The school’s approach builds upon ‘the seven building blocks of success’ (Macleod S: Sharp Bernadnelli D; Skipp A & Higgins S (2015)), ‘Supporting the attainment of disadvantaged pupils: Achieving Success and Good Practice’: An emphasis on achievement for all pupils; high aspirations for all Addressing behaviour and attendance; strong social and emotional support strategies Addressing the needs of individual underperforming pupils including high achievers –providing targeted support during curriculum time (intervening for mastery); individual support for children with specific needs and group support for children with similar needs High quality teaching for all - high expectations and standards; monitoring teacher performance; tailoring teaching and learning to support pupils; sharing best practice Using evidence in decision making Sutton Trust /Education Endowment Foundation’s Teaching and Learning Toolkit; using evidence about what makes a difference to change practice e.g. early intervention/language/cultural literacy Deploying staff effectively – identifying the strengths of the team and finding the best ways to use them. Clear responsive leadership – Mastery Learning in Pursuit of Excellence Summer 2017 Outcomes Early Years Foundation Stage Of the seven children in Nursery who were in receipt of Early Years Pupil Premium funding 2016-17, all made good progress despite their varying challenges. Five of these children moved up to Reception in September having reached an attainment level, which indicates they are ready to do this. The children have continued to make good progress in FS2. FS2 - 11/21 disadvantaged children achieved a good level of development. This proportion (52%) is 8% lower than their non-disadvantaged classmates (60%) and 19% lower than non-disadvantaged pupils nationally (ASP). This however is an improvement on 2015-16 when only 3/13 (23% of disadvantaged children) achieved a good level of development. Year 1 Phonics Screening Check 71% of disadvantaged children achieved the expected standard compared to 84% PP nationally and 84% non-disadvantaged nationally. This differential is cohort specific (in 2015-16 the differential was -7%) and progress from starting points in F2 is at least good. 2018 results are expected to see a considerable diminishing of the gap.
The school’s approach builds upon ‘the seven building blocks of success’ (Macleod S: Sharp Bernadnelli D; Skipp A & Higgins S (2015)), ‘Supporting the attainment of disadvantaged pupils: Achieving Success and Good Practice’: An emphasis on achievement for all pupils; high aspirations for all Addressing behaviour and attendance; strong social and emotional support strategies Addressing the needs of individual underperforming pupils including high achievers –providing targeted support during curriculum time (intervening for mastery); individual support for children with specific needs and group support for children with similar needs High quality teaching for all - high expectations and standards; monitoring teacher performance; tailoring teaching and learning to support pupils; sharing best practice Using evidence in decision making Sutton Trust /Education Endowment Foundation’s Teaching and Learning Toolkit; using evidence about what makes a difference to change practice e.g. early intervention/language/cultural literacy Deploying staff effectively – identifying the strengths of the team and finding the best ways to use them. Clear responsive leadership – Mastery Learning in Pursuit of Excellence Summer 2017 Outcomes Early Years Foundation Stage Of the seven children in Nursery who were in receipt of Early Years Pupil Premium funding 2016-17, all made good progress despite their varying challenges. Five of these children moved up to Reception in September having reached an attainment level, which indicates they are ready to do this. The children have continued to make good progress in FS2. FS2 - 11/21 disadvantaged children achieved a good level of development. This proportion (52%) is 8% lower than their non-disadvantaged classmates (60%) and 19% lower than non-disadvantaged pupils nationally (ASP). This however is an improvement on 2015-16 when only 3/13 (23% of disadvantaged children) achieved a good level of development. Year 1 Phonics Screening Check 71% of disadvantaged children achieved the expected standard compared to 84% PP nationally and 84% non-disadvantaged nationally. This differential is cohort specific (in 2015-16 the differential was -7%) and progress from starting points in F2 is at least good. 2018 results are expected to see a considerable diminishing of the gap.
Pupil-Premium-Strategy-2018-2019-May.docx