Improve oral language skills for pupils eligible for PP in Reception class. Pupils eligible for PP in Reception class make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations. Higher rates of progress across KS2 for high attaining pupils eligible for PP. Pupils eligible for PP identified as high ability make as much progress as pupils identified as high ability, across Key Stage 2 in maths, ‘other’ reading and writing. Measured in Y4, 5 and 6 by teacher assessments and successful moderation practices established across the trust (MAT). Behavioural issues of Year 6 pupils addressed. Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards). Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP to 10% or below. Overall PP attendance improves from 82% to 96% in pupils. line with ’other’ Planned expenditure Academic year 2016/17 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 rationale How will you ensure it is Staff lead When will approach for this choice? implemented well? you review A. Improved oral Staff training on high We want to invest some of the PP in longer Course selected using evidence of Deputy Head Jan 2017 language skills in quality feedback. term change which will help all pupils. Many effectiveness. Reception different evidence sources, e.g. EEF Toolkit Use INSET days to deliver training. Staff training on developing suggest high quality feedback is an effective Peer observation of attendees’ classes after B. Improved progress for oracy for the high attaining way to improve attainment, and it is suitable the course, to embed learning (no high attaining pupils pupils in EYFS and as an approach that we can embed across assessment). reception Y1 from the school. Lessons from training embedded in school EYFS/Reception SLE. feedback policy.
Improve oral language skills for pupils eligible for PP in Reception class. Pupils eligible for PP in Reception class make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations. Higher rates of progress across KS2 for high attaining pupils eligible for PP. Pupils eligible for PP identified as high ability make as much progress as ‘other’ pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y4, 5 and 6 by teacher assessments and successful moderation practices established across the trust (MAT). Behavioural issues of Year 6 pupils addressed. Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards). Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP to 10% or below. Overall PP attendance improves from 82% to 96% in line with ’other’ pupils. Planned expenditure Academic year 2016/17 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 A. Improved oral language skills in Reception B. Improved progress for high attaining pupils Staff training on high quality feedback. Staff training on developing oracy for the high attaining pupils in EYFS and reception Y1 from EYFS/Reception SLE. We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Course selected using evidence of effectiveness. Use INSET days to deliver training. Peer observation of attendees’ classes after the course, to embed learning (no assessment). Lessons from training embedded in school feedback policy. Deputy Head Jan 2017
PP-strategy-template-primary-example-FINAL-0605161.docx