Actions to Overcome Barriers Cost Rationale Proposed Impact and Measures Impact Actions-(External Barriers) a) Attendance officer employed: -monitor attendance -first day calling/home visits -change parental attitude to school attendance £5,000 Around 40% of our persistent absentees are pupil premium children. We feel that a single point of contact who can both challenge and support with attendance will raise attendance and ensure an on-going change in attitude At least 96% attendance by pupil premium children. Parental attitude change to school and learning Monitoring Informally on a weekly basis. Formal report each half term. Year on year comparison Persistent absenteeism year on year comparison
d) Uniform provided. Other subsidised expenses -uniform provided annually -Other on a ‘need’ basis £4,000 Uniform helps children feel a sense of belonging in the school community and helps children have high expectations of themselves along with a sense of pride. There are circumstances where a child or family are in need of support in other ways that help ensure school learning is effective. To ensure inclusivity and children’s sense of well being Pupil premium children are in correct uniform 40% of parents took up this offer Actions-(In-School Barriers) a)Intervention and staff CPD for EYFS -language lead training -TA intervention for speech and language £7,000 Language and communication intervention during the year for identified children is crucial for all aspects of the children’s learning. Language and communication area of foundation stage profile is in line with national figures Monitoring Termly data packs Unit received national award for Speech Language and Communication Development. Fig 1. Entry To Foundation 1 Fig 2. Entry To Foundation 2
b)Achievement for All programme - structured conversations module including training staff new staff -Welcoming and including families module £13,000 Parent’s welcomed the opportunities for structured conversations last year. Some good evidence of individual cases of improved relationships and support with children’s learning Children are ‘ready to learn’ on entry to school at the start of the day. Children’s academic achievement is in line with non-pupil premium children and they make accelerated progress to achieve this Parents take an active role in their child’s education. Monitoring Parent survey Data analysis Extracts from Achievement for All end of project report written by Assessor: Spring Success Leadership of Achievement for All Framework - New IEP format/discussions with parents introduced using the structured conversation format. Structured conversations Summer Success High quality teaching and learning - Time is built in for TA’s to meet with class teacher every week to discuss plan (not phase meeting). High quality teaching and learning - All teachers complete daily plan for TA’s with specifics as to key Q’s, teaching points & outcomes with a feedback box for TA’s to complete c. Parental engagement - Maths and English taster courses for parents have been completed and sign up is currently underway for full course General summary from data numbers from target group Reading - Percentage making expected or greater progress in Autumn term 43%, which increased to 68% in Summer term. 25% increase Writing - Percentage making expected or greater progress in Autumn term = 47%, which increased to 72% in Summer term.25% increase
Maths - Percentage making expected or greater progress in Autumn term = 39%, which increased to 85%. 46% increase c) Casy Counsellor -work with identified children on a one to one basis -work with groups of children on specific identified needs (nurture group programme) £5,000 External factors are presenting barriers to learning for some children. This has manifested in a variety of ways including behavioural and emotional Children are able to express and discuss issues which may be a barrier to learning. Children make expected or better progress Monitoring Start and end assessment graphs provided by the counselling service d) Feedback model for teaching intervention £25,000 As above (b) £10,000 Intervention by the class teacher has proven most effective during the past year as it targets immediate intervention and high quality feedback Pupils achievement is getting closer to national figures over the key stages with accelerated progress Maths data improved at EYFS, KS1 and KS2 assessment Monitoring Pupil progress meetings 6 x a year Data pack analysis d)Achievement for All programme - Provision to close the gap – Numeracy and Maths module -Conducting Effective Progress Meetings module Maths has been the lowest area of achievement and shown least progress. It is the key priority on the SDP. High quality teaching is required throughout the school. Parents find this area the hardest to support their children with Staff and leaders need to ensure accurate assessment of achievement and progress so the gap is closed between pupil premium and none pupil premium children. d) High quality teaching of mathematics CPD programme in place Online program