To provide enrichment opportunities for pupils to develop their learning opportunities through Visits – School – Class trips £3000 (£500 per half term) Half-termly educational - enrichment trips to take place, to support the breadth of curriculum beyond Literacy, Numeracy, Science or Computing. To allow pupils access to cross curricular opportunities and education in context. Educational Visits – or external visitors/ activities relating to taught topics occur half termly. All pupils have the opportunity to participate in at least one trip, or additional activity across the year. RF – Half Termly RF/GQ/PB Feb 2018/ July 2018 Reward trips for behaviour/attendance have already taken place to ‘Air jump’ and PB has planned series of half termly trips for the year. GQ has organised visits to planetarium, arranged for school pantomime company to visit school. Planned trips to Science museum and for outside speakers/ guests to visit during Science week and provide presentations/ demonstration. Impact has been seen through improved attendance, behaviour and performance of key groups. Teachers develop writing well across the school, equipping all pupils with the necessary skills to make progress. £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 or small group interventions for writing. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. GQ – half termly in line with Assessment Schedule Across the school 80.77% of pupils were making at least expected progress in Writing – with 15.38% exceeding expected progress. At mid-year review point, PP children are significantly out performing non PP children in writing, as demonstrated below.
Progression Engagement Guide to work as directed by the Deputy Head of School and Literacy Lead Teacher working to outcomes as identified by the assessment processes in place. Teachers develop numeracy well across the school, equipping all pupils with the necessary skills to make progress. £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy Lead Teacher working to outcomes as identified by the assessment processes in place. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. GQ – half termly in line with Assessment Schedule Across the school 84.62% of pupils were making at least expected progress in Writing – with 23.08% exceeding expected progress. At mid-year review point, PP children are significantly out performing non PP children in writing, as demonstrated below. Pupils are confident and self—assured taking pride in themselves and all areas of school. £6000 Therapy support employed to work with children on identified areas of Social Emotional and wellbeing targets. Every pupil to have access to therapy – counselling support as appropriate with identified and achievable targets for their SEMH needs (use of new SEMH tracker to monitor this) On task behaviour to be sustained with the aspiration of a 1% increase across the year. RF/PB – Half termly RF/PB – Dec 2017 All pupils have access to at least of one of following interventions: Councillor drop in, councillor 1:1, drama-therapy, music-therapy, boys/girls group. Behaviour continues to show improvement trends with time spent in QR considerably decreased when compared to last year.
Gaps between PP and Non PP pupils to be no more than a point below in key areas of curriculum. (Reading, Writing, Maths and Science) GQ – half termly in line with Assessment Schedule On task behaviour average for school is 96.42% compared to 94.96 for academic year 2016/17 an increase of 1.46% At the Mid-Year Data drop (end of Spring One) PP were out performing non PP in Reading, Writing and Maths. (pupils making at least expected progress)