Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Pupils eligible for PP identified as middle and high ability make as much progress as ‘other’ pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y3,4, 5 and 6 by teacher assessments and moderation practices established across the cluster. Behavioural issues of disadvantaged pupils (and some SEND children) addressed. Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards). Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP to 4% or below. Overall PP attendance improves from 95.2% to 96% in line with ’other’ pupils. Planned expenditure Academic year 2016/17 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. 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. Improved oral language skills in Reception and KS1 B. Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Staff training on high metacognition. Target pupils to work with the speech and language teaching assistant. Train a further teaching assistant in the Elklan programme. Subscribe to ‘phonicplay’ to support the phonic teaching Continue to embed the Power of Reading project CPLE (Centre for Literacy in Primary Education) We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest developing approaches to improve metacognition and self-regulation is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. EEF toolkit Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both. Oral language approaches include: Targeted reading aloud and discussing books with young children Explicitly extending pupils’ spoken vocabulary Use INSET days to deliver training. Peer observation of attendees’ classes insets to embed learning (no assessment). Lessons from training embedded in school teaching and learning policy. Head Literacy Lead Jan 2017 Dec 2016
B. Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Weekly small group sessions in maths and reading for middle and high-attaining pupils with experienced support assistants in addition to standard lessons. Targeted PP group to attend Explore Learning tuition centre 2 x 90 mins weekly We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective. Extra teaching time and preparation time paid for out of PP budget Impact overseen by maths leader Teaching assistant (TA) CPD for TAs supporting the sessions. Engage with parents and pupils before intervention begins to address any concerns or questions about the additional sessions. Head Nov 2016 Total budgeted cost £25,000 Other approaches 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. Increased attendance rates Part time home school support worker employed by the Cluster to monitor pupils and follow up quickly on absences. First day response provision and Education Welfare officer for Havering. We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Thorough briefing of support worker about existing absence issues. Home school support worker, head etc. will collaborate to ensure new provision and standard school processes work smoothly together. Meet monthly with Havering EWO to discuss pupils and actions. Business Manager and Head Jan 2017 D. improve social skills and self -regulation of vulnerable group Identify targeted group and improve lunchtime provision and ‘time out’ spaces through appointment of experienced teaching assistant and Midday assistants to deliver a Nurture Group. Develop restorative approaches and focus on The EEF Toolkit suggests that targeted interventions matched to specific students with needs or behavioural issues can be effective, especially for older pupils. On average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself. Ensure identification of target pupils is fair, transparent and properly recorded. Staff have input and group can be reviewed half termly. Monitor behaviour but also monitor whether improvements in behaviour translate into improved attainment. Class behaviour files and lunchtime records. Deputy and SENCO Jan 2017
positive behaviours. Counselling sessions arranged for pupils with additional needs through You & Me counselling services or Havering Bereavement Services. Learning Mentor for 2 hours weekly with half termly supervision. Total budgeted cost £20,000 Review of expenditure Previous Academic Year 2015-16 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Other approaches