PP children with 1:1 or small group and in class EEF research suggests that early intervention is SENCO weekly meetings with Stephanie June 2018 years’ additional needs support provided to reduce essential. On average, early years interventions have an support team to discuss Storrar . achieve in line with barriers to learning impact of five additional months' progress, and appear to progress of children Ruth peers Specialist advice sought for be particularly beneficial for children from low income PP lead liaises with support Tunnell specific needs families. team termly following progress Ann meetings Henwood Precision teaching has been shown to have high rates of PP lead has open door policy for Precision teaching strategies to success for children who need It is staff to communicate re: PP ‘over learning’. provide targeted support for delivered in short bursts and children do not move on children selected children until they have mastered what has been taught. Selected staff trained to deliver precision teaching June 2017 Staff meeting to train teachers 18.9.17 The support for home Year group teams identify Use of cloud based resources to support home learning Discussion with teachers at Ann June 2018 learning improves resources to support interactive has resulted in improved participation. Parents report that termly progress meetings Henwood - home learning they prefer this kind of approach as the children are more Discussion with children All engaged and willing to complete tasks. Feedback from parents teachers Involvement and engagement of parents is crucial to progress. Support at home ensures that children’s Family Learning sessions children are given every opportunity to learn. Family Learning Sessions offered to targeted families first ‘Understanding Children’s for selected parents and parents are strongly Behaviour’ encouraged to attend. Review of expenditure Previous Academic Year 2016-17 £45,780.00 Quality of teaching for all Desired outcome Chosen Estimated impact: Lessons learned Cost action/approach Children can talk about PHSE lessons weekly Entries in the behaviour log are reduced School is also undertaking accreditation for £100.00 their feelings in a using The Nurturing Children can solve problems without becoming angry Nurturing School Programme. Worry Worry controlled way and Programme Children can explain how they are feeling monsters introduced in all classes to allow monsters acknowledge problems children to express and share their worries in can be solved. Mental Health training has enabled all staff to understand the context a safe environment. of behaviour. This has led to fewer entries in the Behaviour children’s Log. Drop ins show school ethos is consistent in all classes.
PP children with additional needs achieve in line with peers 1:1 or small group and in class support provided to reduce barriers to learning Specialist advice sought for specific needs Precision teaching strategies to provide targeted support for selected children EEF research suggests that early years’ intervention is essential. 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. Precision teaching has been shown to have high rates of success for children who need ‘over learning’. It is delivered in short bursts and children do not move on until they have mastered what has been taught. SENCO weekly meetings with support team to discuss progress of children PP lead liaises with support team termly following progress meetings PP lead has open door policy for staff to communicate re: PP children Selected staff trained to deliver precision teaching June 2017 Staff meeting to train teachers 18.9.17 Stephanie Storrar Ruth Tunnell Ann Henwood June 2018 . The support for home learning improves Year group teams identify resources to support interactive home learning Family Learning sessions ‘Understanding Children’s Behaviour’ for selected parents Use of cloud based resources to support home learning has resulted in improved participation. Parents report that they prefer this kind of approach as the children are more engaged and willing to complete tasks. Involvement and engagement of parents is crucial to children’s progress. Support at home ensures that children are given every opportunity to learn. Discussion with teachers at termly progress meetings Discussion with children Feedback from parents Family Learning Sessions offered to targeted families first and parents are strongly encouraged to attend. Ann Henwood - All teachers June 2018 Review of expenditure Previous Academic Year 2016-17 £45,780.00 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Lessons learned Cost Children can talk about their feelings in a controlled way and acknowledge problems can be solved. PHSE lessons weekly using The Nurturing Programme Entries in the behaviour log are reduced Children can solve problems without becoming angry Children can explain how they are feeling Mental Health training has enabled all staff to understand the context of children’s behaviour. This has led to fewer entries in the Behaviour Log. Drop ins show school ethos is consistent in all classes. School is also undertaking accreditation for Nurturing School Programme. Worry monsters introduced in all classes to allow children to express and share their worries in a safe environment. £100.00 Worry monsters