Children demonstrated increased and listening skills for those children now in year 1 who underperformed at EYFS. confidence and appropriateness in communication attempts with others. EAL lead teachers to conduct language audit of children across school to establish language Increased participation in speaking in groups from Nursery – Year 6. EYFS / Reception, increased attainment. LSAT to support with the delivery of language 100% of Nursery and Reception pupils training throughout school. made accelerated progress in Speaking and Listening. Families supported through the CAF/TAC Support PP families identified as having SENCO released for all CAF / TACs , difficulties through CAF / TAC/ TAF encouraged to be held within school to process have demonstrated increased provision through additional provision build parent confidence and relations with confidence in identifying and managing school, transparent process. concerns raised and have now built positive relationships with school. Support in devising strategies to support at home and school Barriers to learning have been removed through the implementation of individualised plans implemented effectively through external agencies working in cooperation and coordination with school and families. Continue to access Psychological Support Enhanced training for staff and increased Identified families continued to receive Service, and Core Behaviour Support support for families / CAHMS involvement appropriate and valuable support providing Service for children considered to be ‘at risk’ structured support. emotionally or with specific complex Identified pupils demonstrated more behaviours positive learning behaviour and are now
and listening skills for those children now in year 1 who underperformed at EYFS. EAL lead teachers to conduct language audit of children across school to establish language groups from Nursery – Year 6. LSAT to support with the delivery of language training throughout school. Children demonstrated increased confidence and appropriateness in communication attempts with others. Increased participation in speaking in EYFS / Reception, increased attainment. 100% of Nursery and Reception pupils made accelerated progress in Speaking and Listening. Support PP families identified as having difficulties through CAF / TAC/ TAF provision through additional provision SENCO released for all CAF / TACs , encouraged to be held within school to build parent confidence and relations with school, transparent process. Support in devising strategies to support at home and school Families supported through the CAF/TAC process have demonstrated increased confidence in identifying and managing concerns raised and have now built positive relationships with school. Barriers to learning have been removed through the implementation of individualised plans implemented effectively through external agencies working in cooperation and coordination with school and families. Continue to access Psychological Support Service, and Core Behaviour Support Service Enhanced training for staff and increased support for families / CAHMS involvement for children considered to be ‘at risk’ emotionally or with specific complex behaviours Identified families continued to receive appropriate and valuable support providing structured support. Identified pupils demonstrated more positive learning behaviour and are now
pupil-premium-report-april-2016-review.docx