Lack of experience of Difficulties to adjust to in school Firm and supportive communication Improved punctuality has meant routines and due to extended absences between school and home about that all three children are ready expectations of expectations, including homework and to learn each morning; they are being within a reading on top of their homework (this classroom Their lateness did in their first year have maybe done at home or school) an impact on their learning and this was and read regularly. evident in the slow progress they made in the 1st lesson of the day compared to the progress made in the lesson after break Challenges around Bullying in old school Dealing with any issues straight away and All children have a strong interaction with Mums bullying’ communicating outcome straight away friendship group at school and all ‘perceived peers allegations at CPS Pastoral work done with mum and DS re three children love being at what is bullying together with pastoral school support for child in learning to interact ‘A’ with his peers In class provision: Observations and analysis of other Actions Taken & Timescales Impact Identified Barriers information Lack of experience of The children were bright but needed On starting all children had buddies The children settled quickly routines and time to settle to help them settle. They were quickly Improved punctuality has meant expectations of integrated into their classes. that all three children are ready being within a Their lateness did in their first year have to learn each morning; they are classroom an impact on their learning and this was on top of their homework (this evident in the slow progress they made maybe done at home or school) in the 1st lesson of the day compared to and read regularly. the progress made in the lesson after break Limited experiences Child 20/40 for phonics screen Child went into a basic skills- small All three children ended last year ‘C’ ‘C’ of some aspects of abut he didn’t attend Year R group set that supported his gaps in his at national expectations except learning [previous school] so has made good learning for Child and they have ‘C’ progress. The other children’s gaps in learning continued to make the same were identified quickly through the progress this year so that again schools assessment monitoring cycle and by the end of this year they are
Lack of experience of routines and expectations of being within a classroom Difficulties to adjust to in school due to extended absences Firm and supportive communication between school and home about expectations, including homework and reading Their lateness did in their first year have an impact on their learning and this was evident in the slow progress they made in the 1st lesson of the day compared to the progress made in the lesson after break Improved punctuality has meant that all three children are ready to learn each morning; they are on top of their homework (this maybe done at home or school) and read regularly. Challenges around interaction with peers Bullying in old school Mums ‘perceived bullying’ allegations at CPS Dealing with any issues straight away and communicating outcome straight away Pastoral work done with mum and DS re what is bullying together with pastoral support for child ‘A’ in learning to interact with his peers All children have a strong friendship group at school and all three children love being at school In class provision: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Lack of experience of routines and expectations of being within a classroom The children were bright but needed time to settle On starting all children had buddies to help them settle. They were quickly integrated into their classes. Their lateness did in their first year have an impact on their learning and this was evident in the slow progress they made in the 1st lesson of the day compared to the progress made in the lesson after break The children settled quickly Improved punctuality has meant that all three children are ready to learn each morning; they are on top of their homework (this maybe done at home or school) and read regularly. Limited experiences of some aspects of learning Child ‘C’ 20/40 for phonics screen abut he didn’t attend Year R [previous school] so has made good progress. Child ‘C’ went into a basic skills- small group set that supported his gaps in his learning The other children’s gaps in learning were identified quickly through the schools assessment monitoring cycle and All three children ended last year at national expectations except for Child ‘C’ and they have continued to make the same progress this year so that again by the end of this year they are