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Woodland Academy Trust Pupil Premium Strategy Statement · % achieving a combined score in reading,...
Transcript of Woodland Academy Trust Pupil Premium Strategy Statement · % achieving a combined score in reading,...
1
Woodland Academy Trust Pupil Premium Strategy Statement
1. Summary information
School Peareswood Primary School
Academic Year 2016/2017 Total PP budget £247,000 Date of most recent PP Review Summer
‘16
Total number of pupils
(Reception to Yr6)
375 Number of pupils eligible for
PP
(Reception to Yr6)
182
42%
Date for next internal review of this
strategy
Summer
2017
2. Current attainment
Pupils eligible for PP (your
school)
Pupils eligible for PP (national
average)
% achieving a combined score in reading, writing and maths 15% 60%
Reading progress score for Disadvantaged Children -3.1%% 0.33
Writing progress score for Disadvantaged Children 0.2% 0.12
Maths progress score for Disadvantaged Children
-2.4%
0.24
3. Barriers to future attainment (for pupils eligible for PP) 4.
2
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A. Closing the gap in attainment and progress between PPG and NPPG from previous and current year.
B. Over 25% of pupils eligible for pupil premium also have other factors such as SEN to consider when planning
successful interventions
C. Early intervention of casual admissions to identify areas of needs and provide strategic support i.e. SEND, EAL and
family circumstances
D. Consistency and quality of effective feedback from teachers to pupils to extend and consolidate learning
E. Inappropriate behaviour outbursts in class/playground plus low level disruption impacting on learning
F. A widening of the attainment gap between WBRI PPG Boys/Girls in comparison to other ethnicity
G. A widening in the gap related to basic skills both in maths and reading, predominantly in KS2.
External barriers (issues which also require action outside school, such as low attendance rates)
H. Peareswood Primary is situated within an area of high deprivation with 31.2% of pupils eligible for FSM in comparison to
national of 14.3% and 46.2% of pupils eligible for PPG
I. Parent engagement has improved over the last couple of years but continues to be an area to be developed
J. Adult literacy of our parents is lower than national which impacts the support given to pupils at home
K. Regular attendance of individuals and the value of regular schooling fostered by parents/carers
3
5. Desired outcomes (Desired outcomes and how they will be measured)
Outcomes to address information on the Inspection Dashboard.
Success
criteria
A Close the attainment gap between PPG and NPPG in RWM to no more than 5% Pupils eligible for PP make rapid progress in RWM closing the attainment gap
between NPPG to no more than 5%. Pupils will be working at age related
expectations at the end of each Key Stage where additional progress is needed.
E An elimination of low level disruption within all classes and a reduction in inappropriate behaviour outbursts. Fewer behaviour incidents recorded for these pupils using the school’s GTBG
system and exclusion and seclusion records (without changing recording
practices or standards).
c Higher rates of attainment and a higher number of pupils classified as SEND/PPG/EAL achieving age related
expectations through early intervention and strategic provision mapping.
Pupils eligible for PPG identified as SEND/EAL make as much progress as NPPG,
by the end of Key Stages EYFS/1/2 in maths, reading and writing.
Interventions/provision is tailored to the individual needs and is mapped out
using Edu Key to assess impact and financial expenditure.
D Marking is consistent in all classes and feedback to pupils promotes, extends and consolidates learning Maths, English and Big Question PPG books reflect progress within a term and
overall progress within each topic taught. CG’s extend and consolidate learning
which pupils are responding to.
4
6. Planned expenditure
Academic year 2016-2017
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
When will you
review
implementation?
RAG rated
with impact
notes.
A. Close the
attainment gap
between PPG
and NPPG in
RWM to no
more than 5%
Maths CPD for staff Maths has been identified as
an area for development
across all Key Stages.
Professional Development Day- all
staff to attend to ensure good
quality CPD throughout the school
in terms of provision for maths.
Subject release time will be given.
LL Jan 2017
£600
This has been ongoing
throughout the year
with a most recent PDM
on differentiation
booked for 5th June.
Osiris Educational,
trainer Robert Powell-
Feedback and Marking
15th March 2017
London
Disseminated through
staff CPD PDMs in
spring 2 and follow up
in Summer 1
Effective Feedback-EEF has
identified this as high impact
+8 low cost.
Effective marking continues
to be an area for
development. 5X NQTs and
new members of staff have
contributed to this being an
identified area.
Monitoring facilitated by senior and
middle leaders.
Staff CPD in spring 2 with follow up
of impact through Book looks, NQT
development plans in Summer 1.
CF/NR April 2017
£599
Changes to AFL policy
and procedures have
been made since this
conference. (May 2017).
Limited impact of
course on pupil
outcomes.
Promoting self-
regulation strategies
within the EYFS to
EEF has identified on
average, early years
interventions have an impact
TC, EYFS Lead, to monitor through
book looks, learning looks and
GTBG checklists.
TC Fortnightly
£1600
Outstanding practice in
nursery evidenced in
5
enhance learning and
positive behaviours.
Led by EYFS Lead.
Texts purchased to
support this pedagogy.
of five additional months'
progress, and appear to be
particularly beneficial for
children from low income
families.
Identification of Self-
regulation in EYFS has been
identified as high impact +7
low cost.
books and learning
walks.
Staff CPD Meta-
cognition Spring 2
Facilitated by NHF
Meta-cognition and self-
regulation approaches have
consistently high levels of
impact, with pupils making an
average of eight months’
additional progress.
EEF assessed as high
impact +8 low cost.
We want to ensure our high
and low attaining learners are
taking ownership of their own
learning and increasing their
capacity to improve.
Monitoring facilitated by senior and
middle leaders.
Book looks, observations, NQT
development plans, Learning looks
NR/CF February 2016
No additional Cost
Was cancelled at both
PWP and WBP.
PPG Review and
Evaluation.
Full audit of processes and
procedures to evaluate the
impact of current practice
and identify how Peareswood
can further improve value for
money made from PPG.
Reviewer chosen within the Trust.
Trust SLT £2300 This is now an external
review.
E. An elimination
of low level
disruption within
all classes and
a reduction in
inappropriate
behaviour
outbursts
CPD for staff on
strategies adopted in
dealing with Low level
disruption.
X2 PDMs for all staff:
teachers,
TAs. MDS facilitated by
Alison Ballantyne.
Low level disruption impacts
on the learning of pupils
within the class reducing
optimum learning time. 5X
NQTs and new members of
staff have contributed to this
being an identified area.
Monitoring facilitated by senior
leaders.
Learning looks, observations, NQT
development plans, Behaviour
observations.
KS/CF/LL/I
A/NR
January/February 2017
£400
Through learning walks
and teacher feedback,
this PDM provided our
less experienced
teachers with strategies
to use within the
classroom. Both cover
supervisors at the time
were observed using
strategies discussed
during lesson
6
observations enabling
progress to take place
within lessons.
C. Higher rates of
attainment and
a higher
number of
pupils classified
as SEND/PPG/
EAL achieving
age related
expectations
through early
intervention and
strategic
provision
mapping.
CPD for SENCo on
early identification of
vulnerable groups of
learners and strategic
deployment of
interventions plus up to
date research and
pedagogy related to
SEND.
Osiris SEND
Conference-London
22nd March
Over 50% of our PPG pupils
have been identified as
SEND. Early intervention is
key to ensuring rapid
progress and closing the
gaps. The SENCo is fairly
new to role and would benefit
from this CPD opportunity in
order to be strategic in the
identifying and provision
mapping process and
enhance knowledge of
statuary frameworks
Monitored through half termly PPR
meetings and impact assessed on
Edu Key.
NR/CF April 2017
£400
This was a highly
effective intervention
which enabled NR to
deploy varied
strategies within her
practice as SENCo.
Strategic interventions
discussed at EIT
meeting as a direct
result from information
learnt.
D. Marking is
consistent in all
classes and
feedback to
pupils
promotes,
extends and
consolidates
learning
Effective feedback,
differentiation and
challenge CPD for staff
through the CPD
Toolkit from the Key
Effective Feedback-EEF has
identified this as high impact
+8 low cost.
Professional development for
teaching staff to improve
practice. PDMs planned for
Spring 1 and 2.
Effective Feedback plus
Closing the Gap
Differentiation
Monitoring facilitated by senior and
middle leaders.
Book looks, observations, NQT
development plans, Learning looks
CF Half Termly from January
2017
No additional cost
This was facilitated by
SLT as3 PDMs which
fed into our current
AFL policy.
Total budgeted cost £5899
ii. 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?
7
A. Close the
attainment gap
between PPG
and NPPG in
RWM to no
more than 5%
SHS worker to support
with attendance and
parent engagement.
Last Year’s attendance was
95.8%.PPG was 94.6%,
NPPG 96.6%. SHS worker
was instrumental in the
percentages achieved which
continues to be an area of
focus. The intervention
ensures pupils attended
school daily for maximum
progress.
Parent engagement has
increased over the last
couple of years but continues
to be an area for further
development.
Weekly attendance figures identify
% and identified pupils where
attendance is a concern.
SHS log identifying support for
individual families.
SHS/KB £37,000 Our newly appointed
SHS will join us on 7th
June. Due to x2
changes of staff with x2
half terms without an
SHS the impact of this
intervention hasn’t
been as effective as
predicted.
ECC/ECAR Teacher
focused support in
phonics for Rec and
KS1 learners
EEF has identified on
average, early years
interventions have an impact
of five additional months'
progress, and appear to be
particularly beneficial for
children from low income
families.
Tailored intervention for
phonics supports pupils with
reading, writing and
achieving phonics screening
at the end of year 1.
Monitored through half termly PPR
meetings and impact assessed on
Edu Key.
Senior leader monitoring through
learning looks of books and
observations.
Phonics screening results.
SLT Half Termly
£15,000
81.5% of PPG pupils
predicted to achieve
this year’s phonic
screening.
PPG Morning study
group for Yr6 learners
x5 mornings.
EEF identified +4 impact for
low cost-small group work.
Pupils receive an intensive
20 min teacher led
intervention focusing on key
aspects/gaps in learning.
This is supported with x2 TAs
Evidence of impact assessed during
fortnightly PPRs with HT.
IA Fortnightly
£5800
A highly effective
intervention which has
enabled core skills in
maths to be taught with
a current focus now on
writing.
8
PPG Holiday Study
Club in October half
term x2 days.
PPG-Additional Holiday
Study Clubs throughout
the year, February and
Easter.
EEF identified +4 impact for
low cost-small group work.
Pupils receive an intensive 2
days intervention focusing on
key aspects/gaps in learning.
Supported by x2 TAs and 2x
LMs
Evidence of impact assessed during
fortnightly PPRs with HT.
IA Fortnightly
£2000
A highly effective
intervention which has
enabled core skills in
maths, comprehension
and EGPS to be taught.
Inclusion Leader to
lead and evaluate the
provision of PPG
pupils.
The Inclusion Leader is
strategic in tailoring
interventions and provision
for identified pupils. These
are determined during PPR
meetings, meetings with
pupils/parents and outside
professionals.
Monitored through half termly PPR
meetings and impact assessed on
Edu Key.
Evidence within IL PM.
CF £39,000 Ongoing-to be
evaluated fully end of
summer 2 data/SATs
test results.
Tailored intervention
sessions delivered by
class teachers for
identified groups both
in Literacy and maths.
EEF Toolkit identifies a
teacher led focus groups has
a positive impact on
achievement and progress.
QFT is key in ensuring pupil
progress and accessibility of
the curriculum. Teachers will
deliver x2 15 mins
intervention sessions with
identified pupils
Half termly PPRs and Literacy and
Maths monitoring cycle.
SLT Half Termly
£1000
This intervention has
been particularly
successful in the
following years where
the maximum amount
of progress has been
made.
Year 2
Year 3
Year 5
Year 6
QFT delivered and
facilitated by the class
teacher.
Small group
interventions to support
Maths is a priority of the
school. Data indicates
Half termly PPRs and maths leader
monitoring cycle.
LL/CF Half Termly
£1200
A change in direction
due to the high
9
the progress of both
able and more able
learners in maths.
X3 sessions per week.
provision for our able/more
able learners is essential to
ensure maximum learning is
achieved.
turnover of staff which
resulted in tailored
support for our lower
attainers.
A TA x3 maths
intervention at the
beginning of each class
numeracy lesson. 5
minute maths box.
Yrs1-5.
Data indicates gaps in basic
skills in maths linked to place
value and basic number. An
intervention for identified
pupils will ensure these gaps
are reduced.
Half termly PPRs and maths leader
monitoring cycle.
LL/CF/NR Half Termly
£1200 intervention
This intervention has
been particularly
successful in the
following years where
the maximum amount
of progress has been
made.
Year 2
Year 3
Year 5
Year 6
This intervention has
been most effective in
year 3 with our casual
admissions. Child A on
entry working within
the year 1 curriculum,
now working within
year 2 and 3.
A TA x3 phonics and
spelling intervention 5
minute box, Yrs1-5.
Data and professional
dialogues in PPRs indicate
gaps in basic skills in writing.
An intervention for identified
pupils will ensure these gaps
are reduced.
Half termly PPRs SLT Half Termly
£910
This intervention has
been particularly
successful in the
following years where
the maximum amount
of progress has been
made.
Year 2
Year 3
Year 5
Targeted TA
interventions for
language development.
EEF identified +4 impact for
low cost-small group work.
Pupils receive intensive 3
session intervention focusing
Evidence of impact assessed during
half termly PPRs.
CF/NR Half termly
£3200 intervention
This intervention has
been particularly
successful in the
following years where
the maximum amount
10
on key aspects/gaps in
learning.
of progress has been
made.
Year 2
Year 3
Year 5
Targeted Reading
comprehension-Fiction
Express
EEF identified +4 impact for
low cost-small group work.
Pupils receive 30 min per
week reading comprehension
input from TA
Evidence of impact assessed during
half termly PPRs.
CF/NR Half termly
£15000
This intervention has
been particularly
successful in the
following years where
the maximum amount
of progress has been
made.
Year 3
Year 5
This has also had a
significant impact in
year 4 a year group
who have had a high
turnover of staff since
September.
E. An elimination
of low level
disruption within
all classes and
a reduction in
inappropriate
behaviour
outbursts.
Learning Mentors
tailored support of
individual/groups of
pupils with specific and
complex needs.
Early intervention supports
behaviour for learning and
eliminates low level
disruption. Lunchtime
behaviour and SEMH is
supported through lunchtime
clubs and strategic
interventions at lunchtime.
Reduction in seclusions and
exclusions monitored half termly.
Evidence of a reduction in red cards
used as a consequence both in
class and at lunchtime-GTBG
records.
SC/AR/SH/
CF
Reviewed half termly
£36,000
A significant reduction
in low level disruption
through tailored
support and sign
posting/referrals for
individuals.
This is reflected within
the LSU reviews.
NHF Behaviour
Federation Support for
pupils at risk of
permanent exclusion.
EEF Toolkit +4 impact with
moderate cost
PPG pupils referred Autumn
1 and 2. This intervention will
support pupils in managing
their behaviour therefore
accessing the curriculum
making accelerated progress,
Reduction in seclusions and
exclusions monitored half termly.
Evidence of a reduction in red cards
used as a consequence both in
class and at lunchtime-GTBG
records.
SH/CF £3000 Tailored support
deployed for x4 pupils
with positive outcomes
measured.
X1 pupil currently
attending pathways
with much success.
11
Additional pupils supported
with their behaviours through
NHF.
Allocated time within
the schools sensory
room.
EEF Toolkit +4 impact with
moderate cost
Fostering a self-regulation,
supporting sensory needs
and reflection time.
Reduction in seclusions and
exclusions monitored half termly.
Evidence of a reduction in red cards
used as a consequence both in
class and at lunchtime-GTBG
records. Sensory needs of pupils
supported during allocated time.
CF/NR/SH £15000 Utilised by pupils
across all year groups
with a particular focus
on PPG/SEND pupils.
This has been an
effective resource for
both sensory and
SEMH needs.
Privilege party
provision for pupils who
make positive choices
within each half term.
Success also
celebrated through
certificates and
stickers.
Provision within school to
celebrate success of
behaviour for learning of
individuals. Provision is
performances by outside
agencies and teacher led
activities.
Reduction in seclusions and
exclusions monitored half termly.
Evidence of a reduction in red cards
used as a consequence both in
class and at lunchtime.
SLT £2123 Increased number of
pupils attending
privilege parties
reflecting behaviour
choices within and
outside of the
classroom.
C Higher
rates of
attainment and
a higher
number of
pupils classified
as SEND/PPG/
EAL achieving
age related
expectations
through early
intervention and
strategic
provision
mapping.
EAL Teacher to
assess, deliver
interventions and
provide supportive
materials for PPG EAL
learners.
10 week intervention-1
day per week plus
purchase of resources
to support intervention.
EEF Toolkit identifies a
teacher led focus groups has
a positive impact on
achievement and progress.
EAL learners will be
supported in accessing the
curriculum with their class
with targeted support to
ensure accelerated progress
within their understanding of
the English language and
vocabulary.
Monitored through half termly PPR
meetings and impact assessed on
Edu Key.
Evidence of impact will be
measured using the STEPS EAL
stages.
CF/NR £10000 intervention and
planning and assessment
allocation
Redeployment of funds
used to support
learners within the
classroom and utilising
embedded
interventions ie
phonics etc.
12
Speech and Language
therapist to assess and
deliver interventions for
identified pupils.
Early identification and
intervention to support pupils
with speech and language
needs with a particular focus
in reception and KS1.
Monitored through half termly PPR
meetings, impact assessed on Edu
Key and speech and language
assessments.
CF/NR Half Termly
£11,000 for the year
Highly effective
intervention which has
enabled early
intervention,
assessment and
support for pupils
working within year’s
rec to 4.
Additional Educational
Phycologist sessions to
support with the
identification, well-
being and cognitive
development of
identified pupils.
Early identification and
intervention to support pupils
with identified needs and
possible EHCP needs.
Monitored through progress of
agreed EHCPs, half termly PPRs
and behaviour logs.
CF/NR Half Termly
£8528
Additional funds
sourced within the
Trust. May 2017 was
the start date of this
intervention due to
limited capacity from
Bexley. We have now
sourced privately.
Total budgeted cost £206,961
iii. Other approaches
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?
A. Close the
attainment gap
between PPG
and NPPG in
RWM to no
more than 5%
Maths resources
purchased and tailored
to the individual needs
of each year group to
enhance learning and
close gaps.
Through Trust moderation
exercise, reasoning and
basic skills were identified.
Resources purchased will
support areas for
development.
Maths leader to identify resources
facilitated within lessons and on
planning. Progress assessed during
half termly PPRs and through maths
leader cycle of monitoring.
LL Feb 2017
£ 4500
Ongoing-reviewed after
data drop summer 2.
PPG Maths Library
Resources purchased.
To support home learning
within the maths curriculum
for each key stage, generate
parental engagement and
enhance learning
opportunities.
Maths leader to continue to monitor
the register daily to identify families
who are failing to utilise the
resource.
Progress assessed during half
termly PPRs and through maths
leader cycle of monitoring.
LL January 2017
£9000
Ongoing-reviewed after
data drop summer 2.
Relaunch of
intervention summer 2.
13
Recognition badges
purchased to promote a
love of learning across
all subject areas but
with an additional focus
on maths.
Pupils to have a sense of
achievement when awarded
a star of the week award for
their learning in either R, W
or GTBG role model. The
numeracy award will raise
the profile of maths and will
be a tool to assist in
generating high aspirations
Teachers to keep lists of pupils
achieving star of the week and
maths achievement award.
CF/LL £320 Highly effective
incentive for all pupils.
KS2 English, Maths
and Science Pocket
Guides purchased for
home learning.
To promote home learning
and support progress the
core curriculum areas.
Progress measured in half termly
PPR meetings and monitoring cycle
of literacy and maths leaders.
CF Half Termly
£1000
Positive comments
from parents in KS2 in
effectiveness as a
resource to use at
home.
KS1+ Grammar,
Punctuation and
Spelling, Maths and
Reading Study and
Activity Books for yr1
and 2.
To provide a resource to
support children’s’ learning at
home.
Progress assessed during half
termly PPRs.
CF Half Termly
£400
Positive comments
from parents in
effectiveness as a
resource to use at
home.
EYFS Resource Family
Packs
To promote home learning
and support progress in
achieving GLD at the end of
EYFS.
Progress measured in half termly
PPR meetings and monitoring cycle
of EYFS leader.
TC/CF Half Termly
£500
Measure impact in
summer 2 data drop.
Breakfast and after
school club provision
for identified pupils
Attendance of vulnerable
pupils supported through
attendance of active sports
club before/and/or after
school.
This will ensure maximum
learning time in school for
pupils identified.
Attendance improved and measured
at 96% for identified pupils through
weekly attendance monitoring.
Progress measured within PPRs.
SHS/DP/K
B
Weekly
£1000
Effective in ensuring
progress across the
year in RWM. 4/7/17
results will positively
reflect this.
Travel expenses- for
families identified.
Attendance of vulnerable
pupils improved on through
financial support related to
travel arrangements to
Attendance improved and measured
at 96% for identified pupils through
weekly attendance monitoring.
Progress measured within PPRs.
SHS/DP/K
B
Weekly
£300
100% attendance of
pupils whilst
intervention was in
place:
14
school. This will ensure
maximum learning time in
school for pupils identified.
X2 yr3 pupils
X1 year 6 pupil
X1 year 4 pupil
Outside Learning
opportunities (trips and
residential) funded to
ensure accessibility of
the curriculum
Pupils gain much in
experiencing learning outside
of the classroom and being
exposed to a wealth of
learning opportunities.
Outcomes of Socio-grams, PPRs,
behaviour logs.
SH/CF/CF £3000
Ongoing
Highly effective in
ensuring early
intervention of support
for pupils with SEMH
difficulties. EIT working
in partnership with LMs
to provide tailored
support. This was
particularly successful
in yrs 5 and 6.
Appropriate
clothing/resources
funded for identified
pupils to ensure all
learning opportunities
are experienced.
Pupils gain much in
experiencing learning outside
of the classroom and being
exposed to a wealth of
learning opportunities.
Funding for appropriate
resources/clothing promotes
in addition to supporting with
the day to day clothing
required on a daily basis.
Outcomes of Socio-grams, PPRs
and behaviour logs
SH/CF/CF Ongoing
£300
Ongoing
Talking Tins used daily
to support learners with
their writing and
ensuring their writing
makes sense.
Barriers to pupils making
ARE in writing has been
identified as an area for
development. Talking tins will
support pupils in ensuring
their writing makes sense
and a tool for editing their
ideas.
Progress measured in half termly
PPR meetings and monitoring cycle
of Literacy leader.
CF/NR/LS Half Termly
£1500
Impact measured in
summer 2 data drop.
Talking pegs used daily
as a marking resource
to support learners in
responding to marking
and moving their
learning on.
Effective Feedback-EEF has
identified this as high impact
+8 low cost.
Effective marking continues
to be an area for
development. 5X NQTs and
new members of staff have
Monitoring facilitated by senior and
middle leaders.
SLT Half Termly £650 Utilised in KS1-new
AFL policy no longer
requires this resource.
15
contributed to this being an
identified area.
Writing Packs for all
PPG pupils to promote
an enthusiasm for
writing for different
purposes.
Yrs 1-6
Barriers to pupils making
ARE in writing has been
identified as some pupils
being reluctant to write.
Writing packs will foster an
enthusiasm for writing.
Monitoring facilitated by senior and
middle leaders.
SLT Half Termly
£4000
Summer 2 data drop to
reflect impact.
Parents from yrs 5 and
6 did not attend. Packs
given out at parent
consultation evening to
those parents.
Comprehension boxes
plus visual aids to
support the learning of
Able/More Able
learners.
Pupils extended through
structured comprehension
questions to accelerate
progress and attainment.
Visual prompts support with
spelling and grammar in
writing.
Monitoring facilitated by senior and
middle leaders.
SLT Half Termly £3300 Utilised within kS2.
Changes within the
teaching of reading has
evolved therefore this
intervention is no
longer utilised.
My phonics Packs for
Rec and Yr1 pupils.
EEF has identified on
average, early years
interventions have an impact
of five additional months'
progress, and appear to be
particularly beneficial for
children from low income
families. This is similar in the
earlier years of KS1. Phonics
kits utilised at home will
ensure GLD plus additional
support for the yr1 phonics
screening.
Monitoring facilitated by senior and
middle leaders.
SLT Half Termly
£600
81.5% of pupils
predicted to pass the
phonics screening in
year 1.
Times table pocket
packs for yrs. 2-6.
Pupil’s learning/rapid recall of
multiplication/division facts to
enhance learning and
progress.
Monitored by Numeracy Leader LL Half Termly
£1000
Ongoing-data drop
summer 2 will assess
impact.
E. Higher
rates of
attainment
and a
Nessy dyslexia
identification
programme used to
Early identification of need is
key in removing barriers to
learning. Over 25% of our
PPG pupils are categorised
Half termly PPRs. Progress
identified within the online
assessment tool.
NR/CF Half Termly
£1270
Utilised by pupils in
KS2-further diagnosis
secured as a result of
assessment. Tailored
16
higher
number of
pupils
classified
as
SEND/PPG
/ EAL
achieving
age related
expectation
s through
early
intervention
and
strategic
provision
mapping.
support Early
intervention of need.
as SEND. This online
identification tool will identify
need, provide a tailored
programme and assess
progress.
support now in place
for pupils.
EAL classroom
resources to support
English acquisition.
EAL pupils settling in to
school respond positively
when links are made
between their first language
and English. Pupils make
their own links which
supports their overall English
acquisition.
Half termly PPRs and English
acquisition levelling.
CF/NR Half Termly
£1500
Pupils identified
making progress in
both reading and
writing-particularly in
years 1 and 4.
Total budgeted cost £34,140
Total budget cost to date: £ 247,000