progress and attainment well as to use them to within the classroom and in intervention across the curriculum. support class lessons. sessions. Digital technologies such Regular monitoring of the use of as and voice Reading pens and voice recognition software reading pens and voice recognition ‘reading’ pens recognition software to be to support dyslexic children access the software. purchased to support curriculum. learning. children’s To know of any barriers Additional Educational Educational Psychologist assessments Ensure that recommendations are SENCOs Termly preventing children Psychologist assessments. indicate areas that could be a barrier to implemented both within the reaching at least age learning and provide strategies classroom and in appropriate children’s expectations. and recommendations to support their intervention sessions. progress. SEND children have targets on their provision maps. Track progress through regular pupil progress meetings. Children with SEMH Sensory room to be Evidence proves that sensory rooms help: Complete sensory room and have an SENCOs On-going needs to use sensory completed for mainstream Increase concentration and focus attention. official opening for parents by Paul room. vulnerable children to use. Decrease anxiety. Cabb Making a Sensory Inclusive – Promote mental and physical relaxation. School (Social Eyes Social and – Improve creativity. Communication advisory teacher) Heighten awareness and improve alertness. Provide security. CPD for all staff on use of sensory Promote social interaction. room. Result in more calmness and lower aggressive behaviours. Children from throughout the school Improve concentration and sharing. to use sensory room. Sustain attainment in Maths: 2:1 tuition from Majority of children to achieve the expected Pupil progress meetings Class On-going Year 6 maths and qualified maths teacher. level for Year 6 in maths, writing and reading. Teachers reading KS2 results and Booster before and after Regular PIXL meetings with all staff SENCO close the gap between school lessons from Head involved minutes taken at these SLT – PP and non PP children Teacher and Maths subject minutes to include next steps. in writing. leader. Literacy: Booster sessions led by Deputy Head and Year 6 class teacher.
progress and attainment across the curriculum. well as to use them to support class lessons. Digital technologies such as ‘reading’ pens and voice recognition software to be purchased to support children’s learning. within the classroom and in intervention sessions. Reading pens and voice recognition software to support dyslexic children access the curriculum. Regular monitoring of the use of reading pens and voice recognition software. To know of any barriers preventing children reaching at least age expectations. Additional Educational Psychologist assessments. Educational Psychologist assessments indicate areas that could be a barrier to children’s learning and provide strategies and recommendations to support their progress. Ensure that recommendations are implemented both within the classroom and in appropriate intervention sessions. SEND children have targets on their provision maps. Track progress through regular pupil progress meetings. SENCOs Termly Children with SEMH needs to use sensory room. Sensory room to be completed for mainstream vulnerable children to use. Evidence proves that sensory rooms help: Increase concentration and focus attention. Decrease anxiety. Promote mental and physical relaxation. Improve creativity. Heighten awareness and improve alertness. Provide security. Promote social interaction. Result in more calmness and lower aggressive behaviours. Improve concentration and sharing. Complete sensory room and have an official opening for parents by Paul Cabb – Making a Sensory Inclusive School (Social Eyes – Social and Communication advisory teacher) CPD for all staff on use of sensory room. Children from throughout the school to use sensory room. SENCOs On-going Sustain attainment in Year 6 maths and reading KS2 results and close the gap between PP and non PP children in writing. Maths: 2:1 tuition from qualified maths teacher. Booster before and after school lessons from Head Teacher and Maths subject leader. Literacy: Booster sessions led by Deputy Head and Year 6 class teacher. Majority of children to achieve the expected level for Year 6 in maths, writing and reading. Pupil progress meetings Regular PIXL meetings with all staff involved – minutes taken at these minutes to include next steps. Class Teachers SENCO SLT On-going
Pupil-premium-strategy-statement-2017---2018.docx