Desired outcome Chosen action/approach What is the evidence and rationale for this How will you ensure it is Staff lead When will you choice? implemented well? review implementation? B Improved phonics 1:1 and small group EEF ‘Making the Best Use of Teaching Organise timetable to ensure that HLTA (GP) Termly Pupil application in KS1. provision of intervention Assistants’ Report, published in Spring staff delivering provision have progress by experienced HLTA. 2015, suggests that when TAs are well sufficient preparation and delivery meeting to trained and used in structured settings, time. review progress with high quality support they can make a against ARE noticeable impact on pupil learning. Some outcomes. students need targeted support to catch up Monitored and extremely experienced and well trained C Improved progress for 1:1 and small group We want to provide extra support to Organise timetable to ensure that PP PP Teacher Termly LOs/LWs as HLTA is trained in interventions to support more able PP. teaching by experienced maintain high attainment.. EEF identifies teacher has sufficient preparation (CW) of CTs to ensure phonics this. PP teacher. 1:1 support as an effective way to improve and delivery time. QFT and provision attainment. PP teacher is an experienced support of PP. tracked. and dedicated practitioner who is adept at PP Gov identifying gaps, overcoming barriers to Monitoring of learning and working with class teachers to dedicated PP ensure quality first teaching and that PP E Improved emotional Rainbows programme The 2010 White Paper for schools expects Whole staff training on supporting CW July 2017 teacher impact. targets are supported in class, not just state of PP children. delivered to children who that schools will continue to support pupils who have suffered a through intervention. Strengths & Termly pupil have suffered a significant children and young people’s health and bereavement or loss. Difficulties progress loss in their lives. wellbeing because pupils cannot learn if they Specific training for coordinator and Questionnaire to meetings. are unwell, unhappy or struggling with facilitators. feed into review what is going on in their family life. (See of impact. ‘Better Mental Health Outcomes for Total budgeted cost £10,000 Timetabling to ensure facilitators Children and Young People). (HLTAs) are able to effectively deliver the Rainbows Programme.
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 phonics application in KS1. 1:1 and small group provision of intervention by experienced HLTA. EEF ‘Making the Best Use of Teaching Assistants’ Report, published in Spring 2015, suggests that when TAs are well trained and used in structured settings, with high quality support they can make a noticeable impact on pupil learning. Some students need targeted support to catch up and extremely experienced and well trained HLTA is trained in interventions to support this. Organise timetable to ensure that staff delivering provision have sufficient preparation and delivery time. HLTA (GP) Termly Pupil progress meeting to review progress against ARE outcomes. Monitored as phonics provision tracked. C Improved progress for more able PP. 1:1 and small group teaching by experienced PP teacher. We want to provide extra support to maintain high attainment.. EEF identifies 1:1 support as an effective way to improve attainment. PP teacher is an experienced and dedicated practitioner who is adept at identifying gaps, overcoming barriers to learning and working with class teachers to ensure quality first teaching and that PP targets are supported in class, not just through intervention. Organise timetable to ensure that PP teacher has sufficient preparation and delivery time. PP Teacher (CW) Termly LOs/LWs of CTs to ensure QFT and support of PP. PP Gov Monitoring of dedicated PP teacher impact. Termly pupil progress meetings. E Improved emotional state of PP children. Rainbows programme delivered to children who have suffered a significant loss in their lives. The 2010 White Paper for schools expects that schools will continue to support children and young people’s health and wellbeing because pupils cannot learn if they are unwell, unhappy or struggling with what is going on in their family life. (See ‘Better Mental Health Outcomes for Children and Young People). Whole staff training on supporting pupils who have suffered a bereavement or loss. Specific training for coordinator and facilitators. Timetabling to ensure facilitators (HLTAs) are able to effectively deliver the Rainbows Programme. CW July 2017 Strengths & Difficulties Questionnaire to feed into review of impact. Total budgeted cost £10,000
Pupil-Premium-Strategy-Statement-2016-2017.docx