Rewards Develop use of current behaviour monitoring system – Ticks and Crosses to be supported through pupils ticks being used to earn gift vouchers e.g. one tick = 1p towards voucher. £1800 (£5 x 60 x6 – maximum of 60 per half term). To provide recognition for consistent and improved attendance, effort and behaviour in lessons and across the school. Using a positive behaviour approach to impact on whole school behaviour. Pupils to then have opportunity to practice – use real life maths skills through visiting shop and using reward voucher. All pupils to know their targets for behaviour, attendance and learning and how to achieve these. On task behaviour to be sustained with the aspiration of a 1% increase across the year. 80% of pupils to view that behaviour at the school is good. All pupils had behaviour targets displayed on individual ‘ticksheets’ as part of the behaviour management systems in place at BTA Midfield. Targets were regularly discussed with pupils (daily/weekly) and with parents at meetings and at ARD. At the end of year, ‘on task behaviour’ (percentage of children earning behaviour ticks recorded on a session by session basis) for whole school across the year was recorded at 94.96% (behaviour for 2015-16 was 95%). (breakdown of class groups) Year 6 – 96% Year 5 – 95% Year 4/3 – 94% Year 3/2 – 94% Key Stage One – 93.51% Attendance took a 1% drop on previous year (91-90%) however PA improved from 32% to 25% for the Midfield site. 92% of parents agreed that the school’s behaviour procedures made sure their child’s behaviour was improving, with 92.31% stating their child felt safe at school.
place, class teachers to plan half termly educational visit relating to taught topics in either Literacy, Numeracy, Science or Computing. (£500 per half term) To allow pupils access to cross curricular opportunities and education in context. All pupils have the opportunity to participate in at least one trip, or additional activity across the year. company performed a pantomime to the whole school and parents. Visits to Legoland and the beach took place in the Summer Term. Educational visits to Pizza Express for DT and ‘Father Christmas’ for Literacy took place. Trips to the Science Musuem, as well as an external organisation ‘Silly Science’ visited for Science week, whilst Maths saw external shows such as Marvellous Maths. Writing Intervention Support Part-time employment of a specifically trained intervention member of staff to work with Assistant Head of School – Teaching and learning and the Literacy Lead Teacher, to ensure identified pupils make at least expected, and preferably accelerated progress, through the year in Literacy. £16,320 (0.6 per week at £160 per day x 34 weeks = £16,320). To support as well as enhance the teaching and learning of writing across the school through one to one or small group interventions as directed by Assistant Head of School – Teaching and learning and the Literacy Lead Teacher. Rigorous assessment procedures in place to identify ability and gaps in learning. , additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. Gap between PP and non PP writers to be narrowed to 1 point or better. Additional intervention writing/ 1:1 sessions were running through the year, resulting in the removal of the gap between PP and non PP pupils. In Writing PP Pupils achieved a 2.19 CPA, Non PP Pupils achieved a 1.75 CPA. In Writing Pupil Premium Pupils out performed Non Premium Pupils by 0.44 Tracking Points.
Dyslexia Screening Test Purchase Dyslexia screening materials and training for all Progression Engagement Guides to be confident and able in administering tests £300 per kit (Pearson). As part of assessment processes to take place, staff to be able to identify pupils who are at risk of dyslexia. All class based – Teaching and Learning PEGS to have received specific training for use of Dyslexia Screening toolkit. Gap between PP and non PP writers to be narrowed to 1 point or better. Training has been provided to all staff in the reading recovery style approach to writing for emerging writers. CPD included training for use of Dyslexia Screening toolkit and use of supporting strategies for children working with dyslexia. PP pupils achieved a 2.5 cumulative tracking point average (CPA) in Reading compared to a 2.25 CPA for Non PP Pupils. In Reading Pupil Premium Pupils out performed Non Premium Pupils by 0.25 Tracking Points. Counselling support employed Employment of a Lead Counsellor £5000 A lead counsellor will be deployed across all BET sites responsible for the leadership and supervision of trainee counsellors who will work alongside the newly appointed Therapist at each of the four sites. The counselling service will look to provide a ‘crisis counselling service’ at the start of each school day, as well as targeted programmes of support for those pupils who have been referred. Every pupil to have access to therapy – counselling support as appropriate. On task behaviour to be sustained with the aspiration of a 1% increase across the year. Gap between PP and non PP learners to be narrowed to 1 point or better. Full time Therapist and four Volunteer counsellors – supervised by a lead counsellor, were able to cover around 2/3rds of pupils, however this fluctuated due to movement of pupils to and from BTA Midfield. For all pupils to have access to either individual or group intervention, more volunteer counsellors would be required.