Self-esteem and well-being of the PP children will improve and this will impact on other areas of learning Development of the Growth Mindset approach to support feedback and meta cognition. The EEF states how “Feedback studies tend to show very high effects on learning.” But, feedback on a personal level is least effective. Feedback linked to Growth Mindset based on the process is the most powerful. The Primary Pupil Premium Masterclass July 2017 recommended the Growth Mindset approach on the raising self-efficacy which has a positive effect on learning behaviours. The EEF states how “Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress.” Training for all and Teaching assistants. Parent workshops to increase parental engagement. Refinement of marking and feedback policy to support the approach. Monitoring of classroom environments and learning to monitor the impact. AB/AS The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. £17,000
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? The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. Pre learning strategy for Mathematics for Year X2 sessions per week with follow up work in class. We took part in the Challenge The Gap programme as part of an EEF trial. The impact from the pre learning approach was overwhelmingly positive with measurable progress on pupil’s achievement in maths. This will now be rolled out to Years 1-5 The approach will be monitored by the Provision manager and impact will be measured through Sandwell and intervention assessments. HLTAs and a qualified teacher TA will lead the interventions and will have sessions timetabled. Half termly The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. Follow on feedback for PPG pupils x2 a week. The EEF evidence shows that feedback is one of the most effective strategies schools can use. PPG pupils will receive extra detailed feedback after lessons by Teaching Assistants to support their learning by improving their work and addressing misconceptions. The approach will be monitored by the Provision manager and class teachers. Monitoring of books and pupil discussions will help with the evaluation of impact. Half termly The proportion of PP pupils achieving the Expected Standard+ in reading, writing and will increase. The proportion of PP pupils achieving the expected standard in the phonics screening assessment will improve. Small group work for targeted interventions. Blocked out afternoons for TAs to complete interventions with TAs having a specific focus and specialism. High quality interventions with proven success have been chosen. The restructuring of TA deployment is more efficient and effective to ensure better quality interventions and more taking place. Research from the EEF states that “Research on TAs delivering targeted interventions in or small group settings shows a consistent impact on attainment of approximately three to four additional months’ progress.” They also state that “Schools should use structured interventions with reliable evidence of effectiveness.” This supports our approach and the intended outcomes. The approach will be monitored by the Provision manager and class teachers. Monitoring and recording the impact of the interventions to document their effectiveness. Half termly
health and social and emotional needs. Use of Key Worker has been identified as an Area of Excellent Practice by Babcock 2016 and an Area of Excellence by Challenge Partners December 2015. NeFR report on supporting the attainment of disadvantaged pupils says successful schools ‘ have strong social and emotional support strategies to help pupils in need of additional support, including through working with their families.’ Self-esteem and well-being of the PP children will improve and this will impact on other areas of learning The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. Funding for sport, science, homework and maths clubs for PPG children. PPG children were not accessing many clubs so were missing out on wider curriculum opportunities. We have funded club and made PPG the priority when clubs have a maximum number. PPG children who were not doing homework or were missing out due to not having access to the internet have been targeted to receive support in our homework club. Guidelines for clubs are clear and all staff arranging clubs are aware that the priority should go to PPG children. Registers are kept of clubs to monitor if PPG are accessing clubs Teachers responsible for clubs. NW Half termly Self-esteem and well-being of the PP children will improve and this will impact on other areas of learning The proportion of PP pupils achieving the Expected Standard+ in reading, writing and will increase. Contribution towards funding for the update of ICT resources to ensure pupil access, including for vulnerable children through the Renewal of lease for the ICT suite. EEF states that ‘There is extensive evidence across age groups and for most areas of the curriculum which shows positive impact on learning’ Children are able to access mac books to support their learning and to allow more opportunities for independent and group work. Feedback from children shows they are more motivated when using ICT resources. Use of proven and high quality resources that will promote learning and track progress of children. Training provided so staff are able to maximise the use of the technology. AS/CS Termly
develop children’s self esteem Increased attendance rates for PPG pupils (in particular GRT). Part funding of a Key Worker Use of Thrive approach to provide support for vulnerable learners Support from EWO to improve attendance rates of PPG pupils. There has been a 7.78% increase in GRT attendance this year. Overall PPG attendance is still below Non PPG pupils, however, there are substantial contextual issues for a few pupils that have affected the attendance percentage negatively. Support from EWO had led to practical steps to improve attendance for vulnerable families. Work with GRT pupils has resulted in improvement in attendance. Holidays remain a key issue related to attendance and the school has issued fines for families who go on holidays, who meet the thresholds in the school attendance policy. Key worker has helped improve attendance rates through discussions with parents and proactive support in school to identify any key issues that may affect attendance at certain days or times. Pupils who have received Thrive Sessions have all made progress within their development band or have moved up a development band. There is an increased number of targeted pupils now working at their correct developmental level 40%. Continue to work with EWO to increase the attendance rates of GRT pupils. Provide positive reinforcement for high attendance rates. Continue Thrive and develop it further to include whole class approaches. Timetabling of Thrive interventions to maximise the expenditure and impact.