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Pupil premium strategy and self-evaluation for North Town Primary School 2019-2020
1. Summary information
School North Town Primary School
Academic Year 2019/20 Total PP budget £96,800.00 Date of most recent PP Review September 2019
Total number of pupils 442 Number of pupils eligible for PP 75 Date for next internal review of this
strategy
December 2019
2. Current attainment (2018/19)
Pupils eligible for PP (your
school)
Pupils not eligible for PP
(national average)
% achieving a Good Level of Development (GLD) 80% 74%
% passing the Year 1 Phonics Screening Check 60% 84%
% achieving expected standard or above in reading at KS1 64% 78%
% achieving expected standard or above in writing at KS1 55% 73%
% achieving expected standard or above in maths at KS1 64% 79%
% achieving expected standard or above in reading, writing & maths at KS2 42% 71%
3. Barriers to future attainment (for pupils eligible for PP)
Academic barriers (issues to be addressed in school, such as poor oral language skills)
A. Self-esteem, a lack of resilience and low confidence towards learning
B. A proportion of children entitled to the Pupil Premium also have moderate or specific learning difficulties
C. Socio-Economic factors for some children can prevent academic success (e.g. parental involvement, awareness of importance of school)
Additional barriers (including issues which also require action outside school, such as low attendance rates)
D. To improve the attendance of children entitled to the Pupil Premium
4. Intended outcomes Success criteria
A. To improve educational outcomes for children entitled to the Pupil Premium and ensure
they reach their aspirational targets through effective, high quality classroom teaching,
challenge and where appropriate additional support.
1) Outcomes for children entitled to the Pupil Premium increase,
particularly at the end of KS1, KS2, and the number of children
passing the Phonics Screening Check and achieving GLD at the
end of Reception year.
2) The gap between outcomes of the children entitled to the Pupil
Premium and those nationally who are not entitled is closed.
3) All children entitled to the Pupil Premium make at least the
expected progress during the academic year.
B. To ensure that children entitled to the Pupil Premium have positive attitudes towards their
learning, including being motivated to learn, working hard in lessons, knowing what to do
when they are stuck (resilience) and feeling safe in school.
1) Outcomes of termly questionnaires and Thrive assessments
(individual or whole class) show that children entitled to the Pupil
Premium demonstrate positive attitudes towards learning and
school life and are achieving well as a result.
2) Children entitled to the Pupil Premium take an active role in
whole school life, for example in leadership roles, ambassadors or
mediators.
C. To ensure that children entitled to the Pupil Premium benefit from all activities and
opportunities that the School offers to further aid their development and experience of the
wider world and that they do not miss out due to socio-economic factors (e.g. class trips,
residentials, specialist in-school provision, extra-curricular activities).
1) If they would like to, all children entitled to the Pupil Premium will:
a) attend all class trips
b) attend any residential trips offered by the School
c) participate in any specialist provision offered by the school (e.g.
Forest School, Stand-up Paddleboarding)
d) attend at least one extra-curricular club
5. Review of expenditure
Previous Academic Year (2018/19)
i. Quality of teaching for all
Action Intended outcome 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
Specialist
Reading
Professional
Development
Specialist Reading Advisor to support
teaching staff in their planning, teaching and
assessments of reading through tailored
development meetings and the modelling of
effective Guided Reading sessions. Six
Professional Development Meetings (PDMs)
across the academic year, alongside
individual meetings between the adviser and
class teachers to discuss issues relating to
specific classes/ areas, to ensure the high
quality teaching of reading in all classes and
for all children.
77% of all children reached the expected
standard in reading at the end of KS2 and at the
end of KS1. At KS2 this is above the national
average for 2019 (73%), and it is slightly above
the 2018 National average at KS1 (76%).
58% of children entitled to the Pupil Premium
reached the expected standard in reading at the
end of KS2 and 64% at the end of KS1. At KS1
and KS2 this is below the national average for
children who are not eligible for the Pupil
Premium (both 78%). Outcomes for children
entitled to the Pupil Premium and with no
additional needs (SEND) show that 75% reached
the expected standard at the end of KS2, which
is in line with all non-disadvantaged children
nationally.
The use of the Specialist Reading
Advisor has ensured that outcomes in
Reading for all children have increased
and teachers report that they are much
more confident in their planning,
teaching and assessing of the subject.
This knowledge and understanding of
reading needs to be effectively shared
with any staff new to the school in
2019/20 to ensure the continuation of
effective teaching and learning across
the whole school. The approaches to
the teaching and learning of reading
should be continued, however there
should not be the need to use Pupil
Premium funding on reading
development again in 2019/20.
£2,800.00
Teaching and
Learning
Communities
(TLC)
Programme
The second of a two-year programme to
develop teachers’ consistent and effective
use of assessment for learning (AfL)
strategies in lessons. The TLCs will allow for
professional, constructive and effective
discussions amongst teachers during 9
Professional Development Meetings
throughout the year. The TLC will run
alongside the continued implementation of
IRIS to enhance the opportunities for sharing
outstanding teaching and learning practices
further.
72% of all children reached the expected
standard in reading, writing and maths at the end
of KS2, which is above the national average
(65%), demonstrating effective teaching and
learning. 42% of children eligible for the Pupil
Premium reached the expected standard in
reading, writing and maths at the end of KS2,
which is below the national average for children
who are not eligible for the Pupil Premium (71%).
Outcomes for children entitled to the Pupil
Premium and with no additional needs (SEND)
show that 63% reached the expected standard in
reading, writing and mathematics combined,
which is slightly below all non-disadvantaged
children nationally (71%).
In KS1, 69% of all children reached the expected
standard in reading, writing and mathematics.
45% of children entitled to Pupil Premium
achieved the expected standard, 4 of them also
had SEND barriers. (57% when these PP
children with SEND are removed.)
The TLC programme has ensured that
a higher proportion of children reached
the expected standard in reading,
writing and maths at the end of KS2
when compared nationally, however it
has not resulted in similarly high
outcomes for those children entitled to
the Pupil Premium. Out of the 12
children at the end of KS2 entitled to
the Pupil Premium, 5 of them also had
additional barriers to learning (SEND)
which should be considered when
deciding whether or not this approach
was impactful and should be
continued.
£12,600.00
Thrive Continued implementation and further
development of The Thrive model, with 2 qualified
teachers and an additional learning support
assistant as ‘Thrive Practitioners’ promoting the
emotional health and wellbeing of children
throughout the school. Thrive has continued to be
implemented throughout the school by all teaching
staff and LSAs to change the way we understand
how children think, how they act and that
behaviour is a language in itself. As well as
providing specific and focused support to
identified individuals, the model also provides a
bank of resources that are woven into day-to-day
teaching. All staff have continued to receive
professional development this academic year to
embed Thrive into new and existing whole class
strategies to improve emotional resilience fully.
Whole class assessments are carried out for each
class, curriculum linked targets are produced,
whole class provision and action plans are then
created to meet the needs of the individuals in
that class. This work is supported by specific
interventions for identified children.
17 children across the school have taken part in
1:1 Thrive sessions alongside the qualified
Thrive practitioners. Over the course of these
sessions all 17 have made progress improving
by on average 10% within their developmental
strand and with 4 progressing up to the next
developmental strand. 9 Pupil Premium children
benefited directly from this Thrive intervention
both working 1:1 with a Thrive practitioner and in
small groups.
The Thrive programme has ensured all
children have had their needs meet in
class through class action plans.
Thrive has continued to be
implemented throughout the school by
all teaching staff and LSAs to change
the way we understand how children
think, how they act and that behaviour
is a language in itself.
£10,864.00
IRIS The continued use of a market leading video-
based professional learning platform,
enabling teachers and the School to improve
outcomes through high quality teaching and
learning. The two kits of filming software
allow teachers to critically reflect on the
performance of themselves and others, as
well as build deeper professional
relationships with their colleagues and
become skilled at engaging in lesson
observations, coaching, mentoring and
feedback whilst also continuing to develop a
strong drive towards a culture of success and
professionalism. Further Processional
Development Meetings held in order to
improve understanding and benefits, whilst
teaching staff have also been able to access
the personalised, relevant and supportive
opportunities provided by the software to
improve learning outcomes in the classroom.
72% of all children reached the expected
standard in reading, writing and maths at the end
of KS2, which is above the national average
(65%), demonstrating effective teaching and
learning. 42% of children eligible for the Pupil
Premium reached the expected standard in
reading, writing and maths at the end of KS2,
which is below the national average for children
who are not eligible for the Pupil Premium (71%).
Outcomes for children entitled to the Pupil
Premium and with no additional needs (SEND)
show that 63% reached the expected standard in
reading, writing and mathematics combined,
which is slightly below all non-disadvantaged
children nationally (71%).
In KS1, 69% of all children reached the expected
standard in reading, writing and maths. 45% of
children entitled to Pupil Premium achieved the
expected standard, 4 of them also had SEND
barriers. (57% when of PP children without any
other additional barriers to learning.)
Iris continues to provide teaching staff
with valuable feedback and reflection
on their teaching and professional
development. It provides teachers with
the autonomy to reflect on their
practice and seek change to ensure
high quality teaching and learning is
achieved.
£4,500.00
ii. Targeted support
Action Intended outcome 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
Specialist
Reading, Writing
and Maths
Provision
Specialist teachers used to provide
reading, writing and maths support to
ensure high quality teaching and above
national outcomes for all children at the
end of key stage two. Intensive support
provided to directly impact all children,
including the 12 children who are
eligible for the Pupil Premium, with a
reduction in the size of the classes
within the cohort made possible to
benefit all children. Specialist teachers
to collaborate with teachers and
learning support assistants (LSAs) by
providing on-going feedback and
professional development.
72% of all children reached the expected standard in
reading, writing and maths at the end of KS2, which
is above the national average (65%). 42% of children
eligible for the Pupil Premium reached the expected
standard in reading, writing and maths at the end of
KS2, which is below the national average for children
who are not eligible for the Pupil Premium (71%).
Outcomes for children entitled to the Pupil Premium
and with no additional needs (SEND) show that 63%
reached the expected standard in reading, writing
and mathematics combined, which is slightly below
all non-disadvantaged children nationally (71%).
The use of extra teachers to allow
for smaller, more specific teaching
for all children at the end KS2 has
once again ensured that a higher
proportion of children reached the
expected standard in reading,
writing and maths when compared
nationally, however it has not
resulted in similarly high outcomes
for those children entitled to the
Pupil Premium. Out of the 12
children at the end of KS2 entitled
to the Pupil Premium, 5 of them
also had additional barriers to
learning (SEND) which should be
considered when deciding whether
or not this approach was impactful
and should be continued.
£20,741.01
Parent and
Family Support
Advisor (PFSA)
Additional PFSA hours allocated to
extend the provision available to
families. Effective partnerships
between the PFSA, families and school
have been developed and extended.
Targeted children across the whole
school, including those eligible for the
Pupil Premium, and their families
benefit from regular and intensive PFSA
involvement, to support the emotional
and social needs of these children and
families and provided stability and
structure.
Over the course of the year the PSFA has worked
with 28 families, 9 of whom are in entitled to the Pupil
Premium. Home and school lives are more stable
and consistent as a result, and the children
supported in reaching their full potential, gaining
maximum benefits from education. Children and their
families also receive additional support through
effective communication and collaboration between
the PFSA and other professionals, such as support
for young carers, positive parenting and family
support programmes.
Through the support and guidance
from the PSFA, the children and
their families have had their needs
met. Of the 9 Pupil Premium
families, the PFSA closed 7 of the
cases. Informal contact remains if
these families require assistance
again in the future.
£10,536.58
Lunchtime Club An informal social skills group lead by 2
teachers provides weekly lunchtime
support throughout the year to identified
children, modelling social situations and
enabling children to better access non-
structured situations.
Targeted support for children was given during these
lunch time sessions to model social situations and
interactions. It provided a safe place for the children
to attend if they were finding the playground too
much and needed some quiet space. An evident
reduction of poor behaviour and incidents were
recorded for these children.
This approach has proven to be
beneficial for the children who
continually struggle in social
situations and it has been of benefit
to children who require some
sporadic support throughout the
academic year. Exploration of a
breakfast club will be considered to
support vulnerable children in the
morning transition to school.
£1,216.00
Speech and
Language
Therapist (SaLT)
Used to enable children to be effectively
supported through a multi-agency
approach; the impact being that children
are identified earlier, interventions put in
place and progress monitored and
reviewed systematically to ensure
children meet or exceed their
achievement targets. The SaLT works
closely with the SENDCO, teachers,
LSAs and parents to identify and
support children who would benefit from
additional provision in speech and
language to access the curriculum or
who have specific areas of
need. Additional Professional
Development and support was available
from the SaLT and this ensured that
children received ever increasingly
effective speech language and
communication support and that
provision and support was consistent
across the school.
All pupils new to the school were assessed and
where appropriate additional support was provided. 5
pupils eligible for the Pupil Premium grant have
benefited from intensive speech language support,
including Social Skills, Talk Boost and Language
Steps groups. Additional development has been
delivered for teaching staff through PDMs to support
staff understanding about language development and
a language rich environment.
4 out of 5 (80%) children entitled to
the Pupil Premium achieved a
‘Good Level of Development’ at the
end of the EYFS. Consideration for
1 of them who also had additional
barriers to learning (SEND) which
inhibited them achieving goal. The
identification of children’s Speaking
and Listening difficulties early on in
their school career has proven to be
successful, where early
interventions can begin immediately
to address these issues.
£14,534.28
Individual
Literacy
Intervention (ILI)
programme
The ILI programme aims to ensure an
increase in progress in targeted
children’s literacy-based skill over a 10
week period.
13 children across the school have accessed the ILI
program with 83% of the children at least doubling
their rate of progress in either reading or spelling. 2
children entitled to the Pupil Premium have benefited
from the ILI programme this year. It has had a very
positive impact for those 2 children with both of them
at least doubling their rate of progress in either
reading or spelling.
This individualised approach has
been beneficial for the children
identified as having literacy
difficulties in KS2.
77% of all children reached the
expected standard in reading whilst
84% did so in writing at the end of
KS2. Both of these are above the
national average for 2019 (73% and
78%).
£6,162.84
Co-ordination
Group
Providing weekly co-ordination and
gross- and fine-motor skill development
opportunities to identified children. The
co-ordination group leader has worked in
collaboration with class teachers to
provide professional development and
advice for how to support children,
enabling work to be continued effectively
by teachers and LSAs.
This year, 36 children across the whole school
benefitted from taking part in small group co-
ordination sessions, of which 69% made good
progress over the year. 5 children entitled to the
Pupil Premium in Reception and Year 1 and Year 2
have benefited from the programme, with the large
majority of these children making good or better
progress by the end.
This approach has proven to be
beneficial for the children who have
co-ordination difficulties both gross
motor and fine motor skills. .
£1,934.76
iii. Other approaches
Action Intended outcome 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
School Activities
Subsidy
A school activities subsidy of £200
available to FSM/Ever 6 Pupil Premium
children and Post-Looked After Children
and a £100 subsidy available to Service
/Ever 6 elements of the Pupil Premium
Grant to enable those eligible to access
activities that enrich their personal, social
and academic experiences and widen the
children’s knowledge and understanding of
the world around them, such as:
School visits
Residential visits
Extra-curricular clubs
Music tuition
Swimming lessons.
The school activities subsidy allowed entitled children to
access activities that enriched their personal, social and
academic experience at North Town, such as residential
visits and extra-curricular clubs that they may not have
been able to do without the subsidy. Class teachers
report increased interaction in class with children
establishing new friendships, working well on new
challenges, sharing responsibilities and higher self-
confidence.
Providing financial support
for these activities has
continued to ensure that
entitled children are able to
access experiences that
contribute to life fully at
school, improving their
confidence, self-esteem and
skills in particular areas.
£5,062.00
Specialist
Provision for
Extra Curricular
Activities
Forest School provision provided one
morning a week for two half terms to
develop self-esteem, confidence and
independence.
This academic year, 7children have benefited from
sessions, 2 of which were Pupil Premium. Class teachers
report increased interaction in class with children
establishing new friendships, working well on new
challenges, sharing responsibilities and higher self-
confidence.
Providing children with
opportunities to develop their
self-esteem, confidence and
independence through
specialist provision will be
continued this year as part of
the School’s curriculum.
£4,750.00
Pro-Coaching
Sports Coaches
Sports coaches used to provide high
quality provision on the KS2 playground at
lunchtimes offering a wider range of
activities, developing outside learning
opportunities and promoting the
development of social skills and
interaction, enabling children to return to
the classroom focused and ready to learn
after lunchtime.
39 incidents were recorded during the Spring term and an increase of incidents recorded in the Summer Term.
Half way through the year a
new incident recording
system was introduced
called CPOMS, where staff
could record incidents of
poor behaviour, as this was
a new system staff were
more inclined to record
incidents than previously,
therefore the data found is
inconsistent. The
approaches to the promoting
positive behaviour on the
KS2 playground during
playtimes should be
continued, however there
should not be the need to
use Pupil Premium funding
on Pro –Coaching Sports
Coaches in 2019/20.
continued, however there
should not be the need to
use Pupil Premium funding
on reading development
again in 2019/20.
£8,360.00
Specific
resources to
support teaching
and learning
Re-subscription of MyMaths and Bug Club
software, which provide additional support
within the Maths and English curricula, a
broader range of resources for the children
as well as a wealth of opportunities for
learning at home.
72% of all children reached the expected standard in
reading, writing and maths at the end of KS2, which is
above the national average (65%). 42% of children
eligible for the Pupil Premium reached the expected
standard in reading, writing and maths at the end of KS2,
which is below the national average for children who are
not eligible for the Pupil Premium (71%). Outcomes for
children entitled to the Pupil Premium and with no
additional needs (SEND) show that 63% reached the
expected standard in reading, writing and mathematics
combined, which is slightly below all non-disadvantaged
children nationally (71%).
In KS1, 69% of all children reached the expected
standard in reading, writing and maths. 45% of children
entitled to Pupil Premium achieved the expected
standard, 4 of them also had SEND barriers. (57% when
of PP children without any other additional barriers to
learning).
Providing a range of
resources for teachers and
children to support teaching
and learning has provided
children with a rich and
varied curriculum.
£2,470.00
6. Planned expenditure
A Academic year (2019/20)
The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school
strategies
i. Quality of teaching for all
Action Intended outcome
What is the evidence and rationale for this choice?
How will you ensure it is implemented
well?
When will you review
implementation?
IRIS: The continued use of a market
leading video-based professional learning
platform, enabling teachers and the School
to improve outcomes through high quality
teaching and learning.
To develop high quality teaching and learning
opportunities for all children and to ensure that the
achievement of children entitled to the Pupil Premium is
at least in line with their peers.
Lesson observations, work scrutiny and
children’s questionnaires will be used to
develop high quality teaching and
learning.
Senior Leaders to monitor and evaluate
the use of IRIS software.
December 2019
THRIVE: Continued implementation of the
programme in order to promote the
emotional health and wellbeing of children
throughout the school.
To ensure that all children benefit from whole class
Thrive sessions that promote their emotional health and
wellbeing, whilst those children who need additional 1:1
sessions are also supported. The Education Endowment
Foundation (EEF) website outlines that “interventions
which target social and emotional learning have an
identifiable and valuable impact on attitudes to learning
and social relationships in school and have an average
overall impact of four months’ additional progress on
attainment.”
Thrive Leaders to ensure timely
assessments and action plans are
created and used effectively.
Thrive Leaders to monitor Thrive
sessions (1:1 and group) and evaluate
the impact on children’s emotional health
and wellbeing.
December 2019
WELLBEING AWARD: This award
focuses on changing the long-term culture
of the school. It uses an evidence-based
framework to drive change to help deliver
staff and pupil wellbeing, review staff
training, revise School policies and ensure
that mental health and wellbeing sit right at
the heart of school life.
To ensure that all staff and children understand the
importance of mental health and wellbeing and that
creating such a positive culture is the responsibility of
all. The high quality, ongoing professional development
of staff will also enable them to feel confident in
responding to children’s needs.
Staff, children and parent surveys carried
out before and at the end of the award.
External assessors will visit the school
and speak with staff, children and
parents.
December 2019
Total budgeted cost £20,650.77
ii. Targeted support
Action Intended outcome
What is the evidence and rationale for this choice?
How will you ensure it is implemented
well?
When will you review
implementation?
REDUCING CLASS SIZES: Specialist
teachers used to provide curriculum
support for all children at the end of key
stage two.
To develop high quality teaching and learning
opportunities to ensure that the achievement of all
children is maximised.
According to the EEF website, “Reducing class sizes
appears to result in around three months' additional
progress for pupils, on average. However, overall, the
evidence does not show particularly large or clear
effects until class size is reduced substantially to fewer
than 20.”
Lesson observations, work scrutiny and
children’s questionnaires used to
develop high quality teaching and
learning.
December 2019
PFSA: Allocated to extend the provision
available to families.
Effective partnerships between the PFSA, families and
school are developed and extended to support the
emotional and social needs of identified children and
families and provide stability and structure. The EEF
website outlines how “increasing parental engagement
in primary and secondary schools had on average two
to three months’ positive impact.”
Regular meetings and discussions about
identified children between PFSA, senior
leaders, DSLs, SENDCo and teachers to
ensure accurate children are supported.
December 2019
INDIVIDUALISED LITERACY
INTERVENTION (ILI): The ILI programme
aims to ensure an increase in progress in
targeted children’s literacy-based skills.
To provide additional individualised support to identified
children to ensure that achievement in reading and
writing is maximised. The EEF website states
“individualised instruction has a positive effect on
learners.”
Lesson observations, work scrutiny and
children’s questionnaires used to monitor
and develop high-quality sessions.
December 2019
SPEECH AND LANGUAGE THERAPIST
(SaLT): To identify and support children in
the early years who would benefit from
additional provision in speech and
language to access the curriculum or who
have specific areas of need.
To provide additional support which emphasises the
importance of spoken language and verbal interaction
for young children and that their achievement is
maximised. The EEF website says, “Overall, studies of
communication and language approaches consistently
show positive benefits for young children’s learning,
including their spoken language skills, their expressive
vocabulary and their early reading skills. On average,
children who are involved in communication and
language approaches make approximately six months’
additional progress over the course of a year. All
children appear to benefit from such approaches, but
some studies show slightly larger effects for children
from disadvantaged backgrounds.”
Observations and feedback on the
sessions will be used and discussed
regularly to help explore ways to best
provide this opportunity.
December 2019
CO-ORDINATION GROUPS: Providing
weekly co-ordination and gross- and fine-
motor skill development opportunities to
identified children.
This physical development approach aims to improve
young children’s physical growth, skills and health. The
EEF website states that “There is some evidence that
programmes that combine physical activity with
strategies to promote self-regulation can improve
executive function and have a positive impact on
learning” but that the evidence base is limited. Senior
leaders, when evaluating its impact, will carefully
consider this provision.
Observations and feedback on the
sessions will be used and discussed
regularly to help explore ways to best
provide this opportunity.
December 2019
ATTENDANCE: To improve the
attendance of children entitled to the Pupil
Premium
Attendance information shows that the attendance rates
of children entitled to the Pupil Premium are significantly
lower than those children who are not entitled. In order
to improve outcomes for children entitled to the Pupil
Premium, their attendance needs to improve so that
they access the learning opportunities provided.
Regular attendance meetings held
between senior leaders to monitor and
improve attendance for all children,
including those specifically targeted with
low attendance.
December 2019
Total budgeted cost £53,021.07
iii. Other approaches
Action Intended outcome
What is the evidence and rationale for this choice?
How will you ensure it is implemented
well?
When will you review
implementation?
SCHOOL ACTIVITIES SUBSIDY: A
school activities subsidy of £200 available
to FSM/Ever 6 Pupil Premium children and
Post-Looked After Children and a £100
subsidy available to Service /Ever 6
elements of the Pupil Premium Grant.
To enable those eligible to access activities that enrich
their personal, social and academic experiences.
Senior Leaders to authorise use of the
subsidy by families to ensure money
spent enriches personal, social and/or
academic experiences.
Termly review of the use of the subsidy
to explore those families who are
accessing it, with reminders sent to
those who are not that it is available
should they wish to use it.
December 2019
SPECIALIST PROVISION FOR EXTRA-
CURRICULAR ACTIVITIES: Provision
provided that helps to develop the self-
esteem, confidence and independence of
identified children.
Activities such as Forest School and stand-up paddle
boarding are provided for identified children to develop
their self-esteem, confidence and independence in new
situations. The Education Endowment Foundation (EEF)
website outlines that “interventions which target social
and emotional learning have an identifiable and valuable
impact on attitudes to learning and social relationships
in school and have an average overall impact of four
months’ additional progress on attainment.” It goes
on to say that, “The overall impact of sports participation
on academic achievement tends to be positive but low
(about two additional months’ progress).”
Sessions planned will take into
consideration the individual needs of the
children attending and will be tailored to
best address these needs. Senior
Leaders will authorise the provision for
specific children who will benefit the
most, and the sessions will be monitored
and evaluated for impact closely by
senior leaders, class teachers and other
adults who know the identified children
the best.
December 2019
BREAKFAST CLUB: An informal club to
ensure children start the day positively.
To ensure identified children are in school on time and
to help reduce any anxieties or concerns they may have
about coming to school. This provision will also seek to
improve the attendance of targeted children.
By working closely with the parents/
carers of identified children, this
provision will take into consideration the
individual needs of the children attending
and will be tailored to best address these
needs to help ensure it is successful.
December 2019
LUNCHTIME CLUB: An informal social
skills group lead by 2 teachers provides
weekly lunchtime support throughout the
year to identified children, modelling social
situations and enabling children to better
access non-structured situations.
To ensure that identified children benefit from an
alternative provision at lunchtimes, which supports their
social and emotional needs. The Education Endowment
Foundation (EEF) website outlines that “interventions
which target social and emotional learning have an
identifiable and valuable impact on attitudes to learning
and social relationships in school and have an average
overall impact of four months’ additional progress on
attainment.”
Activities and opportunities provided will
take into consideration the individual
needs of the children attending and will
be tailored to best address these needs.
Senior Leaders will authorise the
provision for specific children who will
benefit the most, and the sessions will be
monitored and evaluated for impact
closely by senior leaders, class teachers
and other adults who know the identified
children the best.
December 2019
SPECIFIC RESOURCES TO SUPPORT
TEACHING & LEARNING: Purchasing
and subscription of specific software and
resources to supplement teaching and
learning across the whole curriculum for
identified – as well as all – children.
To supplement high quality teaching and learning
opportunities to ensure that the achievement of all
children is maximised. According to the EEF website,
“the use of computer and technology assisted strategies
to support learning within schools is associated with
moderate learning gains: on average, an additional
four months’ progress.” The research goes on to
outline that this increased progress can be reached by
using technology for students, where learners use
programmes or applications designed for problem
solving or technology for teachers, such as interactive
whiteboards or learning platforms.
Lesson observations, work scrutiny and
children’s questionnaires used to
develop high quality teaching and
learning.
December 2019
Total budgeted cost £24,508.88
Overall total budgeted cost £98,180.72
