Increased rates of Intervention Some of the children need targeted support Ensure identification of target children SENCOs Termly in pupil progress and attainment groups/individuals to to catch up. Small group interventions with is based on clear assessment data. SLT progress meetings. for PP low attaining and support quality first both Teaching Assistants and teachers have Class SEND children teaching strategies. shown to be effective. Children identified in intervention Teachers groups and provision documented. Early gaps closed Parents to be of Evidence indicates that high quality 1:1 Interventions monitored. quickly by putting in early interventions children will tuition and small group intervention can be intervention. be involved in. effective in closing any gaps. Timetables to ensure staff delivering provision have sufficient time for (Experienced staff are Essential to focus on specific skills that a preparation, marking and feedback to used effectively to child cannot do to most effectively close the class teachers. support gaps. children’s individual learning Inform parents about interventions needs.) and address any concerns or questions. Close monitoring of children’s progress at pupil progress meetings including teacher assessment and standardised test data children – make at least the same progress as their non PP peers. All PP children to Pupil progress meetings to Evidence shows that most impact is made Pupil Progress meetings will evidence Class Termly during pupil achieve at least focus on PP children and when targeted intervention is put into place progress. Teachers progress meetings. expected progress at their progress using immediately. SENCOs KS1 and 2. assessment information. SLT Quality first teaching and targeted interventions to be put into place quickly if necessary.
Increased rates of progress and attainment for PP low attaining and SEND children Early gaps closed quickly by putting in early intervention. (Experienced staff are used effectively to support children’s individual learning needs.) Intervention groups/individuals to support quality first teaching strategies. Parents to be of interventions children will be involved in. Some of the children need targeted support to catch up. Small group interventions with both Teaching Assistants and teachers have shown to be effective. Evidence indicates that high quality 1:1 tuition and small group intervention can be effective in closing any gaps. Essential to focus on specific skills that a child cannot do to most effectively close the gaps. Ensure identification of target children is based on clear assessment data. Children identified in intervention groups and provision documented. Interventions monitored. Timetables to ensure staff delivering provision have sufficient time for preparation, marking and feedback to class teachers. Inform parents about interventions and address any concerns or questions. Close monitoring of children’s progress at pupil progress meetings including teacher assessment and standardised test data – children make at least the same progress as their non PP peers. SENCOs SLT Class Teachers Termly in pupil progress meetings. All PP children to achieve at least expected progress at KS1 and 2. Pupil progress meetings to focus on PP children and their progress using assessment information. Quality first teaching and targeted interventions to be put into place quickly if necessary. Evidence shows that most impact is made when targeted intervention is put into place immediately. Pupil Progress meetings will evidence progress. Class Teachers SENCOs SLT Termly during pupil progress meetings.
Pupil-premium-strategy-statement-2017---2018.docx