Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Pupils eligible for PP identified as middle and high ability make as much progress as pupils identified as high ability, across Key Stage 2 in ‘other’ maths, reading and writing. Measured in Y3,4, 5 and 6 by teacher assessments and moderation practices established across the cluster. Behavioural issues of disadvantaged pupils (and some SEND children) 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 4% or below. Overall PP attendance improves from 95.2% 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 you approach for this choice? implemented well? review implementation? A. Improved oral Staff training on high We want to invest some of the PP in longer Use INSET days to deliver training. Head Jan 2017 language skills in metacognition. term change which will help all pupils. Many Peer observation of attendees’ Reception and KS1 different evidence sources, e.g. EEF Toolkit classes insets to embed learning (no Target pupils to work with suggest developing approaches to improve assessment). B. Higher rates of the speech and language metacognition and self-regulation is an Lessons from training embedded in progress across KS2 for teaching assistant. effective way to improve attainment, and it is school teaching and learning policy. middle and high attaining Train a further teaching suitable as an approach that we can embed pupils eligible for PP. assistant in the Elklan across the school. Oral EEF toolkit programme. language interventions emphasise the importance of spoken language and verbal Subscribe to to Literacy Dec 2016 ‘phonicplay’ interaction in the classroom. support the phonic Lead They are based on the idea that teaching comprehension and reading skills benefit from explicit discussion of either the content Continue to embed the or processes of learning, or both. Oral Power of Reading project language approaches include: CPLE (Centre for Literacy Targeted reading aloud and discussing in Primary Education) books with young children spoken Explicitly extending pupils’ vocabulary
Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Pupils eligible for PP identified as middle and high ability make as much progress as ‘other’ pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y3,4, 5 and 6 by teacher assessments and moderation practices established across the cluster. Behavioural issues of disadvantaged pupils (and some SEND children) 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 4% or below. Overall PP attendance improves from 95.2% 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 implementation? A. Improved oral language skills in Reception and KS1 B. Higher rates of progress across KS2 for middle and high attaining pupils eligible for PP. Staff training on high metacognition. Target pupils to work with the speech and language teaching assistant. Train a further teaching assistant in the Elklan programme. Subscribe to ‘phonicplay’ to support the phonic teaching Continue to embed the Power of Reading project CPLE (Centre for Literacy in Primary Education) 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 developing approaches to improve metacognition and self-regulation is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. EEF toolkit Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both. Oral language approaches include: Targeted reading aloud and discussing books with young children Explicitly extending pupils’ spoken vocabulary Use INSET days to deliver training. Peer observation of attendees’ classes insets to embed learning (no assessment). Lessons from training embedded in school teaching and learning policy. Head Literacy Lead Jan 2017 Dec 2016
PPRSpring-2016.docx