E. Increase PP family engagement with learning Family Learning programme – attendance Laurel Trust Project outcomes – hardest to reach families Attendance at curriculum events / admit meetings / parents’ evenings Levels of after school activity involvement increase Increased number of Children’s University awards (gold level and above) 6. Planned expenditure Academic year 2017/18 £347 160 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. i Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Review of strategy. Date and update Costs Phonics T&L support in EYFS and Y1 for identified vulnerable groups. Additional phonics groups (smaller group size allowing for more personalised support). Phonics booster sessions for pupils identified as falling behind. F2 girls fell behind in 2016-17 so will need to be a focus group in 2017-18. A large group of disadvantaged F2 pupils received nurture support in 2016-17 – these boys will need additional support to ensure progress in learning is sustained. PPMs in September will identify vulnerable groups. Regular monitoring of phonics assessment data. Regular phonics drop-ins to ensure consistency in teaching and teacher/TA expectations for all groups. JB SA LB January 2018 Improve oral language across Y5 classes Philosophy for Children (pilot programme supported by N. Lincs LA) Weekly P4C sessions (Fridays) EEF research data supports benefits of P4C approach in improving language skills and attainment in disadvantaged pupils particularly. Monitoring of attainment data (R and W). Drop-ins by SLT to ensure quality of P4C sessions. Monitoring of Y5 writing books and reading journals. Feed-back meeting with LA and other participating schools. CC (Y4) PF (Y5) January 2018 £900 supply costs
Higher rates of progress across all key stages for pupils eligible for PP More able PP pupils make good progress and the difference is diminishing between PP pupils and all pupils nationally Quality First Teaching Catch up afternoon TA support in every classroom Maths Mastery - Reception and Year 1 Half termly tracking of PP outcomes by PP Champion Whole-school focus on OAHA learning skills (one each half term) Development of role of PP Champion to track PP pupils and ensure appropriate interventions are put in place with additional support staff deployed effectively (NFER research). Weekly Raising Aspirations group led by Physical and Well-Being Lead targeting MA disadvantaged pupils (boys). EEF teaching and learning toolkit suggests high quality feedback (+8months) is an effective way to improve attainment. This along with a Mastery approach (+ 5 months) is an approach that will be embedded across the school. Teachers already use data well to address underperformance quickly. Additional PPMs will increase teacher accountability for vulnerable groups. More able co-ordinator to meet regularly with ALT. MA PP pupils identified and tracked as a distinct group – reports to RD and AC meetings. Links with local secondary academies strengthened - Science day focussed on MA. MA PP pupils given the opportunity to take on additional responsibilities (peer reading/ tables champions, Science ambassadors) Weekly after school provision for MA PP pupils Targeted additional adult support in every classroom RSL to attend OCL regional group Purchase additional home reading books/ check whether PP children can access Bug Club online from home and facilitate additional library sessions for those who can’t. Extend library loans £2,000 Participation in Children’s University. EC JD/JA JA CL JD JD/DT JH PF January 2018 Maths Mastery £3000
Improve oral language skills across all age groups. Quality First Teaching Language Links Tower Hamlets language structures Maths Mastery approach (spoken language emphasis) Talk for Writing Some pupils need targeted support to catch up. Targeted support for speech and language effective as they are delivered by a well trained and experienced practitioner (NFER research – developing staff effectively) Target groups timetabled for interventions Language Links for groups of target pupils daily (TA3s) TH language structures embedded in all classrooms TfW training for new teachers All teachers JSw/ JS January 2018 £10939 £160 Higher rates of progress across all key stages for pupils eligible for PP More able PP pupils make good progress and the difference is diminishing between PP pupils and all pupils nationally Develop metacognition and strategies that encourage pupils to plan, monitor and evaluate their learning (focus on the OAHA learning skills) Quality First Teaching Catch up afternoon TA support in every classroom Maths Mastery -Reception and Year 1 10-minute maths meetings introduced in all classes Y2 – Y5 Half termly tracking of PP outcomes with RAPs for teachers Whole school focus on raising boys attainment Weekly Raising Aspirations group led by Physical and Well-Being Lead targeting MA disadvantaged pupils (boys). P4C sessions in Y5 classes. High quality first teaching will ensure more children reach GD (all phases). Holding all staff to account through not accepting low or variable performance (revamped PPMs) Introduce aspiration interventions for HA pupils including engagement with Children’s University. Mastery learning (+5 months) EEF research highlights the raising of big questions – through P4C and debates, stimulating discussions etc. Training for all new staff on higher order thinking skills and use of questioning in lessons Question prompts to be given to all staff to use in lessons / Blooms and Rainbow Curriculum. Mathletics integral part of breakfast club provision. Weekly after school club for HA pupils. Whole staff training with Gary Wilson - Raising boys attainment Sept 2017 JA CL January 2018 £56862