+ Reading attain Reading progress Writing Attain Writing progress Maths Attain Maths progress Total PP ch. No. % No. % No. % No. % No. % No. % Year 3 6 86% 5 71% 5 71% 5 71% 6 86% 7 100% 7 Year 4 5 36% 4 29% 8 57% 7 50% 7 50% 8 57% 14 Year 5 6 50% 6 50% 4 33% 5 42% 5 42% 6 50% 12 Year 6 13 87% 12 80% 11 73% 14 93% 12 80% 13 87% 15 Total 30 63% 27 56% 28 58% 31 65% 30 63% 34 71% 48 Targeted support 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? Progress and attainment for PP children in Year 4 is above 50% in all subjects. Supportive planning One to one support that helps children improve also is the same for teachers. Allowing them to understand how to ensure targeted support is effective (Supporting the attainment of disadvantaged learners. Nov 2015) HT to plan in sessions and support for a month. Set monitoring time to check plans and feedback to staff HT End of Term 3 Throughout the monitoring cycle. Budget implication:£0 Additional adults EEF – one to one tuition shows +5 months impact Timetable two additional adults in Year 4 to work with targeted children. Support with planning and look at interventions and resources used for effectiveness. HT, SENCO, SLT February and April through TA appraisals Term 3 and 5 to see data impact Budget implication:£15000 New curriculum More engaging Regular review of HT, CT, SLT Term 3 and 5 to see data impact, books and
Wellbeing room and sessions EEF – social emotional support shows +4 months impact Identify children and gain consent Use Boxall profile to assess Regular supervision sessions Analyse impact HT, SENCO, HTLA Term 4 and 6 to see Boxall profile impact Budget implication:£17000 Total budget cost £38,100 Evaluation and impact Term 1&2 Term 3&4 Term4&5 B. Additional adults in Year 4 – allow for children to have specific needs addressed and support emotionally Review of Year 4 curriculum and text choices to ensure engagement and allowance for quality outcomes Pupil voice gained by subject leaders shows children are enjoying learning Monitoring of books and environment shows the high quality outcomes C. Interpreters used to induct EAL children in to the school which allowed for children to express worries or concerns and have more understanding so they could settle quickly Interpreters used at Parents Evening allows parental engagement in EAL pupils learning TA appraisal highlighted CPD needs and training booked to support. These have then been fed back to all TA’s to ensure a wider understanding and actions embedded. Wellbeing room created and resources bought and children identified for support – timetable created and informal evidence of improvement ( B. Planning with HT for Year 4 – better engagement in the planning process and understanding of progressing towards an outcome Year 4 teacher CPD to another school for 4 weeks – embed understanding of teaching practice and gain greater understanding of PP pupil interventions C. CPD for TA’s to support EAL children further and have a greater understanding of the next steps for them in their learning. Dual language books bought to improve reading. Speech and language specialist employed to work 8 hours a month targeting specific needs. CPD for Wellbeing lead allowed for new strategies to support children
now need to use Boxall profile) iii. 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? B. Engaging and motivating curriculum Access to all trips and visits paid for by the school for PP children Ofsted’s 2008 report ‘How far should you go?’ concludes that out-of-classroom activities, which includes trips, not only enhance pupils’ learning, but can also re-engage those who are hard to motivate. Additionally, that it was necessary to ensure equal and full access for all learners by removing any barriers. Suggested visits on Curriculum overview Expectation on teachers to book a trip every term Residential trips booked in advanced and parents aware of PP children being paid for Trips embed in learning Paperwork embedded and checked before trips Analyse PP children on trips and impact on learning. OM, EVC, HT, CT Term 3 and 5 data impact from curriculum lead. Parent and pupil voice – November 2017, January 2018 and May 2018 Budget implication:£2000 D. Improved attendance for PP children PP children attendance – 93.84% Hold parents to account for attendance and promote/celebrate good attendance There is a clear link between poor attendance at school and lower academic achievement. (Improving attendance at school, 2012, DFE) Fortnightly reviews Letters home Reflected in learning environment Reinforced through weekly celebration assemblies AO, HT Fortnightly reviews of attendance for all groups Termly review of impact Budget implication:£500 (postage stamps, stickers and rewards and taxi’s) Total budget cost £2500 Evaluation and impact Term 1&2 Term 3&4 Term4&5 B. New curriculum written and introduced to cover National Curriculum and engage students. Pupil voice used to reflect on the impact of the new curriculum and review where necessary. D. Introduce attendance reward sheets and stickers for 100% and 100% posters to promote attendance around the school. Removed form for parents to sign requesting absence and met with planned