘Welcome’ within Nursery / Reception to develop speaking and listening skills of learners. Implement the programme: in the Reception Yr1 class to support the development of speaking EYFS Leader / English SL / Assistant Head to assessed the impact of ‘Time to Talk’ and ‘Welcomm programme’ reported findings to governor champion through termly governor reports.
and listening skills for those children now in year 1 who underperformed at EYFS. EAL lead teachers to conduct language audit of children across school to establish language groups from Nursery – Year 6. LSAT to support with the delivery of language training throughout school. Children demonstrated increased confidence and appropriateness in communication attempts with others. Increased participation in speaking in EYFS / Reception, increased attainment. 100% of Nursery and Reception pupils made accelerated progress in Speaking and Listening. Support PP families identified as having difficulties through CAF / TAC/ TAF provision through additional provision SENCO released for all CAF / TACs , encouraged to be held within school to build parent confidence and relations with school, transparent process. Support in devising strategies to support at home and school Families supported through the CAF/TAC process have demonstrated increased confidence in identifying and managing concerns raised and have now built positive relationships with school. Barriers to learning have been removed through the implementation of individualised plans implemented effectively through external agencies working in cooperation and coordination with school and families. Continue to access Psychological Support Service, and Core Behaviour Support Service Enhanced training for staff and increased support for families / CAHMS involvement for children considered to be ‘at risk’ emotionally or with specific complex behaviours Identified families continued to receive appropriate and valuable support providing structured support. Identified pupils demonstrated more positive learning behaviour and are now