A ACCESSIBILITY AND PARENTAL ENGAGEMENT FAMILY SUPPORT £5000 BARRIERS H, I, J, K For school / home to be more accessible Engage all parents in child’s learning Greater transparency and accessibility (See also emotional wellbeing / learning mentor) Bilingual TA in foundation stage Use bilingual support to engage parents in school policy Breakfast club open from 7:45 for parents, carers and siblings Art workshops Phonics / maths workshops Animoto / regular open school class visits Performances throughout the school year Foodbank referral school 2017/18 Parents evening attendance lists (DM) A ABLE PUPILS £2900 BARRIERS A, C, D Ensure pupils identified as being ‘able’ or ‘able disadvantaged’ at EYFS / KS1 continue to be set challenging targets and achieve their full potential Disadvantage does not affect access to opportunity EEF Overall, the pattern is that small group tuition is effective Some studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact. Subsidy / NWGT association events and in school Training for PP champion to lead /able pupil’ training in school Staff training: ‘mastery’ in writing and maths Specific resources purchased in EYFS to further engage high achieving pupils Subsidy for ‘able’ musicians to enable attendance at performances across Manchester Subsidy for choir to attend Manchester events across the year Year 6 2 x terms HA group English and maths to accelerate learning led by PP Champion RAP termly review used to discuss progress of individual ‘able’ pupils and check that they continue to achieve their potential in their progress and attainment Increased number of PP children attaining GD in RWM year on year Gap in attainment closed between national and PP Termly data analysis – all staff accountable and report to HT – monitoring schedule in place SMT Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO B Staffing funded by school budget BARRIERS B, C, E, G, H, I, K To be accessible and affordable for parents Y6 SATs week subsidy Staffing cost subsidy Cost of food subsidy Additional enrichment i.e. healthy eating / fruit-tasting mornings / hand washing Observations evidence of children being ready for school.
Access for pupils to a qualified member of staff to support learning Access to high quality texts I INTERVENTIONS AND IMPACT OF TRAINING £1100 BARRIERS A, E and G To raise attainment of underperforming pupils in Year 6 and across the school in maths, reading comprehension and spelling. To individualise support Target support for children to address misconceptions, gaps, and weaknesses To ensure children taught by skilled staff – quality first teaching EEF There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective, leading to an additional five months’ progress over the course of a school year compared to traditional approaches. (See also Reading, writing, Maths) Motor Skills United 2 x weekly (Y1/2/3) Formative assessment training (all staff) Lesson Study training and tasks – staff Governor training – Governor Mark Award Marking policy update Suite of safeguarding training for all staff Training in Leicester Inference Project Strategies to support EAL pupils Restorative Approaches training for staff Mastery approach to maths Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO L LOOKED AFTER CHILDREN See also U - uniform C - Nurture groups BARRIERS A, B, G, K To raise attainment of underperforming pupils in maths, reading comprehension and spelling To ensure disadvantage does not mean lack of opportunity Uniform subsidy for individual pupils Counselling funded (see above) Resources for home funded Access to Learning Mentor 1:1 Package of family support offered Breakfast Club and After School Club subsidy Access to family activities – art workshop Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO L LUNCHTIME CLUBS £800 ‘see Sports Premium and BARRIERS A, E and G Extending the learning time in school Addressing poverty by providing support and resources in school EEF Overall, the evidence indicates that, on average, pupils make two additional months' progress per year from extended school time or the targeted use of before and after school programmes are also often wider benefits for low-income students in terms of attendance at school, behavior and relationships with peers.
P SPELLING AND GRAMMAR £700 BARRIERS A, F. G, I To raise attainment of underperforming pupils across the school in reading comprehension and spelling Grammar resources purchased Training in grammar for teachers Y4 phonics and spelling group 1.5 hours 12 weeks Y5 summer handwriting / phonics catch up group Y6 handwriting intervention group Gap in attainment closed between national and PP and at GD standard Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO R RESOURCES £1500 BARRIERS A, K To provide opportunities for enrichment For children to participate in whole school / class events Use up-to-date technology across the curriculum Recorders class set Boom whackers class set Purchase of music and costumes for productions (x3) Computing / ICT specialist teaching and resources R READING, WRITING, GPS AND LITERACY £15, 000 BARRIERS A, C, F, G, I To raise attainment of underperforming pupils and all pupils in all aspects of literacy EEF Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress. EEF On average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress. Daily guided group reading 4 [pupils, 38 weeks, Y2 Y1 2 x 20 min weekly phonics booster phase 3 Reading for Gold 1 x weekly Y1 Narrative therapy group 5 x 45 mins weekly Y2 phonics games group 2 x weekly JH Leicester Inference |Project ( and training) Y2-6 2 x 45min TELL weekly groups for 6 pupils Y2 Daily guided group reading 4 children LSS support buy-back for 3 pupils 3 x 30 mins weekly Y3 Toe-by-Toe 4 children Gap in attainment closed between national and PP and at GD standard Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO