| Previous Academic Year | 2017-2018 | |||||||
| i. Quality of teaching for all | ||||||||
| Desired outcome | Chosen action/approach | Estimated impact: | Lessons learned | Cost | ||||
| Increased number of children achieving a GLD at the end of EYFS | An additional, experienced Teacher to work across Early Years. | Slight decrease in the number of children achieving GLD at the end of Reception.
With some children there has been a noticeable improvement in self-confidence.
PP children were identified on planning and as a result children made better progress.
Higher achieving children were targeted more effectively.
50% of all disadvantaged pupils in EYFS achieved GLD compared to 59% of disadvantaged pupils in the local authority (LA) |
This approach was successful and this approach will be modified and used in future.
Change in staff during the school year then followed by supply teachers affected the needs of some of the children.
Children achieving expected standard or above by the end of Reception 2014- 27.6% 2015- 43.3% 2016- 58.5% 2017- 67.7% 2018- 65.6%
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A contribution of £115,501 was taken from PP funding towards staffing costs. | ||||
| Improve self-esteem, resilience and confidence levels to achieve higher rates of progress | Introduce BLP across the school. CPD led by the headteacher and reviewed regularly. | With some children there has been a noticeable improvement in self-confidence.
Some children are more accepting of being challenged. |
After consultation with staff CPD for BLP has been continued into the next school year.
Staff are expected to still refer to the principles of BLP regularly. |
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| Pupils to have access to a wide range of social/ cultural/ sporting experiences, visits and activities. | School to use some of PPG to ensure all children have access to different trips/ visits throughout the school year.
Money to ensure the school minibuses are kept ‘roadworthy’. |
Children still speak of experiences from previous years.
Children have been able to recommend a number of trips to the children who are now in their previous year group. |
Deputy Headteacher (Progress and Performance), in consultation with class teachers, will continue to ensure children are exposed to as many different social/ cultural/ sporting experiences as possible.
Research free trips.
Purchase of National Trust card.
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| Improve language skills for pupils eligible for PP | Streamed phonics groups
Most experienced members of staff with key marginal groups |
Slight decrease in the number of disadvantaged children passing the phonics screening from previous year. 37 children in total in year group8 children disadvantaged
63% of disadvantaged pupils passed screening 72% of non-disadvantaged pupil passed screening. |
Change of Phonics leadExperienced members of staff teaching phonics this year
Regular screening checks |
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| Increased number of children achieving expected standards in reading, writing and maths. | An additional teacher working across Middle School and an additional teacher working across Upper School. | Vulnerable groups were given more support.Children were taught in smaller groups.
Specific interventions put in place for key marginal children and as a result there was an increased number of children achieving the expected standard in reading, writing and maths.
PP children were identified on planning, work differentiated appropriately and as a result children made better progress.
Higher achieving children were targeted more effectively. |
This approach was successful and this approach will be modified and used in future.
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| ii. Targeted support | ||||||||
| Desired outcome | Chosen action/approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned (and whether you will continue with this approach) | Cost | ||||
| Achievement for All used to target vulnerable groups of children. | Vulnerable groups identified and parents/ carers invited in for a number of structured conversations throughout the year. | The majority of parents/ carers attended the meetings and were willing to work alongside school to meet the targets that were set.
Targets were then reviewed at the end of each assessment cycle with the parents/ carers.
We found was the language barrier was an issue with some parents/ carers as a number of our parents have EAL. |
This approach will be used again this year. Staff will continue to receive CPD to support them.
Pay for interrupters where needed. |
£4171 | ||||
| Funding for extra curricular activities | PP children have a contribution paid towards the cost of after school clubs such as horse riding and trampolining. | Children who otherwise wouldn’t have had the opportunity were able to attend a variety of different after school clubs.
Children were able to socialise with a variety of different children.
For some children it has been noticed that there has been a increase in confidence.
Children had non-academic achievements celebrated in assemblies. |
This approach will continue to be used this year. | £146 | ||||