ACTION PLAN FOR  2017- 2018 ACADEMIC YEAR

TO RAISE ATTAINMENT TO REDUCE THE GAP

Area of Spend 1: Quality First Teaching EYFS- Yr2

Cost

Action

Success Criteria/Impact

£7000

• Increased proportion of children will achieve age related expectations in phonics, reading, writing and maths and the gap is narrowed between the achievement of PP and non PP children.
• Staff will have a thorough understanding of the learning and behaviour needs of their PP children.

EYFS

• Teachers can evidence opportunities for writing in many areas of learning
• Teachers can evidence that independent writing has been edited with the teacher.
• Pupils work shows that they are able to form letters correctly and write on the line.

KS1

• Pupils writing shows increasing levels of accuracy in spelling and punctuation.
• Pupils writing increases in length during the year.

Area of Spend 2: Writing

Cost

Action

Success Criteria/Impact

£7516

Staff will deliver high quality writing lessons using the process of TfW (Talk For Writing) to improve the achievement of KS2 children in writing.

Teachers will be responsible for developing the identified Writing needs of their children/unit of children. Areas for writing development will be specific and matched to the needs of the children; all linked to the SIP priorities in writing.

Audit of identified children to include reasons for attainment gap. 

Frequent monitoring of their progress and learning behaviours

Increased proportion of children achieve age related expectation and the gap will be narrowed with their non PP peers.

• Staff will have a thorough understanding of the learning and behaviour needs of their PP children.
• Pupils will acquire broader vocabulary and as a result use more adventurous words in their writing.

Lower KS2

• Pupils sentence level work is at ARE for a higher proportion of pupils
• Pupils are able to innovate in a variety of ways,
• Pupils writing demonstrates that they are able to edit their own writing to improve it.

Upper KS2

• Pupils writing demonstrates that they are able to write independently in a range of contexts.
• Pupils writing demonstrates that they are able to write with a wider range of sentence, punctuation and vocabulary.
• Pupils writing demonstrates that they are able to edit their own writing.

Area of Spend 3: Targeted Interventions

Cost

Action

Success Criteria/Impact

£38,500

Children who need additional support in Phonics, mathematics, gross fine /motor skills, auditory memory, handwriting, spelling, reading  comprehension ,language skills and composition in order to secure age related achievement are taught in small groups so they can access age related expectations asap.

Staff will deliver high quality interventions to improve the achievement of this group of children in reading, writing and maths.

 Precision teaching for those children who need support to gain specific reading, spelling, phonic, handwriting or numerical knowledge.

 Pre teaching for those children who will gain in confidence if they meet new learning in the whole class having had some experience of the concept in a small group first and increased opportunity to ask questions and secure vocabulary.

Pupils attainment will become closer to National Expectation.

• Increased proportion of children achieve age related expectation and the gap will be narrowed with their non PP peers.
• Pupils will acquire broader vocabulary from curriculum areas.
• Pupils will use more adventurous words in their writing.

Area of spend 4: Intensive Phonics Support

Cost

Action

Success Criteria/Impact

Cost covered from allocated intervention funding.

Targeted children who need additional phonics support to achieve at age related expectations.

Pupils will make good progress in phonics and reading and as a result the gap in attainment will narrow between their non PP peers.

Area of Spend 5: Language and Communication

Cost

Action

Success Criteria/Impact

Cost covered from allocated intervention funding.

 EYFS curriculum supports the development of good communication and language skills. Development of a high quality learning environment with a good role play area and the opportunities for language and communication development through play and continuous provision. Pupils assessed through speech link programme. 1:1 support for language development where needed.Speaking and listening is an integrated high profile part of the curriculum embedded in the Talk for Writing approach to learning.Role play is embedded in all curricular areas.​

Pupils will be able to access the EYFS curriculum more effectively.

• Pupils will develop good communication and language skills as measured by the EYFS outcomes 2016.
• Pupils will develop good speech and language skills through all curriculum areas and social interactions.

Pupils will use high quality language in their written work.

 Area of Spend 6: Parent Link Teacher provides support & guidance for families pastoral support

Cost

Action

Success Criteria/Impact

£1056

Parent link teacher provides a daily session to develop partnership working with families and provide emotional support to the children and their families by offering the Parent drop in and appointment facility.

• Parents/Carers and families will be better supported to meet the needs of their child.
• Positive relationships will be developed between school and home.
• Communication between home and school will be developed and transitions for pupils will be smoother and personalised as a result.
• Parents are supported to help their children attend and achieve.
• Pupils are supported to make greater/maintain levels of progress and that they do not have any barriers to learning or attendance.

Area of Spend 7: Social and emotional support Thrive Team led by the SEND Lead to support emotional development

Cost

Action

Success Criteria/Impact

£19620

Thrive team work with children on a 1:1/group style interventions to build social skills and self-esteem and develop positive attitudes to learning to raise attainment and improve progress.All classes are screened using the THRIVE tools.Children identified through the whole school Thrive assessment receive support both within class, in groups and individually by a trained Thrive practitioner.Thrive training for Thrive practitioners.​

• Children will see school as a positive environment where they can have a positive role and be successful.
• Increased self-esteem with lead to improved engagement with learning and lead to accelerated progress. 

Area of Spend 8: Behaviour management systems and processes

Cost

£200

Thrive Team support throughout the school day.

Platinum rewards

Winning house events

• A reduced impact of the behaviour of a very few children within the school so all children have the right to learn.
• Parental recognition of standards of behaviour in school.
• Lessons judgments show behaviour management systems and processes have an impact on improving behaviour and encouraging children to make the right choices as well as providing recognition of good behaviours.

Area of Spend 9: Training & release time for Teachers &Teaching Assistants to improve learning strategies

Cost

£1 361.50

Development of staff skills

Mathematics and English CPD

Area of Spend 10: Monitoring and support of children adopted from care

Cost covered from allocated intervention funding

Children adopted from care are carefully monitored with early intervention to meet specific needs as necessary. The Thrive Team lead by the SEND Lead provides social skills groups and individual

counselling for the children as needed and also supports the parents in her role as Parent Link.

If the children need an intervention provision, this is provided by the year group TA’s and their teacher in small groups or individually as necessary. The adopted children are tracked at each PPM and are highlighted in the provision map

Area of spend 11 Purchase of Learning Resources

Activities and opportunities will be appropriately resourced.

Cost

£3329.25

EP/ family support/ Behaviour support / social work/ range of therapists when necessary to meet the needs of children and familieswho are without SEN status.

• Pupils will be better supported to reach their academic, social and emotional potential. 
• Parents/Carers and families will be better supported to meet the needs of their child. 
• Transitions between home and school will be successful and carefully thought out.

Area of spend 13: Monitoring &support of children in the care of the Local Authority

Children are carefully monitored by the class teacher with early intervention to meet specific needs as necessary. The Thrive Team led by the SEND lead provides social skills groups and individual counselling for the children as needed and also supports the carers in her role as Parent Link.

If the children need intervention this is provided by the teams Teaching Assistants/Teachers in small groups or

individually as necessary. The children’s progress and attainment are tracked at each PPM and are highlighted in the class provision map.

 Area of spend 14: Parent Learning Events

• Increased sense of value in the school community.
• Levels of pupils self-esteem will increase.
• Increased levels in parental engagement with the school and pupils current learning.

ENSURE THAT PUPIL PREMIUM CHILDREN HAVE EQUAL ACCESS TO CURRICULAR AND ENRICHMENT ACTIVITIES - THE WIDER CURRICULUM

Enabling FSM children to take up the opportunity of the schools residential trips and extra- curricular.

Financial provision in place to ensure all pupils have equal access to trips and residentials.

To broaden experiences to impact on language, imagination and writing.

• Children will have access to learning outside the classroom and gain greater life experiences.
• Levels of self-esteem will increase.
• Children will develop a sense of community.

 Area of spend 16: SATs week breakfast  club

• Pupils will start the afternoon in a positive frame of mind and ready for learning.
• Pupils will experience a positive lunchtime.
• Pupils will increase social skills with modelled and structured social interactions.