performance of key groups (see section above). Half termly assessments and Rigorous assessment procedures in GQ half termly in Across the school 81.58% of pupils – Teachers C,D,E,F,I £5,130 progress review meetings place to identify ability and gaps in line with Assessment were making at least expected progress develop (0.2 per identify pupils, who are at risk of learning, additional member of staff Schedule in Writing with 22.26% exceeding – writing well week at not making at least expected working with PP pupils displaying expected progress. across the £135 per progress and 1:1 intervention historically slow progress providing school, day x 38 sessions put in place. At the end of-year review, PP children weekly 1:1 or small group sessions. equipping all weeks). significantly out-performed non PP pupils with Assessment to identify and Gap between PP and non PP writers children in writing, as demonstrated the necessary support pupils who are able to to be of no more than 1 point. below. skills to make make accelerated progress. progress. Pupils exceed expected 0.5 tracking Progression Engagement Guide points per half term in writing. to be released from classroom one day per week provide 1:1 or small group interventions for writing. Progression Engagement Guide to work as directed by the Deputy Head of School and Literacy On average for the school year, 83.88% Lead Teacher working to outcomes as identified by the of PP pupils made at least expected assessment processes in place. progress in writing as opposed to 67.78% of non PP pupils. Teachers D,E,F,I £5,130 Half termly assessments and Rigorous assessment procedures in GQ half termly in Across the year the average percentage – develop (0.2 per progress review meetings place to identify ability and gaps in line with Assessment of pupils making at least expected numeracy week at identify pupils, who are at risk of learning, additional member of staff Schedule progress in Numeracy was 84.04% – well across £135 per not making at least expected working with PP pupils displaying with 15.92% exceeding expected the school, day x 38 progress and 1:1 intervention historically slow progress providing progress. equipping all weeks). sessions put in place. weekly 1:1 or small group sessions. pupils with At the end of year review point, PP the necessary children were significantly out
performance of key groups (see section above). Teachers develop writing well across the school, equipping all pupils with the necessary skills to make progress. C,D,E,F,I £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 or small group interventions for writing. Progression Engagement Guide to work as directed by the Deputy Head of School and Literacy Lead Teacher working to outcomes as identified by the assessment processes in place. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. GQ – half termly in line with Assessment Schedule Across the school 81.58% of pupils were making at least expected progress in Writing – with 22.26% exceeding expected progress. At the end of-year review, PP children significantly out-performed non PP children in writing, as demonstrated below. On average for the school year, 83.88% of PP pupils made at least expected progress in writing as opposed to 67.78% of non PP pupils. Teachers develop numeracy well across the school, equipping all pupils with the necessary D,E,F,I £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. GQ – half termly in line with Assessment Schedule Across the year the average percentage of pupils making at least expected progress in Numeracy was 84.04% – with 15.92% exceeding expected progress. At the end of year review point, PP children were significantly out
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