Academic year 2016-2017 Quality of teaching for all Desired outcome Chosen action / approach How will you ensure it is implemented well? Staff lead When will you review implementation? Staff have a clear understanding of the individual needs of children in their class. Pupil Progress meetings focus upon children’s outcomes using EYFS and KS1 data to measure progress over time and predicted outcomes. Regular moderation to ensure assessment judgements are accurate (in school and with cluster) Regular opportunities for formative assessment to monitor and measure progress in order to identify gaps in learning. Staff to have an awareness of attendance / welfare issues and to work with the Pupil Premium Champion to address these. Termly PPM to discuss children’s needs and provide clear actions for next steps. Further half termly meetings to monitor children who continue to underachieve. Termly cluster group moderation sessions. Termly internal moderation sessions. Regular testing e.g. phonics, SATs questions used in Y2 / Y6 to assess learning. Use of other materials to check standards. Attendance and welfare actions from PPM to be shared with PPC. Meetings set up with staff to suggest further strategies e.g. regular circle times. HM / JC JC / LM HM / JC SLT SLT JC / LM Dec, Feb, April, June Nov, March, June Termly data capture to monitor impact February to ensure actions put in place at Dec PPM have been followed up.
They identify barriers and plan effective provision to meet these needs. Children with SEND have regularly updated ITPs in place. Termly meetings are set up for parents to discuss progress. Bespoke planning is put in place to meet the children’s needs using where possible, strategies and programmes used by external agencies e.g. S&L. Attendance / welfare issues are addressed through staff building relationships with families and working with the Pupil Premium Champion to support. Pupil Premium Profiles to be set up for each child to monitor additional provision and the impact upon outcomes. Termly staff meetings, progress to be discussed in PPM. SENDCO to monitor provision in place for individual children and that follow up sessions are delivered by support staff. Parental engagement is monitored regularly. Staff are aware of which families to target and encourage to attend school events. Time to be given termly to staff to update profiles. CB JC / LM JC / LM Termly reviews to monitor impact and progress. Attendance is monitored weekly. Children whose attendance is below 95% will be invited to Rise and Shine club. JC and LM to monitor termly and feedback any issues to Phase Leaders / staff. Children’s learning is captured daily through effective marking, feedback and assessment opportunities. Post its and photographs are used to capture learning when appropriate. Daily opportunities are in place for children to respond using purple pen in order for learning to be captured. The focus is shifted from teacher ‘marking’ to children’s learning. Cold and Hot assessments to show progress. Staff meetings Regular book scrutinies Sharing of good practice. CT, JC, CG, BR To review current marking policy 8th Dec 2016. Review after book scrutinies and feedback areas for development to Phase Leaders and staff. Total budgeted cost: Learning Tutor, Attendance admin - £11,803 Targeted support Desired outcome Chosen action / approach How will you ensure it is implemented well? Staff lead When will you review implementation? EYFS Speech and Language Use of the Welkom pack to deliver high quality speech and language interventions. All pupil premium children to receive regular 1:1 reading opportunities. Regular assessment to ensure impact. Increase the number of parent volunteers to ensure all pupil premium children receive 1:1 reading opportunities. SH / CG CG February February
Improved attendance and wellbeing. Children for whose attendance is below 95% or showing a decline are invited to ‘Rise and Shine Club’. LA attendance procedures are put in place for persistent absence. First day calling for all children. Team around the School will be used to improve attendance outcomes for a few PP children, along with improving health and well-being for all members of the family. A whole school weekly attendance award is to be set up to promote 100% attendance. Half termly events for children who have achieved 100% attendance Increased identification of children who need support with mental health issues. Nurture groups to be set up in order to meet the individual needs of these children. Restorative Approaches are used across school to help children mend relationships. The Rose Hill Way is followed consistently across school to ensure a positive ‘can do’ learning environment. Attendance and punctuality is monitored weekly. Attendance across school is monitored every other week. Regular meetings to take place to discuss attendance and other health and well-being issues. 100% attendance is monitored weekly. 100% half termly tracking in place. Use of the ‘well-being tool’ to identify and monitor need. Ongoing training and monitoring of behaviour systems e.g. behaviour files. Whole school assemblies linked to identifying children who follow the RHW. JC / LM KB / LB / KC LM / JC / HM HM / JC / LB LM JC / KB JC Half termly Half termly When needed Half termly Half termly meetings with LM and JC to discuss impact upon learning. Regular observations of children in class. Termly review of systems in place at lunchtimes and behaviour records. Termly review of systems in place. Total budgeted cost: Enrichment opportunities - £26, 406 Review of expenditure Previous Academic Year 2015-2016 Quality of teaching for all