Maths - Percentage making expected or greater progress in Autumn term = 39%, which increased to 85%. 46% increase c) Casy Counsellor £5,000 External factors are Children are able to express -work with identified presenting barriers to and discuss issues which children on a one to learning for some children. may be a barrier to learning. one basis This has manifested in a Children make expected or -work with groups of variety of ways including better progress children on specific behavioural and emotional Monitoring identified needs Start and end assessment (nurture group graphs provided by the programme) counselling service d) Feedback model for £25,000 Intervention by the class Pupils achievement is teaching intervention teacher has proven most getting closer to national effective during the past figures over the key stages year as it targets immediate with accelerated progress intervention and high Maths data improved at As above quality feedback EYFS, KS1 and KS2 (b) assessment d)Achievement for All Maths has been the lowest Monitoring programme area of achievement and - Provision to close the shown least progress. It is Pupil progress meetings 6 x a year gap – Numeracy and the key priority on the SDP. Maths module High quality teaching is Data pack analysis -Conducting Effective required throughout the Progress Meetings school. £10,000 module Parents find this area the hardest to support their d) High quality teaching children with of mathematics Staff and leaders need to CPD programme in place ensure accurate assessment of achievement and Online program progress so the gap is closed between pupil premium and none pupil premium children.
Maths - Percentage making expected or greater progress in Autumn term = 39%, which increased to 85%. 46% increase c) Casy Counsellor -work with identified children on a one to one basis -work with groups of children on specific identified needs (nurture group programme) £5,000 External factors are presenting barriers to learning for some children. This has manifested in a variety of ways including behavioural and emotional Children are able to express and discuss issues which may be a barrier to learning. Children make expected or better progress Monitoring Start and end assessment graphs provided by the counselling service d) Feedback model for teaching intervention £25,000 As above (b) £10,000 Intervention by the class teacher has proven most effective during the past year as it targets immediate intervention and high quality feedback Pupils achievement is getting closer to national figures over the key stages with accelerated progress Maths data improved at EYFS, KS1 and KS2 assessment Monitoring Pupil progress meetings 6 x a year Data pack analysis d)Achievement for All programme - Provision to close the gap – Numeracy and Maths module -Conducting Effective Progress Meetings module Maths has been the lowest area of achievement and shown least progress. It is the key priority on the SDP. High quality teaching is required throughout the school. Parents find this area the hardest to support their children with Staff and leaders need to ensure accurate assessment of achievement and progress so the gap is closed between pupil premium and none pupil premium children. d) High quality teaching of mathematics CPD programme in place Online program
Pupil_Premium_Spending_Plan_2016-2017.docx