Identify and address inclusion issues with Learning Mentors delivering Social and 100% children demonstrated improvement targeted children identified to have Emotional focused work: in the majority of areas of their boxall significant social and emotional issues so Rocket Room 1x fortnightly profile demonstrating an increase in social skills and confidence. that their behaviour does not become a Worry Group 1x weekly barrier to their learning and that of their 1:1 provision 1 x weekly per child Children that showed an increase in peers. Provision will enable children to Individual need will be reviewed half anxiety at the start of the school day now function effectively in a mainstream class enter school in a positive manner ready to termly and where necessary new children in the future without significant will enter the programme/specific work learn. intervention. identified. Those children that had more intense Learning Mentors used to support the Learning Mentors to complete Boxall support on a 1:1 basis had parental delivery of interventions focusing on Profiles for all children accessing group meetings initially to improve home school developing social and emotional skills with provision linked to social skills and communication. Targets were set and monitored. identified groups of pupils. development. Review and analyse impact of provision using the Boxall Profile data. Learning mentors arranged a number of parental meetings regarding attendance Learning Mentors to support in class for those children that need more focussed and punctuality. Not all meetings were supervision. attended by parents, but on these cases written communication was sent outlining SENCO and Learning mentor released to the school policy around attendance and attend CAF, TAC and TAF meetings to punctuality which outlined the next steps identify ways to effectively support that the school would be taken. vulnerable children and families. Those meetings that were attended by Consultation work delivered by the schools parents has seen an improvement in that link Educational Psychologist: Helen Regan Child’s attendance and/or punctuality.
Identify and address inclusion issues with targeted children identified to have significant social and emotional issues so that their behaviour does not become a barrier to their learning and that of their peers. Provision will enable children to function effectively in a mainstream class in the future without significant intervention. Learning Mentors used to support the delivery of interventions focusing on developing social and emotional skills with identified groups of pupils. Learning Mentors delivering Social and Emotional focused work: Rocket Room 1x fortnightly Worry Group 1x weekly 1:1 provision 1 x weekly per child Individual need will be reviewed half termly and where necessary new children will enter the programme/specific work identified. Learning Mentors to complete Boxall Profiles for all children accessing group provision linked to social skills and development. Review and analyse impact of provision using the Boxall Profile data. Learning Mentors to support in class for those children that need more focussed supervision. SENCO and Learning mentor released to attend CAF, TAC and TAF meetings to identify ways to effectively support vulnerable children and families. Consultation work delivered by the schools link Educational Psychologist: Helen Regan 100% children demonstrated improvement in the majority of areas of their boxall profile demonstrating an increase in social skills and confidence. Children that showed an increase in anxiety at the start of the school day now enter school in a positive manner ready to learn. Those children that had more intense support on a 1:1 basis had parental meetings initially to improve home school communication. Targets were set and monitored. Learning mentors arranged a number of parental meetings regarding attendance and punctuality. Not all meetings were attended by parents, but on these cases written communication was sent outlining the school policy around attendance and punctuality which outlined the next steps that the school would be taken. Those meetings that were attended by parents has seen an improvement in that Child’s attendance and/or punctuality.
pupil-premium-report-april-2016-review.docx