Planned expenditure Academic year 2017/18 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / What is the evidence and How will you ensure it is Staff lead When will you review approach rationale for this choice? implemented well? implementation? Raise standards in Focused interventions The new national curriculum which came Use PDM time to deliver training to English and In line with monitoring and Reading, Writing and Learning mentor into effect from September 2014 is staff. Maths leads review schedule and also in Maths to narrow interventions delivered by underpinned by the concept of mastery. Follow up lesson drop ins and peers and SLT line with pupil attainment attainment gap between class teachers Curriculum expectations are for all observations to ensure targeted meetings. PP and on PP children Targeted resources learners to fully understand the key facts support is given. Targeted questioning or and concepts before moving on to new Book scrutiny completed within giving feedback to pupils material. As a result there is a need to monitoring and evaluation schedule. Delivery of RWI and CPD upskill and train staff to meet the new for this expectations and meet the needs of all CPD for staff linked to pupils as masters of learning. reading, writing and maths Staff to use reading spine fluent reading capabilities Develop pupils’ within lessons by improving their ability to decode CPD linked to assessment unfamiliar words. This will enable them to and testing schedule focus on the more complex skill of which includes analysis of comprehension. data. Accurate assessment leads to QFT and effective intervention planning/resourcing. More children will have Use of Reading Spine EEF explains that purposeful speaking Use PDM time to deliver staff DA lead Within lesson observations a high level of oracy and across the school and listening activities including those that training and at the end of each term. use of varied vocabulary Whole staff meeting CPD reading books aloud and discussing them across the curriculum. on RWI or extending expressive vocabulary Drop-ins will celebrate successes pupils’ Staff to model high can have extensive impact. and give detailed feedback to staff. expectations of oracy to the children Use of thinking stems has had a positive Targeted resources such impact at Primary School (our St.Thomas’ as thinking stems sister school within our Federation)
Planned expenditure Academic year 2017/18 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Raise standards in Reading, Writing and Maths to narrow attainment gap between PP and on PP children Focused interventions Learning mentor interventions delivered by class teachers Targeted resources Targeted questioning or giving feedback to pupils Delivery of RWI and CPD for this CPD for staff linked to reading, writing and maths Staff to use reading spine within lessons CPD linked to assessment and testing schedule which includes analysis of data. The new national curriculum which came into effect from September 2014 is underpinned by the concept of mastery. Curriculum expectations are for all learners to fully understand the key facts and concepts before moving on to new material. As a result there is a need to upskill and train staff to meet the new expectations and meet the needs of all pupils as masters of learning. Develop pupils’ fluent reading capabilities by improving their ability to decode unfamiliar words. This will enable them to focus on the more complex skill of comprehension. Accurate assessment leads to QFT and effective intervention planning/resourcing. Use PDM time to deliver training to staff. Follow up lesson drop ins and peers observations to ensure targeted support is given. Book scrutiny completed within monitoring and evaluation schedule. English and Maths leads and SLT In line with monitoring and review schedule and also in line with pupil attainment meetings. More children will have a high level of oracy and use of varied vocabulary across the curriculum. Use of Reading Spine across the school Whole staff meeting CPD on RWI Staff to model high expectations of oracy to the children Targeted resources such as thinking stems EEF explains that purposeful speaking and listening activities including those that reading books aloud and discussing them or extending pupils’ expressive vocabulary can have extensive impact. Use of thinking stems has had a positive impact at St.Thomas’ Primary School (our sister school within our Federation) Use PDM time to deliver staff training Drop-ins will celebrate successes and give detailed feedback to staff. DA lead Within lesson observations and at the end of each term.
PP_strategy_report%202017-18%20V2.docx