Objective

Actions to be taken

Between September 2019 to April 2020, using School internal tracking system (TT) for Reading, Writing and Maths:

- PePP make at least 5 steps progress in Year 1

- PePP make at least 6 steps progress in Years 2 to 6

Use TT data to identify PePP who are not yet working at Age Related Expectations and/or not making expected progress, add these pupils to Provision Map and share with all staff.

Deploy staff to deliver interventions to ensure that the PePP children achieve their TT statements and that gaps in knowledge and understanding are addressed.

Monitor impact of PePP interventions through session observations, lesson observations, book scrutiny, data analysis and pupil conferencing.

Provide bespoke CPD as required to ensure outstanding practice and maximum pupil progress.

Provide targeted intervention based on TT data and PiXl analysis to close the gaps in learning.

Objectives

Actions to be taken

To ensure attendance for all PePP is at least 98% (mainstream)

Structured Conversations to focus on attendance, if appropriate.

Strategy created to improve school attendance

Strategy and vision shared with teaching staff

AHT (pastoral) trained to lead Attendance meetings

Initial meeting with AHT Oak Trees to identify reasons for poor attendance and strategies for mitigating impact

Attendance data reviewed to identify patterns and then weekly

Strategy meetings set up and parents invited to attend meetings to explore reasons for poor attendance and agree joint way forward

100% attendance certificates for pupils designed, populated and given out

Best attendance class main stream and Oak Trees rewarded with own clothes day

AHT (pastoral) to be front of house x3 days a week to meet children and parent whose punctuality requires addressing

EWO meeting timetabled for the year (once a month) 

Attendance data reviewed weekly and actions identified for children whose attendance has fallen below 95%

Parents of children identified above, attend strategy meetings

First term review of EWO meetings - identifying www & ebis

Review of parents strategy meetings

Parents strategy meetings - assessment of impact

Objectives

Actions to be taken

To ensure that PePP have access to social and emotional support to enable them to fully access the curriculum.

To provide support for vulnerable pupils through daily ‘check-in’s and Draw and Talk Therapy to enable identified pupils to access learning.

To provide Animal Assisted Therapy to enable children to access learning through:

- remind children of the behaviour expected of them when working with Odin and how this will be reflected in their classroom behaviour.

- supporting children experiencing grief and loss

- helping build confidence

- explaining how our behaviour affects others

- encouraging children to talk more openly during 1:1 daily check-ins as he creates a more relaxed environment

Rewarding attendance to encourage children to want to come to school

Aim and Outcome

Action/Approach

PePP HLTA

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers based on PiXL and school analysis.

Rigorous monitoring by AHT (curriculum & Learning)

PePP Teacher

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers

Rigorous monitoring by AHT (curriculum& learning)

Phonics Booster

Year 1 class teacher to work with PePP children who are not on track to gain expected level in the phonics assessment; Children achieve phonics level in June assessment.

Intervention work by ISA and Year 1 teacher with children identified by Class Teacher.

Rigorous monitoring by AHT (curriculum & learning)

TA3 additional support

TA3 to work on a Wednesday afternoon with identified PePP who have gaps in their EYFS profile and ensure gaps are filled and PePP leave EYFS with GLD and Year 1 at expected standard.

Wednesday afternoon targeted phonics intervention  in Reception and Year 1.

Rigorous monitoring by Phase Leader

Learning Mentor

To remove social & emotional barriers to learning allowing PePP to fully access the curriculum.

Draw & Talk Therapy

Daily Check-ins

Animal Assisted Therapy

Rigorous monitoring by AHT (pastoral)

ISA intervention work

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers based on PiXL analysis.

Rigorous monitoring by AHT (curriculum& learning)

Visits

To ensure that all PePP children have access to educational visits.

Rigorous monitoring by IM/SENCO

Music Input

To allow PePP children wider experiences that they would not normally have access to and in so doing increase confidence and experience base when undertaking the National Curriculum

To allow the children to play a musical instrument when they may not have such opportunities due to financial constraints.

Rigorous monitoring by IM/SENCO