C - Attitudes and individual aspirations for disadvantaged children to improve. D - Increased attendance percentage for disadvantaged children. E - Social behaviour and behaviour for learning of disadvantaged children to be comparable to other children to enable them to succeed and make progress in lessons. Employment of a Parent Support Worker to work with vulnerable families in the school community (£9,000) There are a large proportion of disadvantaged children who also have safeguarding concerns. A strong link between school and these families is important in making sure they achieve the best they can. Regular updates, from the Parent Support Worker to the HT and Learning Mentor. Children will be supported with other factors that may affect their learning and progress, such as attendance, social issues, safeguarding concerns and behavioural issues. MT NN (Learning Mentor) Ongoing on a regular basis Total budgeted cost £24,000 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 - Attitudes and individual aspirations for disadvantaged children to improve. Play Group for parents and carers with children aged birth – 4 years (£2,000) We actively support parents with raising expectations of their children and narrowing the achievement gap in EY through early intervention. Modelling interactions with children, to support development of the Prime Areas of learning is a focus of the group. Regular monitoring of the group. Parent feedback will be positive and over time a narrowing of the gap between disadvantaged and other children, on entry, will be narrowed. EB Half termly A - From their starting points disadvantaged children make comparative progress to other children B - The number disadvantaged children achieving GLD at EYFP to increase. Phonics for parents – weekly phonics stay and learn in EY and weekly phonics for parents support groups (£4,000) Supporting parents, especially those who are EAL, with phonics enables them to support their children with early reading and writing at home, to improve outcomes in Literacy and Mathematics at EYFSP. EB to monitor the group and plan for the sessions. Parent feedback will be positive and their ability to support their children will improve. EB, SA Half termly
A - The number of children achieving emerging at EYFSP to achieving expected by the end of KS1 to increase. B - The number of middle prior attainment children at the end of KS1 to achieving expected by the end of KS2 to increase. F - The number disadvantaged children achieving GLD at EYFP to increase. Phonics for parents – weekly phonics stay and learn in EY and weekly phonics for parents support groups (£4,000) See Outcomes / Notes Above C - Attitudes and individual aspirations for disadvantaged children to improve. D - Increased attendance percentage for disadvantaged children. E - Social behaviour and behaviour for learning of disadvantaged children to improve, to enable them to succeed more in lessons. Subsidising Breakfast and After School Club Subsidising milk Subsidising meals Subsidising trips and Y6 Residential (£5,000) See Outcomes / Notes Above