Identified Year 5 Use of three teacher To on individual children’s needs to Monitoring of identified children’s SLT Termly data input Progress and 6 pupils model in Years 5 and ensure that accelerated progress is attainment and progress in writing. monitoring with final and make accelerated 6. made in writing NfER building block monitoring July attainment – progress in 4. 2017 writing. Identified pupils To use Teaching To focus on individual children’s needs Monitoring of identified children’s SLT Termly data input Progress make accelerated Assistant and to ensure that accelerated progress is attainment and progress in Maths. monitoring with final and progress in intervention time to made in maths NfER building block 4. monitoring July attainment – address attainment 2017 and progress in Maths. Identified pupils Existing CG staff To on individual children’s needs to Specific children who are not SLT Half termly data Progress £20,000 make accelerated member to work with ensure that accelerated progress is progressing or attaining in line with update monitor and – progress in identified children. made in SPAG– NfER building block 4. non-PPF children to be identified from progress and attainment SPAG. data analysis. attainment. Teacher led extra tuition to ensure all Ensure children have a separate children making Class’ book to show learning ‘Master progress in SPAG, and progress made because of this particularly programme. ‘disadvantaged children’, more ‘disadvantaged able’ and those from groups’. ‘vulnerable Identified pupils Member of Pastoral Staff questionnaires report that Specific children who are not SLT July 2017 Pupil display good Team at Cage Green. behaviour to learning is sometimes progressing or attaining in line with Asset behaviour to affected by social/emotional needs. non-PPF children to be identified from data learning 80% of One of seven building blocks for data analysis. the time. success - on supporting the attainment of disadvantaged pupils. NfER Class Teachers and parents to be – which have been more consulted for consent and as to which ‘schools successful in raising the performance of children would benefit from this.
Identified Year 5 and 6 pupils make accelerated progress in writing. Use of three teacher model in Years 5 and 6. To on individual children’s needs to ensure that accelerated progress is made in writing – NfER building block 4. Monitoring of identified children’s attainment and progress in writing. SLT Termly data input monitoring with final monitoring July 2017 Progress and attainment Identified pupils make accelerated progress in To use Teaching Assistant and intervention time to address attainment and progress in Maths. To focus on individual children’s needs to ensure that accelerated progress is made in maths – NfER building block 4. Monitoring of identified children’s attainment and progress in Maths. SLT Termly data input monitoring with final monitoring July 2017 Progress and attainment Identified pupils make accelerated progress in SPAG. Existing CG staff member to work with identified children. Teacher led extra tuition to ensure all children making progress in SPAG, particularly ‘disadvantaged children’, ‘disadvantaged more able’ and those from ‘vulnerable groups’. To on individual children’s needs to ensure that accelerated progress is made in SPAG– NfER building block 4. Specific children who are not progressing or attaining in line with non-PPF children to be identified from data analysis. Ensure children have a separate ‘Master Class’ book to show learning and progress made because of this programme. SLT Half termly data update – monitor progress and attainment. Progress and attainment £20,000 Identified pupils display good behaviour to learning 80% of the time. Member of Pastoral Team at Cage Green. Staff questionnaires report that behaviour to learning is sometimes affected by social/emotional needs. One of seven building blocks for success - on supporting the attainment of disadvantaged pupils. NfER – ‘schools which have been more successful in raising the performance of Specific children who are not progressing or attaining in line with non-PPF children to be identified from data analysis. Class Teachers and parents to be consulted for consent and as to which children would benefit from this. SLT July 2017 Pupil Asset data