Access for pupils to a qualified member of staff to support learning Access to high quality texts I £1100 BARRIERS A, E and G EEF There are a number of meta-analyses which indicate that, on average, Evaluation of To raise attainment of mastery learning approaches are effective, leading to an additional five intervention updated on underperforming pupils in months’ progress over the course of a school year compared to traditional pupil trackers and RAPs Year 6 and across the INTERVENTIONS approaches. by T and SENCO school in maths, reading (See also Reading, writing, Maths) AND IMPACT OF comprehension and Motor Skills United 2 x weekly (Y1/2/3) spelling. TRAINING Formative assessment training (all staff) To individualise support Lesson Study training and tasks staff – Target support for Governor training Governor Mark Award – children to address Marking policy update misconceptions, gaps, Suite of safeguarding training for all staff and weaknesses Training in Leicester Inference Project To ensure children taught Strategies to support EAL pupils by skilled staff quality – Restorative Approaches training for staff first teaching Mastery approach to maths L BARRIERS A, B, G, K See also Uniform subsidy for individual pupils Evaluation of U - To raise attainment of Counselling funded (see above) intervention updated on uniform underperforming pupils in Resources for home funded pupil trackers and RAPs C - maths, reading Access to Learning Mentor 1:1 LOOKED by T and SENCO comprehension and Package of family support offered spelling Breakfast Club and After School Club subsidy AFTER Nurture Access to family activities art workshop – groups To ensure disadvantage CHILDREN does not mean lack of opportunity L £800 BARRIERS A, E and G EEF Overall, the evidence indicates that, on average, pupils make two Extending the learning ‘see additional months' progress per year from extended school time or the Sports time in school LUNCHTIME targeted use of before and after school programmes are also often wider Premium Addressing poverty by benefits for low-income students in terms of attendance at school, and providing support and CLUBS behavior and relationships with peers. resources in school
Access for pupils to a qualified member of staff to support learning Access to high quality texts I INTERVENTIONS AND IMPACT OF TRAINING £1100 BARRIERS A, E and G To raise attainment of underperforming pupils in Year 6 and across the school in maths, reading comprehension and spelling. To individualise support Target support for children to address misconceptions, gaps, and weaknesses To ensure children taught by skilled staff – quality first teaching EEF There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective, leading to an additional five months’ progress over the course of a school year compared to traditional approaches. (See also Reading, writing, Maths) Motor Skills United 2 x weekly (Y1/2/3) Formative assessment training (all staff) Lesson Study training and tasks – staff Governor training – Governor Mark Award Marking policy update Suite of safeguarding training for all staff Training in Leicester Inference Project Strategies to support EAL pupils Restorative Approaches training for staff Mastery approach to maths Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO L LOOKED AFTER CHILDREN See also U - uniform C - Nurture groups BARRIERS A, B, G, K To raise attainment of underperforming pupils in maths, reading comprehension and spelling To ensure disadvantage does not mean lack of opportunity Uniform subsidy for individual pupils Counselling funded (see above) Resources for home funded Access to Learning Mentor 1:1 Package of family support offered Breakfast Club and After School Club subsidy Access to family activities – art workshop Evaluation of intervention updated on pupil trackers and RAPs by T and SENCO L LUNCHTIME CLUBS £800 ‘see Sports Premium and BARRIERS A, E and G Extending the learning time in school Addressing poverty by providing support and resources in school EEF Overall, the evidence indicates that, on average, pupils make two additional months' progress per year from extended school time or the targeted use of before and after school programmes are also often wider benefits for low-income students in terms of attendance at school, behavior and relationships with peers.
PP-STRATEGY-2017-18-final.docx