Accelerated progress. It is essential that HA pupils reach their potential and highly tailored mastery approaches will achieve thi Total budgeted cost Other approaches Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? lead When will you Improve the climate for learning. Support teachers with effective behaviour management and Lunchtime supervisors (LTS) with engaging pupils, so that pupils are ready for learning. Improve the progress of FSM pupils through school. Teaching Staff Deputy Headteacher Support for FSM pupils through school – behaviour and conditions for learning. Some pupils take time to settle following lunchtime sessions, which can impact on afternoon readiness for learning. Having senior leaders to pick up on any higher level issues frees lunchtime supervisors to deal with the next level down. The deputy headteacher will meet regularly with LTS to discuss and solve any issues arising. Potentially vulnerable pupils will be identified and supported by the deputy and discussed in pastoral Support team meetings, so effective support can be put in place. SLT Termly. Improve the climate for learning. To encourage pre-school learning and organise activities, work on social skills, which improve the climate for learning during lessons. TA Pre-school support / homework club 15 mins daily, year long. Some pupils need support in the mornings due to difficult circumstances at home. Providing a calm environment, with access to resources and games that promote social skills, helps these pupils settle into the school day and be prepared for lessons. Timetables for support staff will be matched carefully to skills and experience and evaluated termly to ensure pupils are benefiting. SLT / Termly. Promoting achievement and Improve confidence and progress in speaking and listening. To improve the dramatic skills of talented pupils. Use of Cojo Curriculum Some of our pupils need to have the opportunity to excel in an area other than the core subjects, which impacts greatly on self-esteem and can help to steer future career ambitions and choices. After a trial last year, we know the Co-jo curriculum challenges pupils and builds resilience. Following each project. confidence.
Achievement in line with all pupils in school and nationally at end of FS, KS1 and KS2. To ensure good progress for all ability groups in maths, through challenge and problem solving activities. Support from Maths consultant as much progress as possible. Our recently adopted approach to maths relies on resources to support problem solving activities, enabling pupils to apply and extend their knowledge. term, to identify need for specific resources. At staff PDMs, the maths leader will ask for feedback on how the approach is going, as well as looking for evidence during maths work and planning scrutiny. Achievement in line with all pupils in school and nationally at end of FS. To support development in all strands through continuous provision in FS2. Improved FS Provision Some pupils enter FS with very low levels of development. It takes careful planning to fill these gaps, which extends from nursery through to FS2. We have recently developed our FS2 outside space and will need to continue to stock it with quality resources that will support this development. The FS leader will liaise with FS2 teachers regularly to assess impact of resources on areas of development. FS2 leader Termly Total budgeted cost