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 you approach for this choice? implemented well? review implementation? A. Improved speaking (Early We want to work with our pre-school in Course selected using evidence of EYFS lead Jan 2017 ECERS Childhood and listening skills in developing common strategies to support the effectiveness. Environment Rating Early Years improvement of early language skills / Use INSET days to deliver training. for staff Scale) training development Peer observation. from LA practitioners. Joint B. Improved progress for Monitoring of implementation and training / support for staff pupils EEF toolkit suggests that early years and impact.- ensure embedded in with pre-school leaders; pre-school intervention is beneficial. On teaching and learning making the classroom average, early years interventions have an environment child friendly impact of five additional months' progress, Literacy lead and individualised with training for staff being most effective Embed the use of ELKLAN We want to invest some of the PP in longer strategies across the term change which will help all pupils. school / talk for writing used in all classes Total budgeted cost £680 Targeted support Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff lead When will you action/approach for this choice? implemented well? review implementation? B Improved progress in Small group and 1:1 We want to provide extra support to enable Organise timetable to ensure staff SLT At least termly literacy and numeracy support TA / CT pupils to achieve their potential; this includes delivering provision have sufficient – for targeted pupils pupils of higher ability. Small group preparation and delivery time Individual / Group work interventions with highly qualified staff have with subject leader / been shown to be effective, as discussed in SENCO reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. C Nurture support / Small group nurture EEF toolkit states that, on average, SEL Headteacher to oversee nurture Head Termly wellbeing sessions and group / whole interventions have an identifiable and provision in school, monitoring impact class chill out sessions significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).
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 implementation? A. Improved speaking and listening skills in Early Years B. Improved progress for pupils ECERS (Early Childhood Environment Rating Scale) training for staff from LA practitioners. Joint training / support for staff with pre-school leaders; making the classroom environment child friendly and individualised Embed the use of ELKLAN strategies across the school / talk for writing used in all classes We want to work with our pre-school in developing common strategies to support the improvement of early language skills / development EEF toolkit suggests that early years and pre-school intervention is beneficial. On average, early years interventions have an impact of five additional months' progress, with training for staff being most effective We want to invest some of the PP in longer term change which will help all pupils. Course selected using evidence of effectiveness. Use INSET days to deliver training. Peer observation. Monitoring of implementation and impact.- ensure embedded in teaching and learning EYFS lead Literacy lead Jan 2017 Total budgeted cost £680 Targeted support 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 implementation? B Improved progress in literacy and numeracy for targeted pupils Small group and 1:1 support – TA / CT Individual / Group work with subject leader / SENCO We want to provide extra support to enable pupils to achieve their potential; this includes pupils of higher ability. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time SLT At least termly C Nurture support / wellbeing Small group nurture sessions and group / whole class chill out sessions EEF toolkit states that, on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average). Headteacher to oversee nurture provision in school, monitoring impact Head Termly
PP-strategy_1617.docx