All PP children to pass Bug Club interactive Using a variety of strategies engaged the children and Bug Club as a strategy was successful and would be used again phonics test. reading resource on developed their reading skills. Children were then able to when necessary. IPADs. access the wider curriculum. All children passed the phonics test 100% – Nationally 84% of children passed the phonic test. Targeted support Desired outcome Chosen Estimated impact: Did you meet the success Lessons learned action/approach criteria? Include impact on pupils not eligible for (and whether you will continue with this approach) PP, if appropriate. High quality staff are One to one teaching This was successful. PP teacher worked alongside the class For this to be successful it is imperative that the class teacher works used effectively to for PP children with a teacher so that they had a comprehensive knowledge of each alongside the PP teacher and progress is regularly monitored. support PP trained teacher at learning needs. Individualised learning was planned Continue. children’s child’s individual learning least once a week for and taught. needs. 20-25 minutes. Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately 5 months progress. PP child with Autistic TA employed every Lead practitioner attended training with the Teaching Programme put into place was successful and would be used again Spectrum Disorder and morning in the Assistant. Programme was implemented and child if necessary. an Education, Health Autumn Term. Staff successfully transitioned into school with the support and Care Plan to attend implemented. ‘Attention transition into school training Autism’ successfully. programme. Other approaches Desired outcome Chosen Estimated impact: Did you meet the success Lessons learned action/approach criteria? Include impact on pupils not eligible for (and whether you will continue with this approach) PP, if appropriate.
All PP children to pass phonics test. Bug Club interactive reading resource on IPADs. Using a variety of strategies engaged the children and developed their reading skills. Children were then able to access the wider curriculum. All children passed the phonics test – 100% Nationally 84% of children passed the phonic test. Bug Club as a strategy was successful and would be used again when necessary. Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) High quality staff are used effectively to support PP children’s individual learning needs. One to one teaching for PP children with a trained teacher at least once a week for 20-25 minutes. Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately 5 months progress. This was successful. PP teacher worked alongside the class teacher so that they had a comprehensive knowledge of each child’s learning needs. Individualised learning was planned and taught. For this to be successful it is imperative that the class teacher works alongside the PP teacher and progress is regularly monitored. Continue. PP child with Autistic Spectrum Disorder and an Education, Health and Care Plan to transition into school successfully. TA employed every morning in the Autumn Term. Staff attend ‘Attention Autism’ training programme. Lead practitioner attended training with the Teaching Assistant. Programme was implemented and child successfully transitioned into school with the support implemented. Programme put into place was successful and would be used again if necessary. Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach)
Pupil-premium-strategy-statement-2017---2018.docx