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. Teachers £5,130 Half termly assessments and Rigorous assessment procedures in GQ half termly in Across the school 84.62% of pupils – develop (0.2 per progress review meetings place to identify ability and gaps in line with Assessment were making at least expected progress numeracy week at identify pupils, who are at risk of learning, additional member of staff Schedule in Writing with 23.08% exceeding – well across £135 per not making at least expected working with PP pupils displaying expected progress. the school, day x 38 progress and 1:1 intervention historically slow progress providing equipping all weeks). sessions put in place. At mid-year review point, PP children weekly 1:1 or small group sessions. pupils with are significantly out performing non PP the necessary Assessment to identify and Gap between PP and non PP writers children in writing, as demonstrated skills to make support pupils who are able to to be of no more than 1 point. below. progress. make accelerated 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 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy Lead Teacher working to outcomes as identified by the assessment processes in place. Pupils are £6000 Therapy support employed to Every pupil to have access to therapy RF/PB Half termly All pupils have access to at least of one – confident and work with children on identified counselling support as appropriate of following interventions: Councillor – self—assured areas of Social Emotional and with identified and achievable targets drop in, councillor 1:1, drama-therapy, taking pride wellbeing targets. for their SEMH needs (use of new music-therapy, boys/girls group. in themselves SEMH tracker to monitor this) and all areas Behaviour continues to show of school. improvement trends with time spent in On task behaviour to be sustained RF/PB Dec 2017 – QR considerably decreased when with the aspiration of a 1% increase compared to last year. across the year.
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. Teachers develop numeracy well across the school, equipping all pupils with the necessary skills to make progress. £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 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy 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 84.62% of pupils were making at least expected progress in Writing – with 23.08% exceeding expected progress. At mid-year review point, PP children are significantly out performing non PP children in writing, as demonstrated below. Pupils are confident and self—assured taking pride in themselves and all areas of school. £6000 Therapy support employed to work with children on identified areas of Social Emotional and wellbeing targets. Every pupil to have access to therapy – counselling support as appropriate with identified and achievable targets for their SEMH needs (use of new SEMH tracker to monitor this) On task behaviour to be sustained with the aspiration of a 1% increase across the year. RF/PB – Half termly RF/PB – Dec 2017 All pupils have access to at least of one of following interventions: Councillor drop in, councillor 1:1, drama-therapy, music-therapy, boys/girls group. Behaviour continues to show improvement trends with time spent in QR considerably decreased when compared to last year.
Pupil%20Premium%202017-18%20review%202018%2012.03.18.docx