Total budgeted cost £4,657.00 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? Improves progress for PP children who have SEN. We will employ an LSA to support PP children in Years 3 and 4. We will employ a teacher in to work with children in small groups in Year 6. year 6 to The EEF Toolkit suggests that targeted interventions matched to specific children with particular needs are effective. Base line and tracking data will be analysed. Transference of skills taught through interventions will be monitored. Carol Pedley July 2018 Increased engagement of targeted parents with school staff. Increase involvement of targeted parents in their children’s learning. As part of the AfA programme, staff will be trained on how to have Structured Conversations with parents. These conversations will be held three times a year and is based on a culture of mutual understanding rather than telling. Research has shown that parental engagement in their child’s learning pays enormous dividends in learning and achievement, and that schools can play a strong role in developing this engagement. (Lucas, B (2010). The impact of parent engagement on learner success. A digest of research for teachers and parents. University of Winchester). Close collaboration between the AfA coach and school staff, especially the school’s AfA Champion. Costings included in Section i. All staff. July 2018 Increase in the emotional wellbeing of the children. The ELSAs are fully trained and receive appropriate supervision from professionals. Children who are suffering from anxiety issues, low self esteem and behavioural difficulties are not able to fully access learning. Monitoring of “wellbeing” questionnaires completed at the beginning and end of ELSA intervention. Feedback from parents. Carol Pedley July 2018 Total budgeted cost £47,240 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?
Increase in attainment of pupil premium children, especially those with SEN. Children were supported in small groups for literacy by an experienced teacher. A team of Intervention Assistants target gaps in the learning of PP children and un tailored interventions. Third Space learning online maths tutoring sessions. The PP children supported by the Intervention TAs made good progress. TAs, in collaboration with the class teacher and SENDCo were able to adapt some available programmes, eg, Beat Dyslexia to directly target children‘s needs and help support class room learning. At the end of the summer term, all PP children with SEN were accessing age appropriate assessment criteria The Third Space Learning Intervention was not effective. None of the Year 6 children who took part in the programme reached the expected level in maths. It was apparent that children made more gains when supported by a skilled member of staff rather than a commercially available tutoring programming. Staff working in school are more able to react to children’s needs and target interventions based on the assessment data and observations provided by the teacher. We have chosen not to implement the Third Space Learning programme this year. 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 £5,487
Children and their families are supported when children are vulnerable due to difficulties. Increase in the attendance rate of Pupil Premium children. Increase in the emotional wellbeing of the children. The ELSAs are fully trained and receive appropriate supervision from professionals Decrease in “Red Letter” Behaviour incidents at lunchtime. Home School Link Worker support and guidance towards support available in the community and through Children’s Services if necessary. Support from the Home: School: Link worker and the ELSAs. Funding of places at Breakfast Club. The ELSAs support vulnerable children using a variety of approaches, including talk, art, reading and role play. The three ELSAs attend regular network meeting and receive support from our Educational Psychologist. Set up a Nuture Group at lunchtime. There has been an increasing need for this form of support. We have more children now who are on the Child Protection register. All of these are Pupil Premium children. Other professionals have recognised the valuable contribution of our Home School Link worker and Family Support Worker to child protection meetings and conferences. This has been successful in one case, attendance has risen from 50% to 100%. The ELSAs are playing an increasingly valuable role within our school community. They have played a major role in supporting the children on Child Protection Plans. . This was very effective in helping to decrease the number of Red Letters that were issued due to lunchtime behaviour. Unfortunately, our Home School Link worker has left school to work in another role. Part of her case load has been taken on by the Family Support Worker who works across the academy and the Designated Safeguarding Lead. This needs to continue as despite improvements, careful tracking and analysis of the attendance rates of PP children shows that they are still over represented in the “attendance cause for concern” category. This needs to continue. There will be additional funding required as the Educational Psychology Service who provide supervision for our ELSAs are now charging for their service. The club now takes place before school and has the aim of ensuring that the children have a positive start to their day. £511.00 Additional detail