C. Improve attainment Create individual Sensitive and targeted intervention may Engage with parents and pupils HT/ June 2017 of pupils eligible for PP learning profiles (Boxall) benefit at risk or more vulnerable pupils. before intervention begins to Inclusion identified as having and specialised Evidence from EEF identifies that SEL address any concerns or questions manager difficulties becoming programmes which are programmes appear to benefit about additional sessions. positively engaged in targeted at students with disadvantaged or low-attaining pupils education particular social or more than other pupils. Individual pupil progress tracking emotional problems. Case studies Total budgeted cost £24472 Other approaches Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff lead When will you action/approach for this choice? implemented well? review implementation? D. Increased Pupils are identified as As evidenced by DfE (Improving Effective monthly analysis data on HT/ June 2018 attendance and having problems with Attendance at School 2012), children with attendance in order to quickly pick Attendance punctuality rates attendance and low attendance in the early years are up on children who are developing Manager punctuality at an earlier more likely to come from the poorest a pattern of absence. (Business stage. backgrounds. These children are likely to Focus on supporting parents in Manager start school already behind their peers, reception and parents of PP pupils 2hrs /wk)/ particularly in their acquisition of who are failing to get their children EWO language and their social development. to school, or are arriving late regularly. Parents are taught to understand the difference between minor ailments and the sort of illness that warrants a day off. Headteacher to refuse every request for holidays unless there are really exceptional circumstances. Total budgeted cost £1960 Review of expenditure
C. Improve attainment of pupils eligible for PP identified as having difficulties becoming positively engaged in education Create individual learning profiles (Boxall) and specialised programmes which are targeted at students with particular social or emotional problems. Sensitive and targeted intervention may benefit at risk or more vulnerable pupils. Evidence from EEF identifies that SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils. Engage with parents and pupils before intervention begins to address any concerns or questions about additional sessions. Individual pupil progress tracking Case studies HT/ Inclusion manager June 2017 Total budgeted cost £24472 Other approaches 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 implementation? D. Increased attendance and punctuality rates Pupils are identified as having problems with attendance and punctuality at an earlier stage. As evidenced by DfE (Improving Attendance at School 2012), children with low attendance in the early years are more likely to come from the poorest backgrounds. These children are likely to start school already behind their peers, particularly in their acquisition of language and their social development. Effective monthly analysis data on attendance in order to quickly pick up on children who are developing a pattern of absence. Focus on supporting parents in reception and parents of PP pupils who are failing to get their children to school, or are arriving late regularly. Parents are taught to understand the difference between minor ailments and the sort of illness that warrants a day off. Headteacher to refuse every request for holidays unless there are really exceptional circumstances. HT/ Attendance Manager (Business Manager 2hrs /wk)/ EWO June 2018 Total budgeted cost £1960 Review of expenditure
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