B. Improved progress for CPD on providing stretch High ability pupils eligible for PP are making Course selected using evidence of English lead Jan 2017 high attaining pupils for high attaining pupils. less progress than other higher attaining effectiveness. pupils across Key Stage 2 in writing. We Use INSET days to deliver training. want to ensure that PP pupils can achieve Peer observation of attendees’ classes after high attainment as well as the course, to embed learning (no simply ‘meeting We want to train a assessment). expected standards’. small number of relevant teachers in practices to provide stretch and encouragement for these pupils. Total budgeted cost £15,000 Targeted support Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff lead When will action/approach for this choice? implemented well? you review A. Improved oral 121 and small group Some of the students need targeted support Organise timetable to ensure staff delivering Reception Jun 2017 language skills in provision of Nuffield Early to catch up. This is a programme which has provision have sufficient preparation and class reception Language Intervention for been independently evaluated and shown to delivery time. teachers children in Reception. be effective in other schools. Consult local school which has used the B. Improved progress for programme to identify any potential barriers high attaining pupils to good implementation. B. Improved progress for Weekly small group We want to provide extra support to maintain Extra teaching time and preparation time Pupil Mar 2017 high attaining pupils sessions in maths for high attainment. Small group interventions paid for out of PP budget, not sought on a Premium pupils with with highly qualified staff have been shown voluntary basis. Coordinator experienced teacher, in to be effective, as discussed in reliable addition to standard evidence sources such as Visible Learning Impact overseen by maths co-ordinator. lessons. by John Hattie and the EEF Toolkit. We want Teaching assistant (TA) CPD. to combine this additional provision with some interventions such as talks Engage with parents and pupils before ‘aspiration’ from successful former pupils. intervention begins to address any concerns or questions about the additional sessions. Total budgeted cost £25,000 Other approaches
B. Improved progress for high attaining pupils CPD on providing stretch for high attaining pupils. High ability pupils eligible for PP are making less progress than other higher attaining pupils across Key Stage 2 in writing. We want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’. We want to train a small number of relevant teachers in practices to provide stretch and encouragement for these pupils. Course selected using evidence of effectiveness. Use INSET days to deliver training. Peer observation of attendees’ classes after the course, to embed learning (no assessment). English lead Jan 2017 Total budgeted cost £15,000 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review A. Improved oral language skills in reception B. Improved progress for high attaining pupils 121 and small group provision of Nuffield Early Language Intervention for children in Reception. Some of the students need targeted support to catch up. This is a programme which has been independently evaluated and shown to be effective in other schools. Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time. Consult local school which has used the programme to identify any potential barriers to good implementation. Reception class teachers Jun 2017 B. Improved progress for high attaining pupils Weekly small group sessions in maths for pupils with experienced teacher, in addition to standard lessons. We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. We want to combine this additional provision with some ‘aspiration’ interventions such as talks from successful former pupils. Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis. Impact overseen by maths co-ordinator. Teaching assistant (TA) CPD. Engage with parents and pupils before intervention begins to address any concerns or questions about the additional sessions. Pupil Premium Coordinator Mar 2017 Total budgeted cost £25,000 Other approaches
PP-strategy-template-primary-example-FINAL-0605161.docx