5.Planned expenditure & review notes (to be reviewed termly following data collection points) i. Quality of teaching for all Desired outcome Chosen approach/action & cost Evidence & Rationale for this choice How will you ensure it is implemented well? Staff lead Review notes A. Increased progress and attainment of disadvantaged pupils, in particular those in the EYFS and KS1 (and particularly those with SEND). HIAS Advisor training for teachers in the effective teaching Reading (and using text led units to impact on outcomes in Writing). (½ day HIAS x 3: £1,400 estimated) Increased reading resources to support new Guided Reading approach. (£1000 budgeted) We want to invest some of the pupil premium in training and development which will help all pupils long term through increasing their readiness for the KS1 curriculum and access to the wider curriculum, minimising the disadvantage as early possible. Lesson observations and data analysis. English manager A Additional training for staff in analysing progress, attainment and barriers to learning and planning strategies/units of work to accelerate the progress of disadvantaged pupils: EYFS Advisory teacher x 2 half days; HIAS Advisor x 2 mornings to work with teachers in classes where attainment needs to be accelerated most rapidly. (£1,600 training costs and supply cover for teaching staff estimated at £400) NFER research identified seven “building blocks” for interventions to raise the attainment of disadvantaged children. One of these was ‘meeting individual learning needs’. We want to spend some of the money in analysing carefully the individual learning needs and barriers for our most vulnerable and youngest learners to address the disadvantage gap as early as possible. Data analysis at key data milestones. Phase leaders & PP leader
ii. Targeted support Desired outcome Chosen approach/action & cost Evidence & Rationale for this choice How will you ensure it is implemented well? Staff lead Review notes A. Increased progress and attainment of disadvantaged pupils, in particular those in the EYFS and KS1 (and particularly those with SEND). Continue to increase in-house provision and expertise to deliver communication and language interventions and ability to diagnose/identify needs. i.e. training for one TA and weekly time to deliver to identified pupils. (Course costs and staff hours for assessments and interventions 6 hours per week £3,536) Training teaching assistants to support pupils’ learning is one of the seven building blocks identified by NFER research (an element of ‘deploying staff effectively’). We want to ensure that additional staff have a very high impact on progress and attainment through the delivery of high quality targeted support and interventions and will be investing in training and coaching support to secure this. SENCO/PP leader monitoring of interventions and impact SENCO/ PP leader (EM) A Additional interventions led by part-time teachers (in particular pre-learning and revisiting learning/feedback). (£12, 284) Meeting individual learning needs (NFER building block): We want to invest some of the money in targeted support that is led by qualified teachers with the expertise to ‘identify and provide the right, targeted support and intervention for pupils’ to enhance their learning (e.g. pre-learning and revisiting and reviewing learning). SENCO/PP leader monitoring of interventions and impact PP leader A Additional specific learning interventions led by trained TAs (with particular focus on disadvantaged pupils with SEND). (£16,248 approximately 1.3 FTE TAs) Meeting individual learning needs (NFER building block): We want to invest some of the money to provide the right, targeted support and intervention for pupils’ to enhance their learning. This will be closely monitored by the SENCO/PP leader and training given/refreshed (as we are aware of the research regarding the best use of TA support to ensure that it has a positive impact on learning and outcomes). SENCO/PP leader monitoring of interventions and impact PP leader/ SENCO