skills to make Assessment to identify and Gap between PP and non PP writers performing non PP children in progress. support pupils who are able to to be of no more than 1 point. Numeracy, as demonstrated below. make accelerated progress. Pupils exceed expected 0.5 tracking Progression Engagement Guide points per half term in writing. to be released from classroom one day per week provide 1:1 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy On average for the school year, 86% of Lead Teacher working to PP pupils made at least expected outcomes as identified by the progress in Numeracy as opposed to assessment processes in place. 71% of non PP pupils. Pupils are A,B,C,D, £6000 Therapy support employed to Every pupil to have access to therapy RF/PB Half termly All pupils had access to at least of one – confident and E,F,G,H,I work with children on identified counselling support as appropriate of following interventions: Councillor – self—assured areas of Social Emotional and with identified and achievable targets drop in, councillor 1:1, drama-therapy, taking pride wellbeing targets. for their SEMH needs (use of new music-therapy, boys/girls group. in themselves SEMH tracker to monitor this) and all areas Behaviour continued to show of school. improvement trends with time spent in On task behaviour to be sustained RF/PB Dec 2017 – QR considerably decreased when with the aspiration of a 1% increase compared to last year. across the year. On task behaviour average for school Gaps between PP and Non PP pupils GQ half termly in – year was 96.% compared to 94.96% for to be no more than a point below in line with Assessment academic year 2016/17 an increase of key areas of curriculum. (Reading, Schedule 1.04% Writing, Maths and Science) The average percentage of children making at least expected progress for PP pupils across the year was:
skills to make progress. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy Lead Teacher working to outcomes as identified by the assessment processes in place. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. performing non PP children in Numeracy, as demonstrated below. On average for the school year, 86% of PP pupils made at least expected progress in Numeracy as opposed to 71% of non PP pupils. Pupils are confident and self—assured taking pride in themselves and all areas of school. A,B,C,D, E,F,G,H,I £6000 Therapy support employed to work with children on identified areas of Social Emotional and wellbeing targets. Every pupil to have access to therapy – counselling support as appropriate with identified and achievable targets for their SEMH needs (use of new SEMH tracker to monitor this) On task behaviour to be sustained with the aspiration of a 1% increase across the year. Gaps between PP and Non PP pupils to be no more than a point below in key areas of curriculum. (Reading, Writing, Maths and Science) RF/PB – Half termly RF/PB – Dec 2017 GQ – half termly in line with Assessment Schedule All pupils had access to at least of one of following interventions: Councillor drop in, councillor 1:1, drama-therapy, music-therapy, boys/girls group. Behaviour continued to show improvement trends with time spent in QR considerably decreased when compared to last year. On task behaviour average for school year was 96.% compared to 94.96% for academic year 2016/17 an increase of 1.04% The average percentage of children making at least expected progress for PP pupils across the year was:
Pupil%20Premium%202017-18%20review%202018%20Corrected.docx