development of GM; ongoing target setting and evaluation with pupils, tying into effective feedback strategies which develop self-esteem and consolidate taught strategies; that they demonstrate commitment and resilience when faced with challenge. Pupils understand the target-setting process but staff must ensure they are giving pupils sufficient time to respond to feedback and to monitor their own progress towards targets set. July following CPD, staff felt more confident in their ability to feed-back and this was evidenced in staff book scrutiny. Enrichment activities Class teachers to identify strengths and interests for particular individuals. Provide carefully tailored enrichment opportunities and external enrichment Contribute to developing greater self esteem, resilience, confidence and wider horizons. May 2017 – at least 18 out of the 23 pupils eligible for PPG have participated in some form of enrichment activity, including activities, booster sessions, holiday sports and drama clubs. Two pupils have been referred for a summer booster programme run by an external agency; four pupils have been nominated for an event at Reading Boys’ School. July 43% received funding for paid curricular activity. Social barriers to learning removed Behaviour support provided by an external agency Ongoing contribution to the cost of uniform, breakfast and after school Reducing barriers to engagement and learning May 2017 – behaviour intervention was extended for an additional two weeks to support parent and child strategies in the home. Significant progress has been identified for the child, particularly in school. JS to source additional support for parent and child at home. TA allocation has been extended.
club, clubs which will contribute to pupils’ social and emotional wellbeing Three of our most vulnerable pupils regularly attend after school club and now take part in an extra-curricular club. 2. Targeted support £7912 small group reading and maths boosters to begin Term 2 after school for KS2 pupils and Term 3 during the school day for KS1 pupils, delivered by the SENCo; speech and language and additional vocabulary interventions delivered by trained TAs for eligible pupils with SEN Accelerated progress for targeted groups and individuals for reading, writing and maths December 2016 May 2017 – 50% of Year 4 pupils who participated in an English booster made good or better progress to Term 4 and 100% of Year 4 pupils who participated in a maths booster made good or better progress to Term 4. KS1 in-school booster targeted two eligible pupils, both of whom have made good or better progress for reading and writing. July 75% of KS1 pp achieved expected in maths, reading and writing SATS/ The 2 PP in Y6 achieved Expected in maths, Spag and writing. In reading one child achieved expected in reading whilst the other child was standardised score for the other was 97, although teacher assessment was expected. Targeted reading support ARCH readers to support eligible December 2016
pupils; HT to support eligible pupils in KS1 during term 2; volunteers to support KS1 pupils 1:1 between 08.50 – 09.05am; additional reading volunteers carefully deployed May 2017 –an additional reader was recruited to support in Y2 and this has made a significant impact on the progress of that cohort. 75% of eligible pupils are expected to meet or exceed age-related expectations in end of term statutory tests. Arch readers had a positive effect on progress for identified PP children. All but one PP child achieved expected in reading in KS1 SATS Reduction/removal of social and emotional barriers to learning Play therapy Proving additional approaches to support those children with complex emotional and cognitive needs. May 2017 – This support has been invaluable for the two pupils in Year 4 and one pupil in the FS. All three are responding well to the support provided and adults are noticing an increase in confidence and resilience. July One PP was removed from the scheme as it was considered not to be effective for that particular child.. SEAL/School counsellor May 2017 – school counsellor and SEAL TA continue to support vulnerable pupils, regardless of eligibility for PPG. It is always difficult to measure impact but staff track social and emotional wellbeing using QCA descriptors which are updated termly. Evaluation of this process indicates that pupils benefit from this intervention. 3. Other £2000 Events and workshops in school. Improve engagement with hard to reach parents Engagement with hard-to-reach parents is improving. Only two parents remain on our consistently hard-to-reach list; one of these