EY funding other materials (Year 1 indicators in speaking and contributes to -6). listening. All children have ‘functional’ this. Whole school training handwriting or support plans from speech and to enable this. Improved SSPs updated termly with language therapists is fluency in handwriting will targets met and new targets. implemented. lead to greater fluency across the curriculum, including OT therapist – Photographic evidence of spelling. individual, group and handwriting collected and whole class sessions on monitored by SLT- progress handwriting from before and after Communication boards intervention. and makaton Drama Teacher and 1, 3, 6, £28,207 New 2013-14; Work with targeted Children make rapid and Qualitative comments by expert play practitioner 7,9 &10 extended 14-15; groups (Y2 – Y6) on sustained progress in English children collected by drama expanded 15-16; drama interventions to towards the expected coach and teachers – continued 2016-17 & support the standard and approach the progress within NC extended 2017/18, development of skills in subject with confidence monitored termly by SLT; 2018-19 English e.g. PITA assessments. performance poetry, Relevant assessments e.g. Children become more public speaking etc. Boxall, early identification confident in drama and Participation in grids. performance Shakespeare week/special assembly SSP targets met Behaviours for learning Class work supports the appropriate & enable full development of curriculum participation Less intervention by agencies language and such as SEBDOS behaviours for learning Behaviours during lunchtimes and less structured lessons Reduction in number of are appropriate exclusions Children with SEMH difficulties are supported
EY funding contributes to this. other materials (Year 1 -6). Whole school training from speech and language therapists is implemented. OT therapist – individual, group and whole class sessions on handwriting Communication boards and makaton All children have ‘functional’ handwriting or support plans to enable this. Improved fluency in handwriting will lead to greater fluency across the curriculum, including spelling. indicators in speaking and listening. SSPs updated termly with targets met and new targets. Photographic evidence of handwriting collected and monitored by SLT- progress from before and after intervention. Drama Teacher and expert play practitioner 1, 3, 6, 7,9 &10 £28,207 New 2013-14; extended 14-15; expanded 15-16; continued 2016-17 & extended 2017/18, 2018-19 Work with targeted groups (Y2 – Y6) on drama interventions to support the development of skills in English e.g. performance poetry, public speaking etc. Participation in Shakespeare week/special assembly Class work supports the development of language and behaviours for learning Children make rapid and sustained progress in English towards the expected standard and approach the subject with confidence Children become more confident in drama and performance Behaviours for learning appropriate & enable full curriculum participation Behaviours during lunchtimes and less structured lessons are appropriate Children with SEMH difficulties are supported Qualitative comments by children collected by drama coach and teachers – progress within NC monitored termly by SLT; PITA assessments. Relevant assessments e.g. Boxall, early identification grids. SSP targets met Less intervention by agencies such as SEBDOS Reduction in number of exclusions
Pupil-Premium-Strategy-2018-2019-May.docx