Pupil Premium

 

Pupil premium strategy statement for Norris Bank Primary School 2019-2020

1.  Summary information
School Norris Bank Primary School
Academic Year 19/20 Total PP budget £52,000 Date of most recent PP Review Sept 19
Total number of pupils 417 Number of pupils eligible for PP 30 Date for next internal review of this strategy Feb 20

 

2.  Current attainment
  Pupils eligible for PP+ Value added progress Whole Cohort
% reaching the expected in GPS 75% 91%
% reaching the expected in reading 63% ( 0.8 VA) 88%
% reaching the expected in writing 75% (2.3 VA) 93%
% reaching the expected in maths 63% (2.0 VA) 90%
% reaching in expected in reading/writing/Maths 38% 83%
3.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school)
A.     Lack of resilience, self-confidence and co-operation when approaching work, which is affecting children’s academic progress.
B.    Phonic/language acquisition development having an impact on children writing ability across the school.
C. Behavioural and emotional issues for targeted children (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers.
External barriers (issues which also require action outside school, such as low attendance rates)
D.  
4.    Desired outcomes (Desired outcomes and how they will be measured) Success criteria
A.     For all children to approach and overcome challenges in a positive way through developing our GROW values and learning behaviours, both within the classroom and during play and dinner time. PP children will develop resilience to help them deal with challenging situations. PP children will develop a mindset to help them overcome obstacles and see the positive in difficult situations. PP will develop social skills at a similar rate alongside their peers.

 

B.     For all pupil premium children reach their school target by the end of the year % of children making progress by the end of the school year.

% on children on track to make expected progress by the end of the year.

           

 

5.  Planned expenditure
·         Academic year 2019-20
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For ALL pupil to have a broad and creative curriculum which is accessible to all abilities and enthuses and excites ALL learners.

 

For EYFS and Key Stage One to develop GROW characters.

 

For our GROW values to be further embedded into our curriculum.

 

To further develop our core values within the new creative curriculum, giving children greater opportunities to develop our GROW values.

·         To further develop the creative curriculum to ensure knowledge sticks and skills show progression

·         GROW values linked to learning behaviours planned within the new creative curriculum.

·         Opportunities for child led learning to be developed

·         EYFS Growth mindset project with the Heaton’s Cluster

·         To develop GROW characters and link to learning behaviours

·         To use technology to support and engage learners

 

Evidence has shown that developing a Growth Mindset in both children and adults develops resilience, confidence and a positive approach to the challenges of life.

 

Research shows how developing creativity in children enables a greater freedom, while allowing children from a range of abilities to work alongside each other.

 

Inset day Sept 19

Two staff meetings a term linked to Creative Curriculum development

 

Pupil voice twice a year.

 

On SIP

 

Book Scrutiny twice a year

 

 

Deputy head

 

 

Each half term SLT will review

 

Pupil voice twice a year

Total budgeted cost £ 8,000
   ii.   Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For all PP children in Key Stage 2 to make at least good progress and reach their end of year target Pupil premium champion (trained UPS teacher) to work with targeted children on 1:1 or group intervention programmes.

 

Spelling intervention:

X3 a week on IT software to aid the spelling of HFW

Maths intervention:

Power of 2 interventions, x3 a week focusing on basic number skills, with targeted children.

 

Reading comprehension booster:

Additional guided reading booster groups in year 5 and 6.

 

 

Using a qualified teacher who already knows the children will ensure approaches to the basic skills can be easily adapted to the individual.

 

The teacher has worked at the school for over 8 years and has a secure understanding of teaching and learning strategies which compliment that being used in the classroom.

 

A structured timetable each for the week.

 

Pre assessments undertaken to show progress x3 a year.

 

Performance management

 

Monitoring of books

 

Pupil progress reviews

PK

NE

Assessment will review progress 3 times a year Nov/ Feb/ June

 

 

 

 

Improved phonics scores across Key Stage 1.

For targeted children to increase their baseline phonic assessments by 50%

 

 

To support and improve language acquisition and vocabulary skills

HLTA  to teach booster phonics lessons x4 a week to targeted children in Year 1 and Year 2

 

 

 

 

Weekly supported book clubs focusing on language through a range of high quality text.

Lunch time book clubs and drop in sessions to support a love of reading, helping children to discuss authors and choose appropriate books.

The EEF Toolkit suggests that targeted interventions matched to specific children with particular needs can be effective.

 

 

 

 

An experienced librarian who can motivated and enthuse children with her wealth of reading knowledge. The link with high quality text and the impact on writing.

Timetable Implemented with Pupil premium champion along with Year 5 and 6 teachers.

 

 

 

 

English team to meet regularly with DH

 

Pupil voice

VS/ NE to monitor

 

 

DH/ English team to monitor

Termly assessment and reviews of progress.
Total budgeted cost £30,000
 
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For targeted children to a develop resilience, co-operation and self-confidence.

 

For children to be aware of their emotions and develop strategies to deal with them.

 

To reduce stress and anxiety amongst children.

 

 For children to feel more confident in social situations and have happier playtimes.

Forest School: For targeted children in  to experience a forest school intervention programme.

 

Lego Therapy: Selected children in Year 2-4 to participate in weekly Lego therapy sessions.

 

 

 

Gardening Therapy:

Children to experience activities within the garden, along with traditional gardening skills, with a particular focus on Year 6

 

Restorative mentor:

Weekly meetings with a restorative mentor.

Evidence from EFF shows that for children to reach their potential their social and emotional well-being needs to be established.

 

 

From past research in school, many children achieve more academically when balanced with outdoor learning.

 

 

 

Balancing these outdoor interventions helps to reduce stress and anxiety within children, leading happier healthy children.

 

Having time to spend listening and discussing issues with a child on a weekly basis has seen positive results in the past.

Weekly session evaluations timetabled.

 

Termly meetings to assess the evaluations and its impact.

 

 

 

 

 

 

 

Green Lane Club meetings each half term.

 

 

Moderation of mentoring books

Weekly updates

Pupil premium Champion, forest school champion.

 

 

 

 

Lego champion -BH

 

 

 

Gardening Team

 

 

Restorative Champion/ NE

All interventions will be evaluated in a termly meeting.

 

Dec/ April/June

For targeted EYFS and Key Stage 1 children to shown an improvement in their communication and social interaction Weekly/fortnightly group work with an education psychologist

SALT assessments

TA trained in early SALT intervention strategies

Targeted SALT intervention group.

Evidence suggests that early intervention has the most impact on children; hence we are targeting early years and Year 1 children using highly trained experts. The education psychologist and SALT therapists will write reports after each visit on the sessions. Senco Within the SEN review cycle
Total budgeted cost £11,350
                     

 

6.  Review of expenditure
Previous Academic Year 2018/19
    i.   Quality of teaching for all
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
For all members of the school community including children, staff, and parents to understand our core GROW set of values.

 

For EYFS and Key Stage One to develop GROW characters.

 

For our GROW values to begin to be embedded into our curriculum.

To further develop our core values within the curriculum and embed our Restorative approach work.

•               Stage 2 development of RA champions at lunchtimes

•               EYFS Growth mindset project with the Heaton’s Cluster

•               To develop GROW characters and link to learning behaviours

•               GROWS days within the school calendar

•               GROW values linked to learning behaviours planned within the new creative curriculum.

•               RA champions termly training with Stockport Behaviour Support

GROW days have been an excellent way of ensuring key skills linked to our GROW values are explicitly taught to the children.  Adult/parent feedback from these days show that children as young as 4, are beginning to use positive terminology in their everyday play, with parents commenting that at home children are using works such as team work and ownership. This has been support by the Reception teachers through their on-going observations.

RA champions have been working within both key stages to help children during lunchtimes. Pupil voice shows that children feel “listened to when we break friends,”. There has been a reduction in the number of issues brought to the attention of midday assistants/teacher during playtimes, as recorded in the behaviour book.

A new creative curriculum has been developed. Within this the GROW values have been incorporated in to the curriculum giving children more opportunity to challenge themselves. Although this has only been the first year of the curriculum, pupil voice has shown the great enthusiasm for learning across the school. The redesign of the curriculum, has ensured that children from all backgrounds and abilities have  greater opportunities to develop skills and knowledge at their level, through the delivery of drama, outdoor learning and technology.

 

RA champion to be more visible to all children (wearing a cap) so children can easily identify them.

GROW day to continue focusing on developing GROW characters for EYFS and KS1.

To further embed our GROW values into the new creative curriculum.

£10,000
   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
For all PP children in Key Stage 2 to make the expected progress and reach their end of year target Pupil premium champion (trained UPS teacher) to work with targeted children on 1:1 or group intervention programmes.

 

Spelling intervention:

X3 a week on IT software to aid the spelling of HFW

Maths intervention:

Power of 2 interventions, x3 a week focusing on basic number skills, with targeted children.

 

Reading comprehension booster:

Additional guided reading booster groups in year 5 and 6.

 

 

Unfortunately the UPS teacher developing the targeted interventions went off on long term illness, however 3 TA’s undertook the interventions from Jan-July

Key Stage 2.

75% of PP children met the expected standard in GPS, which shows the impact of the spelling interventions. This was supported in the writing with PP achieving a progress score of 2.3 with their writing compared to 0.6 of the whole cohort.

63% of PP met the expect standard in reading.

 Within Maths PP children made 2.0 points progress with an average point score of 104.

 

A UPS teacher to continue to track individuals, through targeted individualised interventions. £8,000
Improved phonics scores across Key Stage 1.

For targeted children to increase their baseline phonic assessments by 50%

 

 

To support and improve language acquisition and vocabulary skills

HLTA  to teach booster phonics lessons x4 a week to targeted children in Year 1 and Year 2

 

 

 

Weekly supported book clubs focusing on language through a range of high quality text.

Lunch time book clubs and drop in sessions to support a love of reading, helping children to discuss authors and choose appropriate books.

¾ =75% of PP children reached the Year 1 phonics test with an average pass mark of 34.3. Within Year 2, 2/4 (50%) of the pupil premium retakes achieved the phonics screen with the other 2 being SEND. The phonic boosters was very effective with assessments x4 a year to track the progress of the individuals. A Dancing Bears programme was introduced for individual which was very effective, one child met the Year 1 phonics screen, while another progressed to 31/40

 

Within Key Stage 1, 50% of the pp children met the expected in reading The children who did not met have seen good progress through internal data.

Lunchtime books clubs have continued to thrive across key stage 2. A range of children have attended, giving children access to quality text, along with precious time to reflect and discuss the books. The children who attended, when interviewed, spoke positively about their reading enthusiasm and opportunities to read a more varied range of genres.

The progress made by PP children, especially within their reading, shows that the small focused group intervention worked. It allowed the children to be individually targeted. This will continue next year.

 

 

 

£

22,000

 iii.   Other approaches
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
For targeted children to a develop resilience, co-operation and self-confidence.

 

For children to be aware of their emotions and develop strategies to deal with them.

 

To reduce stress and anxiety amongst children.

 

 For children to feel more confident in social situations and have happier playtimes.

Forest School: For Year 1 children groups  plus targeted children in Key Stage 2 to experience a forest school intervention programme.

 

Lego Therapy: Selected children in Year 2-4 to participate in weekly Lego therapy sessions.

 

 

 

Gardening Therapy:

Children to experience activities within the garden, along with traditional gardening skills.

 

 

 

 

 

Restorative mentor:

Weekly meetings with a restorative mentor.

This year, three targeted groups of children undertook an eight week forest school intervention. A new member of staff undertook these with questionnaires and weekly observations taking place to show the progress. A presentation was then given to Governors in July 19 to show some of the impact. Questionnaires from class teachers were also undertaken to see if the impact including the development of self-esteem and risk taking was being seen within the classroom.

Lego therapy continued to thrive with a detailed report being written with each individual’s children progress points being reported and analysed. As with forest School, teachers were also asked to analyse the impact within the classroom which all showed progress.

Gardening therapy at lunch time showed a great benefit to a selected group of Year 6 children in helping to reduce anxiety and stress related symptoms

The restorative mentor focused all year on 5 individuals, having weekly meetings. 4/5 of these children saw a big reduction in the number of behavioural issues at lunch time.

 

Lego therapy to focus on year 2-4 where more impact can be seen.

 

 

 

Teachers to target children from the outset for Garden based on their emotional well being

 

 

To think about the timings of the meetings. Is lunch time the best time?

£2500
For targeted Key Stage 1 children to shown an improvement in their learning behaviour and social interaction Weekly/fortnightly group work with an education psychologist

 

Targeted SALT intervention group.

8 children within EYFS and Year 1 were assessed by the additional SALT input this year. From this programmes were created and meetings held to feed back the recommendations to staff. Following the interventions 4 children no longer need additional SALT when moving into Year 2. To train one LSA to oversee all additional SALT interventions across EYFS and Year 1.  
                 

 

7.    Additional detail
·         Gardening clubs and sessions in Spring/Summer (£5000)

·         Employment of a trainee Educational Psychologist to work in school with targeted children who have been identified as having a specific barrier to their learning (£2000)

·         Employment of SALT therapist to wotrk with targeted children (£2000)

·         Additional lunchtime clubs– IT/Nurture group for targeted children  who find social interaction challenging (£1900)

·         One-to-one support for targeted individuals at lunchtime or in the morning to enable them to access the curriculum or support behaviour plans. (£10,600)

·         Music lessons/residential visits/extracurricular sporting clubs for targeted individuals (£1000)

 

 

 

 

Pupil premium strategy statement for NBPS  

2018 – 2019

1.  Summary information
School Norris Bank Primary School
Academic Year 18/19 Total PP budget £55, 280 Date of most recent PP Review Sept 18
Total number of pupils 417 Number of pupils eligible for PP 30 Date for next internal review of this strategy Feb 19

 

2.  Current attainment
  Pupils eligible for PP Whole Cohort
% reaching the expected in GPS 67% 83%
% reaching the expected in reading 83% 88%
% reaching the expected in writing 83% 86%
% reaching the expected in maths 83% 83%
% reaching in expected in reading/writing/Maths 83% 76%
3.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school)
A.     Lack of resilience, self-confidence and co-operation when approaching work, which is affecting children’s academic progress.
B.    Phonic/language acquisition development having an impact on children writing ability across the school.
C. Behavioural and emotional issues for targeted children (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers.
External barriers (issues which also require action outside school, such as low attendance rates)
D.  
4.    Desired outcomes (Desired outcomes and how they will be measured) Success criteria
A.     For all children to approach and overcome challenges in a positive way through developing our GROW values and learning behaviours. PP children will develop resilience to help them deal with challenging situations. PP children will develop a mindset to help them overcome obstacles and see the positive in difficult situations.

 

B.     For all pupil premium children reach their school target by the end of the year % of children making progress by the end of the school year.

% on children on track to make expected progress by the end of the year.

           

 

5.  Planned expenditure
·         Academic year 2018-19
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For all members of the school community including children, staff, and parents to understand our core GROW set of values.

 

For EYFS and Key Stage One to develop GROW characters.

 

For our GROW values to begin to be embedded into our curriculum.

 

To further develop our core values within the curriculum and embed our Restorative approach work.

·         Stage 2 development of RA champions at lunchtimes

·         EYFS Growth mindset project with the Heaton’s Cluster

·         To develop GROW characters and link to learning behaviours

·         GROWS days within the school calendar

·         GROW values linked to learning behaviours planned within the new creative curriculum.

·         RA champions termly training with Stockport Behaviour Support

 

Evidence has shown that developing a Growth Mindset in both children and adults develops resilience, confidence and a positive approach to the challenges of life.

Carol Dwek and Shirley Clarke both have undertaken research which reinforces the importance of such an approach in schools.

At least 3 staff meetings a term on developing GROW learning behaviours.

 

Staff questionnaire in Sept and July.

 

Pupil voice twice a year.

 

On SIP

 

 

Deputy head

Restorative approaches led

 

 

Each half term SLT will review

 

Pupil voice twice a year

Total budgeted cost £ 10,000
   ii.   Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For all PP children in Key Stage 2 to make the expected progress and reach their end of year target Pupil premium champion (trained UPS teacher) to work with targeted children on 1:1 or group intervention programmes.

 

Spelling intervention:

X3 a week on IT software to aid the spelling of HFW

Maths intervention:

Power of 2 interventions, x3 a week focusing on basic number skills, with targeted children.

 

Reading comprehension booster:

Additional guided reading booster groups in year 5 and 6.

 

 

Using a qualified teacher who already knows the children will ensure approaches to the basic skills can be easily adapted to the individual.

 

The teacher has worked at the school for over 8 years and has a secure understanding of teaching and learning strategies which compliment that being used in the classroom.

 

A structured timetable each for the week.

 

Pre assessments undertaken to show progress x3 a year.

 

Performance management

 

Monitoring of books

 

Pupil progress reviews

PK

NE

Assessment will review progress 3 times a year Nov/ Feb/ June

 

 

 

 

Improved phonics scores across Key Stage 1.

For targeted children to increase their baseline phonic assessments by 50%

 

To support and improve language acquisition and vocabulary skills

HLTA  to teach booster phonics lessons x4 a week to targeted children in Year 1 and Year 2

 

 

 

Weekly supported book clubs focusing on language through a range of high quality text.

Lunch time book clubs and drop in sessions to support a love of reading, helping children to discuss authors and choose appropriate books.

The EEF Toolkit suggests that targeted interventions matched to specific children with particular needs can be effective.

 

 

 

An experienced librarian who can motivated and enthuse children with her wealth of reading knowledge. The link with high quality text and the impact on writing.

Timetable Implemented with Pupil premium champion along with Year 5 and 6 teachers.

 

 

 

English team to meet regularly with DH

 

Pupil voice

VS/ NE to monitor

 

 

DH/ English team to monitor

Termly assessment and reviews of progress.
Total budgeted cost £30,000
 
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For targeted children to a develop resilience, co-operation and self-confidence.

 

For children to be aware of their emotions and develop strategies to deal with them.

 

To reduce stress and anxiety amongst children.

 

 For children to feel more confident in social situations and have happier playtimes.

Forest School: For Year 1 children groups  plus targeted children in Key Stage 2 to experience a forest school intervention programme.

 

Lego Therapy: Selected children in Year 2-4 to participate in weekly Lego therapy sessions.

 

 

 

Gardening Therapy:

Children to experience activities within the garden, along with traditional gardening skills.

 

Restorative mentor:

Weekly meetings with a restorative mentor.

Evidence from EFF shows that for children to reach their potential their social and emotional well-being needs to be established.

 

 

From past research in school, many children achieve more academically when balanced with outdoor learning.

 

 

 

Balancing these outdoor interventions helps to reduce stress and anxiety within children, leading happier healthy children.

 

Having time to spend listening and discussing issues with a child on a weekly basis has seen positive results in the past.

Weekly session evaluations timetabled.

 

Termly meetings to assess the evaluations and its impact.

 

 

 

 

 

 

 

Green Lane Club meetings each half term.

 

 

Moderation of mentoring books

Weekly updates

Pupil premium Champion, forest school champion.

 

 

 

 

Lego champion -BH

 

 

 

Gardening Team

 

 

Restorative Champion/ NE

All interventions will be evaluated in a termly meeting.

 

Dec/ April/June

For targeted Key Stage 1 children to shown an improvement in their learning behaviour and social interaction Weekly/fortnightly group work with an education psychologist

 

Targeted SALT intervention group.

Evidence suggests that early intervention has the most impact on children; hence we are targeting early years and Year 1 children using highly trained experts. The education psychologist and SALT therapists will write reports after each visit on the sessions. Senco Within the SEN review cycle
Total budgeted cost £11,350
                     

 

6.  Review of expenditure
Previous Academic Year 2017-18
    i.   Quality of teaching for all
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
For all members of the school community including children, staff, and parents to develop a core set of values.

 

For ALL members of the community to understand what a Growth mindset is and how to develop it.

To develop a Growth mIndset across the school in line with the schools GROW values.

·         Whole school inset

·         GROW days

·         RA champions developed both children & staff

·         Parent information evening

·         Reception baseline training and assessments

Teaching strategies developed to enhance Growth mindset in the classroom.

The information evening for parents was well received, and feedback forms from the evening showed a deeper understanding of our GROW values, and how a restorative approach can help support and change behaviours.

GROW days have been an excellent way of ensuring key skills linked to our GROW values are explicitly taught to the children.  Adult/parent feedback from these days show that children as young as 4, are beginning to use positive terminology in their everyday play, with parents commenting that at home children are using works such as team work and ownership. This has been support by the Reception teachers through their on-going observations.

RA champions have been working within both key stages to help children during lunchtimes. Pupil voice shows that children feel “listened to when we break friends,”. There has been a reduction in the number of issues brought to the attention of midday assistants/teacher during playtimes, as recorded in the behaviour book.

 

RA champion to be more visible to all children (wearing a cap) so children can easily identify them.

GROW day to continue focusing on developing GROW characters for EYFS and KS1.

To further embed our GROW values into the new creative curriculum.

£10,000
   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
For PP children to achieve the same as non PP children within phonics

 

 

A: Additional small group phonics intervention 3 times a week focusing on Phases 3 & 4 & 5 in Year 1 and 2

B: IPAD Phonic intervention

C: Year 3 phonics intervention x2 a week led by English team

 

Year One

 

50% of the PP children achieved the Year 1 phonic assessment. The 2 children who did not achieved improved their score by 50% over the year. Both these children are also on the SEND register, with one child receiving weekly additional support from an outside agency.

 

Year Two

1 out of the 3 children achieved the retake in Year 2. The two children who did not achieve are on the SEND register. One child doubled their score over the year, with another child attempting the test, having been previously disapplied.

 

This 1:1 approached worked well with some children, however once a week was not enough to have a big impact the children’s writing.

 

£8,000
Improved writing outcomes for PP children across Key Stage 2 A: 1:10 small booster English lesson with an experienced teacher, x3 English lessons a week in Year 6.

 

 

 

 

Book Club sessions developing a love a reading and experiencing unfamiliar literature.

 

 Inset training by Jan Owen on developing quality first teaching through high quality text.

Year 6:

83% of PP reached the expected standard in reading, with an average scaled score of 105.

33% of PP reached 110+ in reading.

67% of PP children reached the expected standard in GPS, with scaled score of 105.

17% of PP reached 110+ in GPS

83 % of PP reached the expected standard in writing with scaled score of 103.

WRM combined= 83%

 

The progress made by PP children, especially within their reading, shows that the small focused group intervention worked. It allowed the children to be individually targeted. This will continue next year.

 

 

 

£

22,000

 iii.   Other approaches
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
To develop social skills for children from Year 2-Year 5 Lego therapy. This included two teaching being trained, the development and purchase of resources.

 

Plus a Lego therapy lunchtime club

 

The development of Lego therapy has been a great success. In house assessment observations, have shown an increase in the key social skills being developed. A detailed report of the project has been written and shared with all staff and governors. Lego therapy will continue next year.

Teachers will be doing a pre assessment sheet in which the data will be collected 3 times a year. This is to track if skills are being transferred into the classroom.

£6000
For children to become resilience, confident and cooperative learners Forest School.

All Year 1 children undertook forest school lessons throughout the year.

A forest school intervention was developed in Year 4 and Year 2.

Doing forest school with the whole class allowed teachers to see how children reacted in a very different environment. This highlighted children who needed extra support in developing their communication skills, their resilience towards challengers or a development of their self-confidence. This was then targeted over the year. Forest school will continue next year. Again targeted children will undertake an intervention programme, and the whole of Year 1 will undertake a a 6 week programme.

The forest school ethos will link to our GROW values.

£2500
                 

 

7.    Additional detail
·         Gardening clubs and sessions in Spring/Summer (£5000)

·         Employment of a trainee Educational Psychologist to work in school with targeted children who have been identified as having a specific barrier to their learning (£2000)

·         Employment of SALT therapist to wotrk with targeted children (£2000)

·         Additional lunchtime clubs– IT/Nurture group for targeted children  who find social interaction challenging (£1900)

·         One-to-one support for targeted individuals at lunchtime or in the morning to enable them to access the curriculum or support behaviour plans. (£10,600)

·         Music lessons/residential visits/extracurricular sporting clubs for targeted individuals (£1000)