Data analysis at school and national level Review of the last plan and best value Research e.g. Hattie, Sutton Trust, Education Endowment Foundation including EY Toolkit, ‘Transforming Writing’ (National Literacy Trust), Handwriting research from America and Israel and new EY research that the school is engaged with (TfW from September 2017) Potential barriers to learning that Pupil Premium Spending aims to address: Speech and language difficulties (27 out of 68 (40%) of children identified with difficulties are entitled to pupil premium funding) Social, emotional and mental health difficulties (21 out of 42 (50%) of children with SEMH difficulties are entitled to pupil premium funding) Poor basic skills upon entry to school including handwriting English as an additional language Dyslexia type difficulties Varying parental capacity to support learning As a consequence, the priorities are: Early spoken language, early reading (reading planet) and the development of vocabulary (Early Years Funding & PP) Early mathematical concepts and vocabulary development (Early Year Funding & PP) ‘Talk for Writing’ including the internalisation of texts, context- embedded grammar and drama; vocabulary development and independent application as a phase in TfW sequence A meta- cognitive whole school approach to spelling – No Nonsense Spelling Intervening for Mastery in Mathematics – fluency, reasoning and problem solving: times tables Reading – decoding (RWI) and comprehension (Reading Planet and the work of Doug Lemov and other experts in the field e.g. Corbett, Tennant and Reedy) Early identification and early intervention so that no child with dyslexia type difficulties or language development disorder is missed Quality feedback and direct instruction (Hattie) Support for children’s social, emotional and mental health including use of drama and the sensory hub. Opportunities for curriculum enrichment, cultural opportunities, support for families ‘barely managing’ Attendance Assessment Increasing parental engagement
Data analysis at school and national level Review of the last plan and best value Research e.g. Hattie, Sutton Trust, Education Endowment Foundation including EY Toolkit, ‘Transforming Writing’ (National Literacy Trust), Handwriting research from America and Israel and new EY research that the school is engaged with (TfW from September 2017) Potential barriers to learning that Pupil Premium Spending aims to address: Speech and language difficulties (27 out of 68 (40%) of children identified with difficulties are entitled to pupil premium funding) Social, emotional and mental health difficulties (21 out of 42 (50%) of children with SEMH difficulties are entitled to pupil premium funding) Poor basic skills upon entry to school including handwriting English as an additional language Dyslexia type difficulties Varying parental capacity to support learning As a consequence, the priorities are: Early spoken language, early reading (reading planet) and the development of vocabulary (Early Years Funding & PP) Early mathematical concepts and vocabulary development (Early Year Funding & PP) ‘Talk for Writing’ including the internalisation of texts, context- embedded grammar and drama; vocabulary development and independent application as a phase in TfW sequence A meta- cognitive whole school approach to spelling – No Nonsense Spelling Intervening for Mastery in Mathematics – fluency, reasoning and problem solving: times tables Reading – decoding (RWI) and comprehension (Reading Planet and the work of Doug Lemov and other experts in the field e.g. Corbett, Tennant and Reedy) Early identification and early intervention so that no child with dyslexia type difficulties or language development disorder is missed Quality feedback and direct instruction (Hattie) Support for children’s social, emotional and mental health including use of drama and the sensory hub. Opportunities for curriculum enrichment, cultural opportunities, support for families ‘barely managing’ Attendance Assessment Increasing parental engagement
Pupil-Premium-Strategy-2018-2019-May.docx