skills through extensive practise. Create lesson plans with clear objectives Additional tuition that is explicitly linked with normal lessons Connections between out-of-class learning and classroom teaching Total budgeted cost £11842 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? C. Improve attainment of pupils eligible for PP identified as having difficulties becoming positively engaged in education One to one tuition where a teacher, teaching assistant or other adult gives a pupil intensive individual support. It may be undertaken outside of normal lessons as additional teaching, or as a replacement for other lessons by withdrawing the pupil for extra teaching. Small group tuition led by a teacher or professional educator working with two, three, four, or five pupils. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. EEF conclude there is extensive and consistent evidence from at least 6 and reviews, involving pupils aged 7-11, of the impact of structured interventions and intensive one to one support. Greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains the positive impact. Extra teaching time and preparation time funded from PP budget, not on a voluntary basis. Impact overseen by class teachers as well as Math Lead and English Lead. Well organised timetable to ensure staff delivering provision have sufficient preparation time in consultation with class teachers and delivery time. Appropriate space in school to work. Use of tracking evidence to measure impact for groups and individuals. HT/DHT Maths Lead/ English Lead June 2018
C. Improve attainment of pupils eligible for PP identified as having difficulties becoming positively engaged in education Create individual learning profiles (Boxall) and specialised programmes which are targeted at students with particular social or emotional problems. Sensitive and targeted intervention may benefit at risk or more vulnerable pupils. Evidence from EEF identifies that SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils. Engage with parents and pupils before intervention begins to address any concerns or questions about additional sessions. Individual pupil progress tracking Case studies HT/ Inclusion manager June 2017 Total budgeted cost £24472 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? D. Increased attendance and punctuality rates Pupils are identified as having problems with attendance and punctuality at an earlier stage. As evidenced by DfE (Improving Attendance at School 2012), children with low attendance in the early years are more likely to come from the poorest backgrounds. These children are likely to start school already behind their peers, particularly in their acquisition of language and their social development. Effective monthly analysis data on attendance in order to quickly pick up on children who are developing a pattern of absence. Focus on supporting parents in reception and parents of PP pupils who are failing to get their children to school, or are arriving late regularly. Parents are taught to understand the difference between minor ailments and the sort of illness that warrants a day off. Headteacher to refuse every request for holidays unless there are really exceptional circumstances. HT/ Attendance Manager (Business Manager 2hrs /wk)/ EWO June 2018 Total budgeted cost £1960 Review of expenditure
Previous Academic Year 2016/17 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost A. Improve communication and language skills in Reception B. Improve progress Staff training and focus on communication and language approaches, engaging learners, reading stories and questioning Empower pupils to become more independent learners. Ensure all staff employ and approaches (sometimes known as ‘learning to learn’ approaches) to help learners think about their own learning more explicitly. Outcomes for pupils in EYFS in communication and language in 2017. 73.3% of pupils reached the expected standard or exceeded it, compared to 72.4 in 2016. Additionally Personal, Social and Emotional Development also improved from 75.9% to 80% in 2017 as a result of this approach. Disadvantaged pupils made better average progress than the national average for pupils. The progress score for disadvantaged pupils in reading was +4.73, writing +1.30 and maths +1.15 Evidence suggests, given the five year average data and results from 2016 and 2017 that the implementation of in class support has been effective and the allocation of funding should continue. £22608 Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
C. Raise attainment of PP pupils with SEN Use of additional staff to provide intensive support directed by class teachers As above 2017 saw a strong performance from PP pupils. Targeted interventions can be seen to be effective in reducing the gap in attainment between PP and Non-PP pupils. The effective allocation of funding should continue £18654 Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost D. Increased attendance rates Pupils are identified as having problems with attendance at an earlier stage. Attendance for disadvantaged pupils increased from 94.7% to 95.1% for the academic year 2016-2017. The gap between disadvantaged pupils and ‘other’ pupils fell from 2.7% to 1.88% The approach should continue in light of the improvements and be extended to puncuality £0 (School Attendance Management and EWO service) Additional detail