Planned expenditure Academic year 2017/18 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? Raise standards in Reading, Writing and Maths to narrow attainment gap between PP and on PP children Focused interventions Learning mentor interventions delivered by class teachers Targeted resources Targeted questioning or giving feedback to pupils Delivery of RWI and CPD for this CPD for staff linked to reading, writing and maths Staff to use reading spine within lessons CPD linked to assessment and testing schedule which includes analysis of data. The new national curriculum which came into effect from September 2014 is underpinned by the concept of mastery. Curriculum expectations are for all learners to fully understand the key facts and concepts before moving on to new material. As a result there is a need to upskill and train staff to meet the new expectations and meet the needs of all pupils as masters of learning. Develop pupils’ fluent reading capabilities by improving their ability to decode unfamiliar words. This will enable them to focus on the more complex skill of comprehension. Accurate assessment leads to QFT and effective intervention planning/resourcing. Use PDM time to deliver training to staff. Follow up lesson drop ins and peers observations to ensure targeted support is given. Book scrutiny completed within monitoring and evaluation schedule. English and Maths leads and SLT In line with monitoring and review schedule and also in line with pupil attainment meetings. More children will have a high level of oracy and use of varied vocabulary across the curriculum. Use of Reading Spine across the school Whole staff meeting CPD on RWI Staff to model high expectations of oracy to the children Targeted resources such as thinking stems EEF explains that purposeful speaking and listening activities including those that reading books aloud and discussing them or extending pupils’ expressive vocabulary can have extensive impact. Use of thinking stems has had a positive impact at St.Thomas’ Primary School (our sister school within our Federation) Use PDM time to deliver staff training Drop-ins will celebrate successes and give detailed feedback to staff. DA lead Within lesson observations and at the end of each term.
Children will become confident communicators both orally and in writing. 1:1 tutor (CP) Out of class interventions Learning mentor Debating club Some pupils need extra support to share and demonstrate their level of attainment when writing across the curriculum and intervention/tutoring can support with this. Learning mentors deliver effective social and communication interventions which support children to share and communicate with others regarding life issues or academic ones. Timetable established for 1:1 interventions and learning mentors. Staff show interventions on their timetables. KS leaders and DA lead At standards meetings and with LM review cycle. Increased number of confident readers at KS1 and KS2 with good application of phonics, decoding and blending in order to read and spell. Increased number of children who are able to reason confidently and apply such skills in all areas of mathematics Out of class interventions Learning mentor Breakfast club Easter school 1:1 tutor (CP) CPD for staff English and Maths themed workshops Some pupils need targeted teaching and additional supported to catch up. Evidence shows that there is positive impact on outcomes from other schools within the UK. For those children who need learning mentor support, this allows the children to receive the intervention required or support in class to be ready for learning. Reviews of the company providing maths and English themed workshops demonstrate engagement of pupils and progression within the session. It is hoped these will provide the children with an inspiring love of learning that will then continue in class. Timetable established to ensure pupils receive additional reading and maths sessions Discussions at pupil attainment meetings. Days to be booked and evaluated. KS1 and 2 Leaders DA lead. At standards meetings and when data is submitted. 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? Raise standards in Reading, Writing and Maths to narrow attainment gap between PP and on PP children SDP priority linked to mobilise and vulnerable groups of learners Research project led by DA lead regarding closing the gap during holidays Research is a valuable tool. The impact can be measured and if successful implemented across wider groups of learners. Drop-ins to check milestones of SDP are being actioned and professional dialogue with staff including mobilise leads Analysis of data linked to line or research SLT and mobilise lead Review of milestones on SDP Mobilise review meetings
More children will have a high level of oracy and use of varied vocabulary across the curriculum. Children will become confident communicator both orally and in writing. Trips which are educational and experience linked Specialist teaching (George & Mark) and their targeted clubs Clubs – sporting, debating, music etc. If children are involved in a wider range of experiences their vocabulary repertoire will develop as they will be submerged within these experiences. Specialist teachers have high levels of subject knowledge within their subject areas and therefore expose the children to the correct levels of terminology which are being modelled to the children. Drop-ins (lessons and clubs) to monitor oracy and book scrutinies Pupil attainment meetings Pupil interviews DA lead. Termly Reduce the frequency of lateness of certain DA children and improve parental engagement to ensure lateness is reduced. Learning mentor Breakfast club Transport By working with and supporting parents, they will understand the importance of children arriving to school promptly. Provisions (such as breakfast club and transport) remove barriers for parents supporting them to ensure children arrive at school on time. Invitations to DA children to attend breakfast club and monitoring attendance Arranging meetings between learning mentors and parents Being approachable to parents. DA lead and learning mentor team Termly Families facing safeguarding concerns or single parent families to be fully supported in school to allow the children to access their learning. Parents from disadvantaged backgrounds are engaged in the school community Learning mentor Breakfast club Free milk and school meals Purchase of PE kits and uniform as necessary It is known that children are not ready to learn unless their basic needs are met which is why interventions by the learning mentor team and provisions such as breakfast club, free milk and meals) are important. Children will then be mentally and nutritionally ready for their learning. Some children are naturally self-conscious if they appear dressed differently to their peers which is why PE kits and uniforms can be provided for the children. Discussions between families and learning mentor team/teachers as to the needs of the children including actions and discussions from professionals. Monitoring of our vulnerable children. Safeguarding leads, DA lead and learning mentor team Termly After safeguarding review meetings