zilongwang/ReadingBank huggingface dataset:
Indiana College and Career Pathway Plan – State Model Cluster: Agriculture Pathway: Horticulture & Landscape Management Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Introduction to Agriculture, Food & Natural Resources World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Plant & Soil Science ** Horticultural Science Digital Citizenship; Personal Financial Responsibility World Language 11 English 11 Algebra II **Advanced Life Science Plants US History **Landscape Management I World Language 12 English 12 Math or Quantitative Reasoning Government Economics **Landscape Management II Fine Arts State specified Pathway Assessments: Dual Credit Exams Industry Recognized Certification: NA Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College Vincennes University Purdue University AGRI 116 Survey of Horticulture LAND 102 Landscape Management LAND 103 Landscape Management HORT 105 Introduction to Landscape BTNY 11000 Introduction to Plant Science
Indiana College and Career Pathway Plan – State Model Cluster: Agriculture College & Career Pathway: Life Sciences Concentration: Natural Resources Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Introduction to Agriculture, Food, & Natural Resources Digital Citizenship; Personal Financial Responsibility 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Natural Resources World Language 12 English 12 Math or Quantitative Reasoning Government Economics Sustainable Energy Alternatives Fine Arts World Language State specified Pathway Assessments: Dual Credit Finals Industry Recognized Certification: NA Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College AGRI 115 Natural Resources Management
Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Evaluation of Progress Enhance the enrichment opportunities for all pupils Develop funding program for PP chn – all trips paid for to ensure full participation. Identify extra-curricular opportunities and target PP chn to participate. Partner with Kind Edwards Grammar scheme to target PP chn for enrichment activities to build on last year’s successful program. Teachers have stated that class work following a school visit or input from a specialist teacher is greatly enhanced. After school clubs allow children to follow key interests, thus raising self-esteem and allowing a greater enjoyment of school life. This has a positive impact on achievement. Feedback from parents and children has highlighted that certain key groups have limited experience of life outside the local area and therefore, their lack of wider life experiences is having a negative impact on their ability to discuss wider issues and to be able to describe situations from direct experiences. A member of staff has responsibility to and ensure extra-curricular clubs enhance the curriculum. Termly meetings are held with the HT to ascertain value and the impact of clubs. The curriculum co-ordinator has led the review of curriculum enhancement to identify school visits with the greatest possible level of impact on pupils. Feedback from teachers and monitoring of outcomes will be used to ensure specialist teacher visits are valuable. EYFS/KS1: £7580 KS2: £7580 Total budgeted cost £15,160.00
Indiana College and Career Pathway Plan – State Model Cluster: Health Science Career Pathway: Nursing Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Nutrition & Wellness Digital Citizenship; Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Interpersonal Relationships Human Development & Wellness or Child Development World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Health Science Education I (may include**Medical Terminology) World Language 12 English 12 Math or Quantitative Reasoning Government Economics **Health Science Education II (may include**Anatomy and Physiology) Fine Arts State specified Pathway Assessments: NCHSE Core Foundations; Nursing or Nursing Assistant programs may use the Certified Nurse Aide (CNA) Industry Recognized Certification: Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Vincennes University APHY 101 Anatomy & Physiology I HLHS 100 Introduction to Health Careers HLHS 101 Medical Terminology HLHS 107 CNA Preparation (CNA Prep – certification, HC support, and 1 credit toward Nursing degree) HIMT 110 Medical Terminology BIOL 111/111L – Essentials of Human Anatomy and Physiology
Indiana College and Career Pathway Plan – State Model Cluster: Information Technology Pathway: PC and Network Support Concentration: Network Support Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Digital Citizenship, Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization **Information Communications and Technology World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Computer Tech Support World Language 12 English 12 Math or Quantitative Reasoning Government Economics **Infrastructure of the Internet Fine Arts State specified Pathway Assessment: Dual Credit Finals Industry Recognized Certification: IC3, Strata, Microsoft Office Specialist Expert, A Plus, Cisco IT Essentials, Cisco CCENT Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Vincennes University CINT 106 Micro Operating Systems CINT 108 Linux Fundamentals CINT 115 IT Essentials CINT 116 PC Technician CINT 160 Cisco Exploration I CINT 161 Cisco Exploration II CMET 240 Computer Maintenance I CPNS 101 LAN Basics and OSI Model CPNS 102 WAN Basics and Routers CPNS 150 Computer Telecommunications
We: Confirm that we are duly authorised to submit this declaration on behalf of the applicant organisation. Confirm that this application has been authorised by the management committee, other governing body or board. Confirm that we have read the Peterborough Plus VCSE Consortium Membership Prospectus and that we share the values of Peterborough Plus. Certify that the information given in this application is true and confirm that any enclosures are current, accurate and adopted or approved by our organisation. Understand that, if we make any seriously misleading statements (whether deliberate or accidental) at any stage during the application process, or if we knowingly withhold any information, this could make our application invalid. Understand that the Verification Panel may request additional information from us in support of our application. Understand that the decision of the Verification Panel is final. Understand that a copy of this form and any supporting papers, together with the written decision of the Verification Panel, will be retained on record by the Peterborough Plus. Agree, if this membership application is successful, to abide by the standing orders and rules of Peterborough Plus. Person One (Main Contact) Name (please print) Position Dated Person Two Name (please print) Position Dated Once complete, please email the form to Leonie.McCarthy@pcvs.co.uk or print and post to Leonie McCarthy Peterborough Plus VCSE Consortium PCVS 3 Lincoln Court Lincoln Road Peterborough PE1 1RT
Indiana College and Career Pathway Plan – State Model Cluster: Manufacturing & Logistics Pathway: Logistics & Supply Chain Management Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Digital Citizenship, Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Introduction to Advanced Manufacturing & Logistics **Introduction to Business; Fine Arts World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Warehouse Operations & Material Handling World Language 12 English 12 Math or Quantitative Reasoning Government Economics **Supply Chain Management & Logistics ** Business Law & Ethics State specified Pathway Assessment: Dual Credit final exams Industry Recognized Certification: Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College Vincennes University BUSN 101 Introduction to Business BUSN 102 Business Law LOGM 127 Intro to Logistics ADMF 115-Materials and Processes for Manufacturing MGMT 100 Introduction to Business PRDM 100 Supply Chain Logistics Management PRDM 272 Transportation
Indiana College and Career Pathway Plan – State Model Cluster: Manufacturing Pathway: Precision Machine Technology Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Digital Citizenship, Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Introduction to Advanced Manufacturing & Logistics Computers in Design & Production or Computer Integrated Manufacturing World Language 11 English 11 Algebra II 3rd Core 40 Science US History ** Precision Machining I World Language 12 English 12 Math or Quantitative Reasoning Government Economics ** Precision Machining II Fine Arts State specified Pathway Assessment: Dual Credit Assessment from Postsecondary Institution Industry Recognized Certification: National Institute for Metal Working Skills (NIMS) Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College Vincennes University MTTC 101 Intro to Machining MTTC 105 Abrasive Processes I MTTC 110 Turning and Milling PMTD 110/110L Manufacturing Processes and Lab PMTD 117 Basic Machining I PMTD 118 Basic Machining II
Indiana College and Career Pathway Plan – State Model Cluster: Manufacturing Pathway: Welding Technology Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Digital Citizenship, Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Introduction to Manufacturing or Introduction to Advanced Manufacturing & Logistics Computers in Design & Production or Introduction to Engineering Design World Language 11 English 11 Algebra II 3rd Core 40 Science US History **Welding Technology I World Language 12 English 12 Math or Quantitative Reasoning Government Economics ** Welding Technology II Fine Arts State specified Pathway Assessment: Dual Credit Final Exams or AWS SENSE Certification: Level 1 Modules 2, 3, 8(units 1 and 3), and 9; + 1 Welding Process Industry Recognized Certification: AWS SENSE Entry Level Certification Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College Vincennes University INDT 114 Introductory Welding WELD 108 Shielded Metal Arc Welding I WELD 207 Gas Metal Arc (MIG) Welding WELD 100 Welding Processes WELD 101 Oxy-Acetylene Welding WELD 103 Gas Metal Arc Welding WELD 102 Shielded Metal Arc Welding
Training for CT and TAs HLTAs to provide additional support Additional CTs to provide interventions The gap between DP and NDP in phonics will close GLD showed gap between DP and NDP to be -13% Phonics + 4 months Learning walks Analysis of data Work scrutiny Mock phonics assessments KR Mental health first aid training Training and support from specialists (CAMHS) Children will have improved mental health Increase in the number of children suffering with a mental health issue Pupil surveys Number of mental health referrals Feedback from families JA JA LM Mind to be kind project I am awesome project Children’s resilience will increase, self-esteem and confidence levels will improve Previous positive outcomes from Mind to be kind project Results from pupil surveys show lack of confidence and self-esteem Social and emotional learning + 4 months Pupil surveys Feedback from families Pre/post questionnaires CC SW LH AW Additional TA hours to provide lunchtime clubs/groups: yoga, colouring and computing External provider to provide sports provision Quiet reading areas Children who struggle with unstructured time (play and lunch) will have an alternative provision at lunchtimes Need previously identified on pupil questionnaires. Previous positive feedback from pupils and families after strategy was put into place Decrease in blue cards Pupil surveys Feedback from families Amount of blue cards JA KR Small group and 1:1 interventions Trained staff to deliver intervention packages and bespoke behaviour interventions (lego therapy, Lexia, Nessy…) Outside agencies will provide bespoke support where necessary The gap between DP and NDP pupils will continue to close and will not be a barrier to learning Positive outcomes previously Small group tuition +4 months 1:1 tuition + 5months Behaviour interventions + 3months Learning walks Analysis of data Work scrutiny Pre/post assessments LM
Children show improved self-esteem, confidence and classroom learning Children will be given opportunity to experience a range of activities, which help develop the potential of each child as an all round individual. Additional curriculum opportunities and clubs Drama Sports Chess Residential trips, sports or music coaching, swim support £1500 £400 (swim) £600(music) £30 per child plus £200 per Y6 Total = £6500 Children are identified as having a need for an enriched curriculum which in turn will help to inspire their learning Children will be able to develop full potential as well rounded individuals through curriculum enrichment. As requir8ed and on-going – SG, SC, JL £6500 Total budgeted cost £83,720 Review of expenditure Previous Academic Year Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Children received their targeted support in reading and comprehension. Small group work with qualified teacher Other approaches
Indiana College and Career Pathway Plan – State Model Cluster: Law, Public Safety, Corrections & Security Pathway: Criminal Justice Core 40 with Honors High School Graduation Plan* *This is a SAMPLE plan for schools to use in planning. Course sequences and grade level in which courses are offered may vary according to local policies, practices and resources. Students should enroll in Indiana Career Explorer, complete interest inventories, and investigate careers in clusters & pathways prior to or during the time they create their individual Pathway Plans. SECONDARY Grade English/ Language Arts Math Science Health/PE Social Studies CTE/Career Preparation Courses for this Pathway Other Elective Courses for this Pathway 9 English 9 Algebra I Biology Health & Wellness/ Physical Ed Preparing for College & Careers; Computer Applications, Personal Financial Responsibility World Language 10 English 10 Geometry Chemistry Geography/History of the World or World History/Civilization Interpersonal Relations Speech/Communications or Fine Arts World Language 11 English 11 Algebra II 3rd Core 40 Science US History ** Criminal Justice I World Language 12 English 12 Math or Quantitative Reasoning Government Economics ** Criminal Justice Advanced Course Fine Arts State specified Pathway Assessment: Dual credit final exams Industry Recognized Certification: Postsecondary Courses Aligned for Potential Dual Credit** **See individual Course Frameworks for alignment of high school course standards and postsecondary course objectives Ivy Tech Community College Vincennes University CRIM 101 Intro to Criminal Justice Systems CRIM 113 Criminal Investigations LAWE 100 Survey Criminal Justice LAWE 106 Intro to Traffic Control LAWE 150 Intro to Criminology LAWE 160 Criminal Investigations
Community, Sports Leadership L3 Course beneficial to their needs and interests. Reporting such as PASS and ClassDojo show improvements in attitude and attendance. Whole School Specifically Targeted Interventions £4,555.50 One to One tutoring/mentoring Pupil premium pupils identified as in need of additional support engage in one-to-one sessions and show accelerated progress and expected/better than expected to that of their non PP peers Support strategies implemented to improve attendance and behaviour across all sites and support pupils to engage with their learning. Termly SIMS reporting to show progress / attainment as good as or better than their non PP peers. Lancing Dramatherapy Sessions £3,263.00 KS3 and 4 pupils take part in a 10 week Dramatherapy course Pupils have the opportunity to explore personal issues and develop better self-esteem, self-awareness and coping strategies for stressful situations. The Behaviour Matrix and strengths and difficulties questionnaires show improved self-confidence, social interaction, behaviour and engagement in learning. These are completed week 1 and week 10 with a mid-term review. Summary of Evidence and Impact
Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost To ensure all pupils have access to quality adult interactions to increase progress Free additional hours EYFS provision Free drop in provision PP children that face disadvantage through barriers at home to have increased support above 15 hours for lunch and additional sessions Highly successful in increasing progress in language, behaviour, nutrition and learning £1,000 To ensure that all pupils can access the full programme of educational visits and activities Subsidised costs of educational visits, dance club, sports club All pupils have been able to participate in full programme of educational visits and activities To continue to offer subsidised educational visits and club programme to all PP pupils 2026/17 £1,000 To offer recorder tuition for pupils who wish to learn the piano Free access to recorder lessons for PP pupils PP pupil have had the opportunity to take up recorder lessons if they wish to learn. To continue to offer free piano lessons to all PP pupils 2016/17 £600 Review for 2015/16 spending and impact Aims for spending strategy for £31,650 To raise aspiration and opportunity for this group of learners To reduce gap between FSM pupils and Non FSM pupils across subjects to ensure that we make a real lifelong difference to address inequalities To increase FSM pupil access to effective provision and resources Target FSM pupil to attaining highest outcomes Impact In 2015/6 our Ever6/FSM pupils exceeded national averages in attainment across subjects and made good progress compared to national averages When SEN pupils were extracted, progress and attainment of this group of pupils was rapid and above those pupils who were not Ever6.
ANNEX A- National Outcomes for SDS Foundations for Self-directed Support There are things to choose from Strategic commissioning makes a wider range of support options available to people People have resource Financial resources are allocated to people in a fair and transparent way People have information There is better access to information services for people who are eligible for care and support and, where appropriate, the wider population People know where to get information Supported people are more aware of the information services available to them to help them to make their choice and manage their support
A Improved mathematical vocabulary CPD for all staff linked to Mathematics Mastery Maths This CPD will benefit all children and improve their mathematical vocabulary. This is part of our School Improvement Plan External Training delivered by the Math Hub which will include external moderation. Networking /Working with other schools Learning Walks Lesson Observations Internal work scrutiny Sharing good practice with colleagues SLT Spring Term 2 A reasoning skills in Maths improved CPD for all staff in Mathematics on deepening thinking Evidence from the programme shows a greater understanding of Maths. This is also part of our School Improvement Plan External Training delivered by the Math Hub which will include external moderation. Networking /Working with other schools Learning Walks Lesson Observations Internal work scrutiny Sharing good practice with colleagues SLT Spring Term 2 Total budgeted cost £3,000 Targeted support Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? A, B & C Increased staffing ratio Increased staffing ratio / support for those year groups with a higher number of PP and SEN pupils. Their expertise and experience will allow pupils to make rapid progress Use information from PPM to address the needs of each year group . SLT Teachers Termly PPM
Pupil premium strategy statement 2016-17 Summary information School Western Downland CofE Aided Primary School Academic Year 2016/17 Budget £18575 Date of most recent PP Review N/A Total number of pupils 187 Number of pupils eligible for PP 12 Date for next internal review of this strategy March 2017 Current achievement End of KS2 2016 *Pupils eligible for PP (school) Pupils not eligible for PP (school) All pupils nationally Pupils eligible for PP national Pupils not eligible for PP national % attaining ARE or above combined in reading, writing and maths 2 out of 3 67% 19 out of 26 73% 53% 39% 60% Progress score in reading 3 children score 3.89 26 children score 3.75 0 -0.72 0.33 Progress score in writing 3 children score -1.14 26 children score 1.34 0 -0.26 0.12 Progress score in maths 3 children score -0.35 26 children score 2.66 0 -0.52 0.24 * Please note caution as very small group size Current achievement (End of KS1 2016) There were no disadvantaged children in the cohort Current achievement (End of EYFS 2016) There were no disadvantaged children in the cohort
rates sports kits for families unable to provide these necessities. Provision of writing materials. participate in lessons without the correct clothing or equipment. Stress crated by necessity to buy these items reduced for whole family by discreet provision directly through provider. provider checked to show vouchers redeemed. Total budgeted cost £38,500 Review of expenditure Previous Academic Year 2015-16 Quality of teaching for all Desired outcome Chosen action / approach Estimated impact: Lessons learned Cost Broaden aspirations of students to encourage to ‘Aim High’ in exams. Cultural/educational visits subsidised to enable widest range of students to attend. Targeted invitations for specific HE activities. Improved awareness of opportunities available to wider range of students. Raised aspirations for some students resulting in FE applications. Will continue with approach as access to wider cultural experiences delivers holistic benefits as well as raising expectations of life-chances. £960
Prepare PP students for exams and promote better understanding of process and requirements Allocated support time for mentors to meet with students. Revision programme for Y11 from external providers. Holiday revision sessions prior to exams. Provision of revision materials from commercial sources Students increased confidence in exam process and better awareness of requirements for each paper tackled. Positive feedback for external providers about level of confidence in session and likely impact on personal revision skills. Personal mentoring had least impact on progress indicators. Weekly meetings appeared to have made negligible impact on outcomes at end of KS4. Revision sessions had more lasting and positive impact. Examiner input to sessions regarded as very positive with improved attitude to learning. £39,454 Other approaches Desired outcome Chosen action / approach Estimated impact: Lessons learned Cost Improve attendance of PP students to national average levels. Group activities to focus on inhibiting factors. Group SEAL activities. Overall attendance across school was not consistently improved by the work undertaken. Some weeks delivered better attendance but there were significant numbers of PA across all year groups. Focus on attendance is still required. Group activities will be unlikely to be the main method of addressing this issue. £15,811
Develop social skills, team work and emotional resilience. Provide the opportunity to experience outdoor activities. Whole school residential Invaluable opportunity to experience outdoor adventurous activities, previously unavailable because of the risk presented by challenging behaviours. Pupils experienced a range of activities that developed social skills, team work and emotional resilience. A residential opens up experiences for pupils and allows them to develop relationships. This has been very successful and will be continued next year. £2600 Develop social skills with peer group (1 particular pupil) Out of School Club Statement from carer “It has encouraged him to behave more socially appropriately with friends who are not in his select peer group” Carer has expressed interest in child attending again next year. £530 Develop Social skills and access sports clubs and cultural experiences out of school Take part in sports clubs/coaching out of school Pupils to experience different activities and allow interaction with other children. Visits to be continued next year within the school holidays and parents to be invited. £100 Enable all pupils to take part in the school milk scheme School to provide milk for PP pupils All PP pupils are offered milk on a daily basis. School will continue to fund £200 £24,930 Additional detail 2015 – 2016 3 x Year 6 pupils achieving standard in Reading, Writing and Maths = 0% However the same pupils making levels of progress Reading – Pupil A : Y4 – Y6 1 year Pupil B : Y2 – Y 6 4+ years Pupil C : Y6 - 1 year Writing – Pupil A : Y4 – Y 6 1 year Pupil B : Y2 – Y6 3 years Pupil C : Y6 - 1 year
Employ services of Every Day Counts (EDC) to improve attendance Attendance improves to over 90% for this identified group Planned expenditure Academic year 2017/18 Quality of teaching for all Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Improved progress in maths in Y7, 8 and 9 Roll out FFT ‘Proof of Progress’ tests Tracking PP progress in a life after levels environment is essential if early intervention is to be effective in addressing underachievement LG link meetings with the HoD. Departmental development planning. Assistant Headteacher HoD maths Summer term 2018 Improving progress and attainment at GCSE in mathematics Employ an additional maths teacher in January 2017 Maths will have more groups with fewer students and the capacity for more effective intervention with PP students Scheduling of the maths curriculum on the timetable and groupings of students will be enhanced and HoD maths will work in partnership with Dep Curriculum to maximise the benefits Dep Curriculum HoD maths May/June 2018 Total budgeted cost £ 30,450
Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Attendance improves to over 90% for this identified group Employ services of Every Day Counts (EDC) to improve attendance Clear link between poor attendance and poor educational outcomes. Regular review by Assistant Headteacher and Attendance and Welfare Manager Assistant Headteacher Autumn 2018 Total budgeted cost £ 4,000 Review of expenditure Previous Academic Year Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Improved progress in maths in Y7, 8 and 9 Improving progress and attainment at GCSE in mathematics Introduce FFT ‘Proof of Progress’ tests Appoint an additional maths teacher in January 2017 Y7 Walton PP % above target 73 Y7 National PP % above target 59 SISRA Maths Progress 8 -0.17 SISRA Maths PP Progress 8 -0.96 The ‘Proof of Progress’ tests will become more important as the year groups roll through their biannual assessments. Currently evidence is limited but positive for PP students. More work needs to be done in this area £3,528 £ 26,800 Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Strategy Outcomes Implementation Evidence Impact Review Date Estimated cost Improve pupils’ attainment and progress. Ensuring that PPF pupils make at least expected progress. Higher rates of progress for children identified as disadvantaged in reading, writing and maths. SLT to monitor assessment data termly. Differentiated planning by teachers. Development of maths mastery teaching across the PRU. Training in RWI and Structured Reading program for new staff. Termly pupil progress data Learning walks Planning audits Provision Maps SIDP Dec 18 Dec 18 12,249 Identify and target barriers to learning for disadvantaged pupils. Pupils making at least expected progress against set targets in reading, writing and maths. Targeted support in specific area of need and addressed through specific interventions. Track progress due to interventions Provision maps Assessment data Dec 18 Dec 18 1,000 Access to a range of alternative methods to support pupils with their SEMH needs. To promote personal development, behaviour and welfare. Staff identify and collate alternative methods to support individual pupils. Boxall sheets Provision Maps PI data SIDP 2018/19 Dec 18 Dec 18 250 Access to additional non- academic resources where needed. To improve well being and self esteem. Increased pupil engagement in curriculum. Staff identify additional resources/equipment needed for disadvantaged pupil’s i.e. uniform, learning aids and OT equipment. Provision Maps Boxall sheets Dec 18 Dec 18 200 Total Predicted Spend 2018-2019 13,699
Academic year 2018/19 Level of Challenge Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Improving progress and attainment at GCSE in mathematics Focus on challenge across all aspects of the curriculum in the curriculum Employment of an additional maths teacher in January 2017 Whole staff INSET and dissemination of best practice by the T&L group Maths will have more groups with fewer students and the capacity for more effective intervention with PP students Evidence based research and reviews of meta-analysis by educational researchers (e.g Hattie) indicates raising the level of challenge for all improves the progress of PP students. Scheduling of the maths curriculum on the timetable and groupings of students will be enhanced and HoD Maths will work in partnership with Dep Curriculum to maximise the benefits LG review through QA of student work and drop in programme Dep Curriculum HoD maths LG September 2019 Summer 2019 Total budgeted cost £ 59,450 Literacy Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Developing the level of literacy for all PP students Bespoke curriculum provision available for PP students when it is deemed appropriate Introduce a dedicated literacy lesson into Y9 at the start of the students’ GCSE options Develop inclusion facility Students lacking the broad literacy skills to access higher level questions derived from question level analysis during departmental reviews One to one and small group teaching have been demonstrated to accelerate students’ progress in all subjects of the curriculum LG review along with HoD English Provision of dedicated accommodation and dedicated subject specialist teachers to be deployed by the SENDCO Curric Dep HoD English Assistant Headteacher SENDCO Spring 2019 Summer 2019 Total budgeted cost £ 29,000
Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Attendance improves to over 90% for this identified group Employ services of Every Day Counts (EDC) to improve attendance Clear link between poor attendance and poor educational outcomes. Regular review by Assistant Headteacher and Attendance and Welfare Manager Assistant Headteacher Autumn 2019 Total budgeted cost £ 4,000
Children have developed social and emotional stability and an established sense of Attendance at camps and on trips/visits Children able to access new uniforms Opportunity to work with older pupils Regularly reviewed, appropriate emotional support provided to children Educational psychology / behaviour support recommendations implemented Planned expenditure Academic year 2017-18 Quality of teaching for all / targeted support Desired outcome Chosen action / approach What is the evidence and rationale for this choice? Cost How will you ensure it is implemented well? Staff lead When will you review implementation? Effective feedback Revised next steps feedback policy Shirley Clarke- AFL EEF toolkit None Book scrutinies, pupil conferencing JD / SJ Reviewed Dec 17 and ongoing through year. Raise attainment in maths My Maths programme Links on website Research Mathletics and purchase EEF toolkit School subscription Parent questionnaire Mathletics online data JD/ EP Term 4 Close monitoring of progress 3x yearly target pupil sheets and progress reviews EEF toolkit, Ofsted pupil premium report 2015 None Monitored and led by HT. Regular reports to govs in HT’s reports. JD / SJ 3x yearly monitoring by PP leader and HT
Planned expenditure Academic year 2018/19 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Achieve Good Level of Development Phonics/CPD EEF toolkit states that effective phonics teaching can have gains of +4 months Individual phonics tracking Differentiated support (two groups) Language rich environment Lots of opportunity to reinforce daily phonics learning SE Termly Total budgeted cost £9 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Achieve Good Level of Development ARE for Sp&Lang One to one tuition EEF toolkit states that 1:1 tuition can have gains of +5 months Intervention programme agreed with teacher and ta (Supporting the attainment of disadvantaged pupils 2015 talks about the strong teamwork between teaching and support staff) Fixed period of time with targets agreed at start Monitor impact of intervention Intervention in addition to small group teaching TB 6 Weeks
To impact on the access for each child to their learning through providing IT equipment and APPS Staff training on laptops/ipads and apps Staff incorporating these resources into their lessons and planning. All children have access to a large number of ipads stored in the school and a wide variety of apps which can be used ,both within a whole class context, or in small targeted group sessions. Funding for equipment and resources to support PP needs Tablets & hardware & apps & licenses for each class base to be used for group work to support learning £17,500 £2,000 £17,500 To support the emotional health and well-being of our vulnerable PP learners and to address their barriers to learning through improved confidence and reliance Kaleidoscope base and resources used. 3 members of staff to undertake mental health training. 1:1 and small group sessions held during the day (including lunchtimes) Positive pupil responses using the Seasons For Growth project materials and questionnaire. Success of Forest Schools and kaleidoscope sessions. Funding for residential visits/ clubs to the Robin wood Activity Centre in Lancashire (Y5) and Castleton, Peak District in Year 6. Use of Midday support to allow children to successfully access social time and to be ready for learning through an afternoon session We also provide for 2 days Forest Schools out of main budget £1,000 £6,300
Review of expenditure Previous Academic Year 2017/18 Desired outcome Chosen action Impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Pupils eligible to the Pupil Premium funding will make academic progress at the same rate as their peers not entitled to the funding Individual Pupil Premium action plans written and reviewed termly by the class team Class intervention plans written termly by the class teacher The success criteria was clearly met, pupils eligible for the Pupil Premium funding out-performed their peers not entitled to the funding This approach will continue as it is having a very positive impact on the academic progress of pupils eligible for the Pupil Premium funding Pupils eligible to the Pupil Premium funding will find forming relationships easier and be able to maintain these, they will be able to work independently in line with their level of need in terms of SEN Support from the behaviour and wellbeing team. Whole class work on relationship building and maintaining A significant number of pupils received intervention for relationships and independence. These pupils have more secure relationships now and can learn with ever increasing independence The approaches used have a positive impact but this needs to remain a focus through a whole class approach and some individualised approaches for some pupils through work on and wellbeing
B. Additional intervention and targeted teaching to accelerate progress of pupils eligible for PP in order to reach age expectations. Reading Recovery Better Reading Partnership Fresh Start Inference Training Numbers count Making maths matter Small focus group teaching for English and maths. Externally moderated to ensure good rates of progress. Targeted at pupils just beginning their reading journey. Support for pupils working just below age expected level in Year 2. Intervention for phonics for pupils in Year 4,5 or 6. Intervention for pupils who are ale to decode but are being held back by their understanding. Maths intervention from Year 1 Maths intervention from Year 1 In year 2,5 and 6 Monitoring and through pupil progress meetings Leadership team SENCO Phase leaders Termly PPM July 2017 Total budgeted cost £121,120 Other approaches Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? D. Increased attendance rates Attendance officer working with all pupils. Project 95 Partnership with SLO We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Identified group of pupils and their families targeted. to raise their attendance from 85% to 95%. Partnership with SLO Monitored by leadership team. Pupil Premium Coordinator Termly PPM July 2017
Template for statement of pupil premium strategy – SEN schools Summary information School Type of SEN (eg.PMLD/SLD/MLD etc.) Academic Year Total PP budget Date of most recent PP Review Total number of pupils Number of pupils eligible for PP Date for next internal review of this strategy Current attainment Pupils eligible for PP (your school) Pupils not eligible for PP % achieving UQ targets in communication % achieving UQ targets in maths % progress specific to school setting Barriers to future attainment (for pupils eligible for PP ) In-school barriers C. External barriers D. Outcomes Desired outcomes and how they will be measured Success criteria
Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? A. Improved speaking and listening skills in Early Years B. Improved progress for pupils ECERS (Early Childhood Environment Rating Scale) training for staff from LA practitioners. Joint training / support for staff with pre-school leaders; making the classroom environment child friendly and individualised Embed the use of ELKLAN strategies across the school / talk for writing used in all classes We want to work with our pre-school in developing common strategies to support the improvement of early language skills / development EEF toolkit suggests that early years and pre-school intervention is beneficial. On average, early years interventions have an impact of five additional months' progress, with training for staff being most effective We want to invest some of the PP in longer term change which will help all pupils. Course selected using evidence of effectiveness. Use INSET days to deliver training. Peer observation. Monitoring of implementation and impact.- ensure embedded in teaching and learning EYFS lead Literacy lead Jan 2017 Total budgeted cost £680 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? B Improved progress in literacy and numeracy for targeted pupils Small group and 1:1 support – TA / CT Individual / Group work with subject leader / SENCO We want to provide extra support to enable pupils to achieve their potential; this includes pupils of higher ability. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time SLT At least termly C Nurture support / wellbeing Small group nurture sessions and group / whole class chill out sessions EEF toolkit states that, on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average). Headteacher to oversee nurture provision in school, monitoring impact Head Termly