Carry out a Learning Staff are trained in SLT Identify roles and responsibilities November 2016 ongoing needed. support assistants interventions required. audit of skills and TT Identify gaps in knowledge to lead November 2016 December 2016 knowledge. interventions Recruit quality LSAs to support and ASAP lead interventions-currently from agencies Identify a core offer Year group specific interventions SLT Each year group identifies November 2016 March 2016 8x£7,000 interventions needed to accelerate LSA class of interventions are identified; staff trained and progress both bought in intervention needed for each allocated time for delivery. interventions and school generated time year group including interventions. EYFS. Staff are allocated to an Half-termly intervention and impact reviewed regularly. Investigate and Children accessing appropriate Interventions identified with high Review half-termly impact. implement quality interventions where impact is Reading – Reciprocal reading interventions in measured and reviewed. Maths-Pre-learning assessments reading and maths. inform gaps. Practical activities. Develop a room Children and staff working in a LS Identify the area to be used-use of November 2016 the Opal Room which is a dedicated separate learning space, with intervention space. quality resources. LSA’s sharing Separate the area into smaller December 2016 learning area with furniture and good practise. celebration spaces. Raise staff awareness Staff understand the barriers Pupil Premium children are October Half-termly identified on planning, tracking, 2016/December of Pupil premium faced by pupil premium children class lists, seating plans etc and are 2016 children in their class. in their class and develop a key area of focus within pupil progress meetings.
Carry out a Learning support assistants audit of skills and knowledge. Staff are trained in interventions required. SLT Identify roles and responsibilities needed. November 2016 ongoing TT Identify gaps in knowledge to lead interventions November 2016 December 2016 Recruit quality LSAs to support and lead interventions-currently from agencies ASAP Identify a core offer of interventions needed for each year group including EYFS. Year group specific interventions are identified; staff trained and allocated time for delivery. SLT Each year group identifies interventions needed to accelerate progress both bought in interventions and school generated interventions. November 2016 March 2016 8x£7,000 LSA class intervention time Staff are allocated to an intervention and impact reviewed regularly. Half-termly Investigate and implement quality interventions in reading and maths. Children accessing appropriate interventions where impact is measured and reviewed. Interventions identified with high impact. Reading – Reciprocal reading Maths-Pre-learning assessments inform gaps. Practical activities. Review half-termly Develop a room which is a dedicated intervention space. Children and staff working in a separate learning space, with quality resources. LSA’s sharing good practise. LS Identify the area to be used-use of the Opal Room November 2016 Separate the area into smaller learning area with furniture and celebration spaces. December 2016 Raise staff awareness of Pupil premium children in their class. Staff understand the barriers faced by pupil premium children in their class and develop Pupil Premium children are identified on planning, tracking, class lists, seating plans etc and are a key area of focus within pupil progress meetings. October 2016/December 2016 Half-termly