C. Improved progress for high attaining pupils CPD on providing stretch for high attaining pupils- and applying challenges through Gold work. group teaching of High Ability Using and applying lessons with additional adults. There was a difference between our most able Year 6s from the high starting points. To embed challenging concepts we will work in small groups. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills. This in turn will allow class teacher to focus on ARE level pupils in class. Triangulation of data, observation and book scrutiny. Monitoring of intervention provision and tracking its outcome. Deputy Head and Literacy across the curriculum coordinator. TA interventions monitored by DM April 2017 Total budgeted cost 22788.25 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? B. To accelerate the progress of PPG pupils with SEND in order to close the attainment gap for this group Provide mini school provision for PPG SEND pupils, including SEND support in PM topic Sessions. This combines many of the most effective EEF research strands and will allow our pupils with specific needs to have them challenged and pushed forwards. Historically this has been a very effective provision for our school- with 90% of Mini School Pupils from last year catching up and reintegrating back into class. Support in the PM sessions will not only support our SEND PPG to diminish the difference but also act a way to role model best practice with LA pupils for the topic teacher. Data analysis and comparisons with national data. SEND CO April 2017
C. Improved progress for high attaining pupils CPD on providing stretch for high attaining pupils- using and applying challenges through Gold work. Small group teaching of High Ability Using and applying lessons with additional adults. Pupils eligible for PP identified as high ability make as much progress as non PPG pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y3, 4, 5 and 6 by teacher assessments and our assessments. Our internal data shows that: 85% of more able disadvantaged pupils are on track to remain more able (this was calculated as a total of 12 pupils- 26 areas of GDS and only 4 of these areas are not on track. Miss Brennan’s high ability group is clearly differentiated and giving the pupils access to high quality using and applying. Topic GDS is now becoming clearer too. We will continue with this focus. Gold is now apparent and this is really helping pupils develop their understanding, giving pupils real life skills. Reasoning is clear. Focus of next year, is to increase CTG and practical reasoning lessons. Targeted support 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 B. To accelerate the progress of PPG pupils with SEND in order to close the attainment gap for this group Provide mini school provision for PPG SEND pupils, including SEND support in PM topic Sessions. Pupils who are SEND and receive PPG funding to progress in line with SEND cohort average and by the end of KS2 to have diminished the difference in data. SEND Differentiation Learning Walk carried out to identify and address progress showed progress against this area, and that Our internal data shows: On average PPG SEND pupils are 13 stars behind their non PPG equivalent. This will form the basis of next year’s targets. Mini School will continue- this year the provision has developed greatly, with a clear push for ARE broken into steps which allows for pupils to move from WT to ARE. SENDCO and Specialist support TA continue to support SEND PPG pupils in afternoon, with a greater focus on effective differentiation. This will be a key for next year. Trips will continue to be planned to ensure that all pupils have equal experiences. SEND PM Topic work will continue with clearer use of Gold, Silver and Bronze. The practical sessions have been effective and will be extended.
D. Increased attendance rates Pastoral manager to monitor pupils and follow up quickly on absences. First day response provision. Breakfast club offer for PPG pupils to ensure on time to school. Pupil voice indicates pupils have increased attitude and outlook on achieving- which is reflected in: Reduce the number of persistent absentees among pupils eligible for PP to 10% or below. Overall PP attendance improves from 82% to 96% in line with ’other’ pupils; Attendance Data Shows: Persistent attendance has dramatically reduced from 18.02% last year to be just 6.9%. Attendance for FSM groups is up 11%, currently at 93.67%, below non fsm at 96.86%. We will continue with this approach, ensuring that pupils and families know why they need to attend school. Meetings with families have helped and we will continue to develop our communications to ensure that our expectations are clear. D. Aspirations increased and poor learning behaviour decreased Identify a targeted behaviour intervention for identified students. Use support worker to engage with parents before intervention begins. Develop restorative approaches and focus on positive behaviours. Outside trips and visits to inspire pupils (and parents) and raise their aspirations Pupil Voice indicates that the trips focused on positive behaviour helped pupils’ increased learning behaviour. (91% believe we are preparing them for life in modern Britain). Supported whole school trip to Chester Zoo. Supported specific trips to TCAT, visit to newspaper. Contributed to Junior Street champions, giving pupils a voice in the local community. Forces Pupils (Dandelion group) have taken part in Forest school and trip to Cosford, Pupils have taken a greater role in the school through school council and by leading assemblies. Bought new PE Bags and increased communication with kit letters to help pupils be ready for learning- good learning behaviour. Pastoral work and support and interventions targeted pupils. Data above. We have run a family learning course- and will run again. We will continue with this approach. With additional work on communication with parents with resources they can help their child with- including workshops for each of the subjects. Additional detail