Children make better progress in reading Progress in reading and writing for pupil premium pupils improves so more are making positive progress at the end of Informal and ongoing formative assessment, progress meetings, internal assessment data KS1 and 2. and summative termly testing and assessment A focus on vocabulary development has impact on attainment in speaking, reading and writing across the school. Children become more confident speakers EAL pupils show improved vocabulary development EAL pupil premium pupils make good progress in reading and Informal and ongoing formative assessment, progress meetings, termly assessment of writing speaking and listening skills, monitoring drop-ins and lesson observations B. Children become more aware of what they are thinking and how they learn. Feedback on Pupils show an awareness of what they are thinking when they learning is effective learn Pupils awareness of metacognition has impact on their learning Pupil and staff feedback, pupil interviews, pupil book reviews, monitoring drop-ins/lesson and progress observations Teaching strategies and classroom practice used in the classroom reflect good practice in metacognition A more cross curricular approach across the school has impact on levels of pupil engagement, particularly in upper KS2. Feedback provided to pupils has positive impact on progress C. Pupils are have good self-esteem, confidence and resilience. Engagement levels are high Pupils receiving ELSA intervention make good progress and are positive in their approach to learning Pupil surveys, ELSA intervention records/assessment, pupil interviews All pupils feel confident, resilient and secure. D. Pupil premium pupils have the same opportunities to be supported in their home learning Lack of home learning opportunities will have less impact on progress and attainment Monitoring of home learning, provision for children to have opportunities to make up time Pupils who do not read at home have opportunities to read expected to be spent on home learning at school. Feedback from pupils, staff and reading individually at school volunteers Pupils have opportunities to develop their vocabulary in small groups. Hard to reach families are more receptive to supporting their children at home Planned expenditure total £26,000 Academic year 2018/19
Children make better progress in reading Informal and ongoing formative assessment, progress meetings, internal assessment data and summative termly testing and assessment Children become more confident speakers Informal and ongoing formative assessment, progress meetings, termly assessment of speaking and listening skills, monitoring drop-ins and lesson observations Progress in reading and writing for pupil premium pupils improves so more are making positive progress at the end of KS1 and 2. A focus on vocabulary development has impact on attainment in speaking, reading and writing across the school. EAL pupils show improved vocabulary development EAL pupil premium pupils make good progress in reading and writing B. Children become more aware of what they are thinking and how they learn. Feedback on learning is effective Pupil and staff feedback, pupil interviews, pupil book reviews, monitoring drop-ins/lesson observations Pupils show an awareness of what they are thinking when they learn Pupils awareness of metacognition has impact on their learning and progress Teaching strategies and classroom practice used in the classroom reflect good practice in metacognition A more cross curricular approach across the school has impact on levels of pupil engagement, particularly in upper KS2. Feedback provided to pupils has positive impact on progress C. Pupils are have good self-esteem, confidence and resilience. Engagement levels are high Pupil surveys, ELSA intervention records/assessment, pupil interviews Pupils receiving ELSA intervention make good progress and are positive in their approach to learning All pupils feel confident, resilient and secure. D. Pupil premium pupils have the same opportunities to be supported in their home learning Monitoring of home learning, provision for children to have opportunities to make up time expected to be spent on home learning at school. Feedback from pupils, staff and reading volunteers Lack of home learning opportunities will have less impact on progress and attainment Pupils who do not read at home have opportunities to read individually at school Pupils have opportunities to develop their vocabulary in small groups. Hard to reach families are more receptive to supporting their children at home Planned expenditure total £26,000 Academic year 2018/19
pp-plan-review-2018-19.docx