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. Gap to close between national EAL and school EAL figures Chn’s level of fluency identified early on arrival to the school. Support put in place to support extreme cases of EAL. Phonics provision (streamed) throughout the entire school. New EAL assessment Senco to run a baseline assessment on new arrivals to the UK. Senco line managed by AHT AHT (VS) B. Staff to tailor support for PP children C. Staff to deliver high quality support to PP children All children who are PP identified as such and staff aware. Progress of PP chn discussed at PPM’s and provision arranged. Ongoing CPD for teaching staff and teaching assistants to raise teaching profile Low numbers identified compared to ‘similar’ schools TA training Observations and monitoring by Year leaders, SENCO and SLT SENCO Total budgeted cost £142,645 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?
C. Staff to deliver high quality support to PP children TA’s to plan, deliver and assess targeted intervention for identified pupils NfER report, November 2015, pointed out successful schools ‘ensured TAs had the necessary training and expertise to deliver interventions, provide feedback and monitor progress.’ TA training has not been a high enough priority in the past at the school. This has resulted in a number of TA’s being ‘underskilled’. Training programme to be rolled out January 2017 for TA’s. Changes in contracts to enable staff to attend after school training. Appraisals carried out by HT and AHT (HL) SLT C. Staff to deliver high quality support to PP children CPD for new TA’s delivering interventions As above. New TA’s will need to be trained quickly to support PP pupils. Training program to be rolled out January 2017 for TA’s. Changes in contracts to enable staff to attend after school training. Appraisals carried out by HT and AHT (HL) SLT B. Staff to tailor support for PP children Provide homework, reading and maths clubs for pupils whose parents are unable to support them at home Sutton Trust 2012: It is certainly the case that schools whose pupils do homework tend to be successful schools. Children identified and targeted/ invited to the clubs All staff Maths- DHT/HT SW LB
E. Increased attendance rates for pupils eligible for PP Attendance awards for pupils Known link between poor attendance and underachievement HT to promote attendance awards in assembly HT E. Increased attendance rates for pupils eligible for PP Provide fruit and milk to all PP children throughout the school Known link between poor attendance and underachievement Business manager and office team to ensure that the correct children are targeted CC D. To enhance wider opportunities to enable pupils to develop confidence, independence and collaborative skills across the curriculum Participation in ‘Brilliant Club Project’ (6 pupils) Pupil voice HT D. To enhance wider opportunities to enable pupils to develop confidence, independence and collaborative skills across the curriculum Y6 pupils involved in residential- funding for PP children National Geographic Study 2015 found 82 per cent of KS2 pupils said their teachers and lessons on the residentials helped them to learn Pupil voice Parental feedback AHTs and DHT
D. To enhance wider opportunities to enable pupils to develop confidence, independence and collaborative skills across the curriculum Educational visits for year groups 1-6 National Geographic Study 2015 found 78 per cent of staff involved felt that Learning Away had a significant or transformative impact in their understanding of their student strengths and limitations. Pupil voice Staff evaluations on EVOLVE system All staff ES- Evolve D. To enhance wider opportunities to enable pupils to develop confidence, independence and collaborative skills across the curriculum Pay for peripatetic music teachers to deliver instrument teaching to individuals and Y3 Pupil Voice Monitoring by Music lead Y3 team D. To enhance wider opportunities to enable pupils to develop confidence, independence and collaborative skills across the curriculum Proportion of coaches costs to deliver After School Clubs Sutton Trust 2012: Research indicates that participants in after school programmes score higher on measures of academic achievement. Pupil Voice Monitoring of provision from Active Luton DHT, JB, NA Total budgeted cost £58,512 Review of expenditure Previous Academic Year Quality of teaching for all