E Behaviour at lunchtimes during academic year 2015 16 was raised as a concern by pupils – Outcomes Desired outcomes and how they will be measured Success criteria Improved oral language in reception and KS1 Pupils eligible for PP in Reception and KS1 classes make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations. PP children across KS2 achieving in line with or exceeding their peers in reading PP pupils in reading achieve in line with their peers across KS2 In Y6, PP children achieve in line or exceed national nonPP children. Higher achieving children achieving in line or exceeding their peers across KS2 in Reading, Writing In KS2, higher-achieving KS1 attainment in line with peers. In pupil’s and Maths Y6, same as national nonPP Higher achieving children. The gap in achievement between PP and nonPP in combined RWM closes RWM achievement in the same for PP and nonPP children Combined RWM is a performance management target for staff Improved provision at lunchtime through additional use of Sports Coaches Behaviour incidents at lunchtime are minimised Planned expenditure Academic year 2016/17 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / What is the evidence and How will you ensure it is Staff lead Review approach rationale for this choice? implemented well? A. Improved oral Staff training on high We want to invest some of the PP in longer Staff training on CLLD to ensure appropriate AHT for This will remain language skills in quality feedback. term change which will help all pupils. Many interventions are well run. EYFS / KS1 a priority data – Reception / KS1 different evidence sources, e.g. EEF Toolkit showed a dip Staff training on suggest high quality feedback is an effective Monitoring language skills for target children Deputy developing oracy for the way to improve attainment, and it is suitable through baseline assessment and end of Head high attaining pupils in as an approach that we can embed across project to EYFS and reception Y1 the school. from EYFS/Reception Lessons from training embedded in school SLE. feedback policy.
E Behaviour at lunchtimes during academic year 2015 – 16 was raised as a concern by pupils Outcomes Desired outcomes and how they will be measured Success criteria Improved oral language in reception and KS1 Pupils eligible for PP in Reception and KS1 classes make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations. PP children across KS2 achieving in line with or exceeding their peers in reading PP pupils in reading achieve in line with their peers across KS2 In Y6, PP children achieve in line or exceed national nonPP children. Higher achieving children achieving in line or exceeding their peers across KS2 in Reading, Writing and Maths In KS2, higher-achieving KS1 pupil’s attainment in line with peers. In Y6, same as national nonPP Higher achieving children. The gap in achievement between PP and nonPP in combined RWM closes RWM achievement in the same for PP and nonPP children Combined RWM is a performance management target for staff Improved provision at lunchtime through additional use of Sports Coaches Behaviour incidents at lunchtime are minimised Planned expenditure Academic year 2016/17 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Review A. Improved oral language skills in Reception / KS1 Staff training on high quality feedback. Staff training on developing oracy for the high attaining pupils in EYFS and reception Y1 from EYFS/Reception SLE. We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Staff training on CLLD to ensure appropriate interventions are well run. Monitoring language skills for target children through baseline assessment and end of project to Lessons from training embedded in school feedback policy. AHT for EYFS / KS1 Deputy Head This will remain a priority – data showed a dip
Pupil_Premium_2016-17_Review.docx