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2015 2016
Number of learners and total amount
2014/15
Total Number of learners on roll
Total number of learners eligible for PP
Amount received per learner
Total amount of PP funding received
Provision
2014/15
Objectives: PPG to be used to support the progress of the
children, who made less progress than their peers in 14/15
The school now has 5 looked after children.
Project/Item
Evidence
Objective
link
1:1 Tuition
1:1 Tuition
Deliver 1:1 tuition to
Small Group identified learners to
Tuition
bring them back on track
Impact
5,00
0
Nurture
Breakfast Club
Social &
Emotional
Learning,
Self
regulation &
behaviour
intervention
s
12,0
00
Specific CPD
Collaborativ
e Learning,
Feedback,
Mastery
Learning,
BLP,
Critique,
Kagan
Structures,
Oral and
Language
Developmen
t, Meta
cognition
Develop consistently
high effective practise in
all classes including
effective use of:
Collaborative
learning & Oracy
(Talk for Learning)
High quality
feedback
Flexible grouping &
personalised
instruction
Mastery learning
Metacognition
10,0
00
Learner discussion)
Attendance has increased sharply to
over 100 learners accessing (+75%)
Impact on attendance of targeted
learners one learner has an increase of
30% in attendance
Contributed to the reduction in
persistent absence and lateness
Most vulnerable learners are able to
access healthy balanced breakfast at
subsidised or low cost
Stage 1 anxiety behaviours are identified
case studies show how its helping
targeted children settle at the start of
the day.
PALs reading scheme has contributed to
in year progress for reading which is
expected or better in all year groups
Evidence of flipped learning on blogs
across school (home learning & focused
group in KS1 and KS2; as part of class
differentiation in Y5 and Y6)
Enquiry reports reference high quality
feedback in place across the school with
increasing impact on learning and progress
although this remains a development point
Maths Mastery Training completed and
evidence of application of strategies and
use of materials in all classes found in
learning enquiry although not yet
consistent and required further
development and embedding
Learner discussions show consistent use of
Therapeutic
Intervention
Behaviour
Intervention,
Social &
Emotional
Learning &
Self
Regulation
12,0
50
Development
of Innovative
Digital
Technology
(1:1 devices;
iPads for
learning;
collaborative
use of
technology;
immersive
learning
environments)
Feedback,
Personalised
Instruction,
Digital
Technology
ed instruction
across the setting
Use of devises to
create engaging
and purposeful
learning
experiences for all
Specialist
Teacher for
Music, Drama
& the Arts
Arts
Participation
20,0
00
comments etc)
Increased independence & confidence in in
communication for learners accessing CIRP
Confidence in learners across school in
using ICT for advance their own learning
(learners discussions, less obs, teacher
assessment)
In Early Years the proportion reaching
exceeding in IT was higher than we have
ever had;
GLD in IT???
Participation in choir is growing with more
children than ever before joining and
sticking with choir for the full year (choir
numbers)
Growing number of learners participating in
instrument lessons. Parent attendance at
performances is high and learners
confidence in playing is improving, taking
solos. (teacher records, blog posts, learner
discussions)
All classes have accessed high quality
music teaching in the last school year
(provision maps)
Learners knowledge and attainment in
music is improving (discussion with
learners, observation, teacher assessment
records)
Improved attainment of GLD in related
areas of CLL & Literacy and an upward
trend in GLD overall.
% Attaining GLD in Expressive arts is
76.3%. This is a year on year
Embed Thrive
approaches
across the
setting
Expansion of
the Pastoral
Team Staffing
Behaviour
Intervention
s; Social &
Emotional
Learning &
Self
Regulation
Behaviour
Intervention
s; Social &
Emotional
Learning &
Self
Regulation,
Parental
Involvement
Embed Thrive
approaches and widen
access to support for
learners, parents and
families in order to
reduce or remove
barriers to learning
Widen access to
behavioural and nurture
support, family learning
& family support work.
Support the deliver of a
high quality PSHCE
curriculum
4000
15,0
00
Forest Schools
Development
Behaviour
Intervention
s; Social &
Emotional
Learning &
Self
15,0
00
Regulation,
Outdoor
Adventure
Learning
Revamp &
relaunch of
whole school
behaviour
policy and
procedures
Behaviour
Intervention
s & Social &
Emotional
Learning
Early Years
Interventions
for CLL, Maths
and Literacy
Early Years
Intervention
s, CLL, Early
Maths
Approaches,
Early
Literacy
Approaches
Maintain significant
improvements in EYs
progress from 14/15 and
continue to raise %
achieving GLD by end of
EYs
Additional
Feedback,
Support staff in Metacognitio
KS1 and KS2
n, Reading
comprehensi
on, Oral
Provide wider
opportunities for high
quality feedback,
personalised instruction,
small group tuition in all
35,0
00
40,0
00
Language
Developmen
t, Teaching
Assistants,
Small Group
Tuition &
Personalised
Instruction
classes.
Provide wider
opportunities to offer 1:1
daily reading for the
most vulnerable learners
(reading comprehension)
Expansion of
school library
and
investment in
extending
reading
resources inc
reading
scheme,
guided reading
stock & non
fiction book
stock
Reading
comprehensi
on,
2320
Maths
96%
(N =
70%)
93%
+3.0
(N =
-0.1)
Y5
22%
Y6
60%
33%
80%
28%
93%
5.17
5.73
2.34
3.20
4.00
4.00
6.67
7.87
2.47
3.40
3.27
5.09
8.77
8.87