to diminish any differences between disadvantaged and pupils. Inspire Reading training. Talk for Writing is implemented within each class. Teachers understand how to provide quality feedback to their pupils on successes and areas for development Teachers are secure in planning and delivering units of writing that build upon skills successively scrutnies are scheduled throughout the academic year. Final review: July 2017 To ensure all children have the correct P.E. kit and uniform when they enter the school. Donations of uniform and P.E. kit from parents/carers. Lost property to be utilised PTA to be consulted NfER – building blocks for success number 1 – promote an ethos of attainment for all pupils. Teachers and children report, through questionnaires, that children are equipped well for P.E. (September 2017). How many P.E. kits are out in July 2017 SKC and RN September 2017 £2000 Total Budgeted Cost £10,500 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? Actual Impact Spend Identified pupils make accelerated progress in reading. Use specialist reading teacher to support in KS1 and KS2. To on individual children’s needs to ensure that accelerated progress is made in reading – NfER building block 4. Monitoring of identified children’s attainment and progress in reading. SLT Termly data input monitoring with final monitoring July 2017 Progress and attainment
disadvantaged pupils have put the basics in place (especially addressing attendance and behaviour)’. Monitoring of impact on behaviour to learning – questionnaire data. To provide emotional support for identified pupils Member of Pastoral Team at Cage Green Counselling Talk Time Staff questionnaires report that behaviour to learning is sometimes affected by social/emotional needs. One of seven building blocks for success - on supporting the attainment of disadvantaged pupils. NfER – ‘schools which have been more successful in raising the performance of disadvantaged pupils have put the basics in place (especially addressing attendance and behaviour)’. Specific children who are not progressing or attaining in line with non-PPF children to be identified from data analysis. Class Teachers and parents to be consulted for consent and as to which children would benefit from this. Monitoring of impact on behaviour to learning – questionnaire data. SLT July 2017 FLO feedback To provide lunchtime support for identified pupils Sunshine Club Activities and resources Donations from parents Staff questionnaires report that behaviour to learning is sometimes affected by social/emotional needs. One of seven building blocks for success - on supporting the attainment of disadvantaged pupils. NfER – ‘schools which have been more successful in raising the performance of disadvantaged pupils have put the basics in place (especially addressing attendance and behaviour)’. Specific children who have social/emotional needs and need support in engagement with the playground environment Children have more positive social interactions on the playground Children are reported to be focused in lessons on time and have a positive attitude after lunch time. SLT And SENCo July 2017 Attendance to sunshine Pupil voice about sunshine club 1:1 Phonics Counts support 1:1 and group phonics programme for pupils taking the phonics screening. Specialist teacher. To focus on individual children’s needs to ensure that as many children meet the required standard as possible NfER building block 4 Children identified as needing support, meet the required standard in order to successfully pass the phonics screening check. SLT Half termly data update – monitor progress and attainment. Phonics screening data £20,000 Speech and language support Screening of all Early Years pupils All Early Years pupils to be screened for speech and language issues and To ensure that speech and language needs are identified earlier in a child’s school career, so that all children can SENCo and SLT Provision maps and individualised show progress in End of year progress £10,000
Individualised intervention by trained T.A. individualised intervention by trained TA and those with SALT programmes reach their full potential - NfER – building blocks for success number 1 Focus on high quality teaching first promote an ethos of attainment for all pupils. attainment within identified areas of need. seen in final screening 1:1 intervention for literacy difficulties Screening by specialist T.As of any children identified as potentially having a literacy difficulty. 1:1 intervention for identified literacy difficulties Individualised intervention for pupils with difficulties with literacy for example dyslexia. To focus on individual children’s needs to ensure that as many children meet the required standard as possible NfER building block 4 To ensure that literacy difficulties are identified, so that all children can reach their full potential - NfER – building blocks for success number 1 Focus on high quality teaching first promote an ethos of attainment for all pupils. SENCo and SLT Provision maps and individualised plans show progress in attainment within identified areas of need. Progress and attainment £6,000 group intervention for Maths – Year 3 pupils Identified children from data analysis 1:6 intervention for identified pupils Additional resources to support learning Numicon intervention provided by specialist teacher for pupils falling behind – including additional resources. To focus on individual children’s needs to ensure that accelerated progress is made in maths – NfER building block 4. Specific children who are not progressing or attaining in line with non-PPF children to be identified from data analysis. Children make accelerated progress within Mathematics due to small group intervention – data analysis. SENCo and SLT Half termly data update – monitor progress and attainment. Progress and attainment £15,000 Provision of professional agencies such as Educational Psychologist To provide advice, including reports to support learners and school- includes training of staff including support at meetings. To focus on individual children’s needs to ensure that as many children meet the required standard as possible NfER building block 4 Identified children from data analysis and SEN or School Concern register SENCo and SLT Provision maps and individualised show progress in attainment within identified areas of need. Progress and attainment £10,000 Total Budgeted Cost £141,000
Other Approaches Desired Outcome Chosen action/ approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Lead When will you review implementation? Actual Impact Spend To empower parents to support their children in Reading, Writing and Maths. Activity and ideas led sessions offered for parents during the school day. Phonics work shops Maths training What to expect from your child’s writing? Parenting evenings Debbie Blake – Pastoral Team. Open classrooms NfER - More successful schools saw raising the attainment of disadvantaged pupils as part of their commitment to help all pupils achieve their full potential. Research shows that we need to ‘Promote an of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed. ‘ (NfER)’ Parental engagement can improve the home learning environment, leading to increased parental confidence in supporting children’s literacy at home and a major impact on achievement’ (NfER) Questionanire responses from parents as to how to support their children. Give parents practical ideas as to how to support their children’s learning. Monitor parental engagement in sessions. To raffle tickets for attendance and a prize draw at the end of the session. Track attainment of children whose parents have attended the session to monitor impact. Identify areas to support parents/carers with, such as managing behaviour at home, providing a stable routine etc. Use class teacher questionnaire feedback and parent questionnaire feedback to inform. Questionnaire feedback later on in the year from teachers and parents about the impact of the sessions. SKC, Pastoral Team and SLT July 2017 Survey on parent wellbeing and how they feel they are supports/ listened to. Supply cover tea/ coffee Sainsburys voucher/ resource £3,580
Children are on time for school and attendance is at least 90%. Taxi service for identified children who struggle with coming to school on time or with attendance. Focusing on ensuring that attendance of PPF children is high so that the to the day is ordered and timely. NfER – ‘schools which have been more successful in raising the performance of disadvantaged pupils have put the basics in place (especially addressing attendance and behaviour)’. Also, ‘Schools with higher levels of pupil absence had lower performance among disadvantaged pupils than schools with otherwise similar characteristics.’ Taxi service to be appointed and a clear route set to collect children who are not within easy walking distance from the school and for whom attendance or lateness is an area to improve upon. Monitor attendance and lateness to ensure that this is decreasing. SLT KM Regular Attendance Meetings and termly monitoring by SKC of lateness and attendance of identified pupils. July 2017 Attendance figures of PP £5000 To put the school at of community. forum during the school day and after school. Parents/carers meet the head teacher and engaged in a discussion forum. ‘Reported outcomes of increased parental engagement include improved academic performance; improved relationships between parents, teachers and schools; and increased parental involvement in schools.’ NfER - Parental Engagement and Narrowing the Gap in Attainment for Disadvantaged Children. Coffee morning meetings run three times a year with members of SLT and the Head Teacher. refreshments, as well as raffle tickets with a prize at the end of the session to encourage attendance. SLT Attendance numbers at meetings to be monitored after every meeting, final numbers and impact July 2017 £1,500 To enhance and enrich curriculum opportunities for all A range of targeted curriculum and enhancement activities -Science week -Book week -Curriculum Evening -You can’t test this days -Come and learn with us day Ofsted ‘The Pupil Premium: an update’, found that schools using their pupil premium funding more effectively were ‘raising aspiration’ and this was a key factor to success. All children have the opportunity to participate in curriculum enhancing and enriching activities. To raise the aspirations of pupils and to enhance their enjoyment of education. SLT and Middle Leaders School Council feedback before and after enrichment activities – Jan 2017 and July 2017 Pupil voice Parent survey £5,000