Pupil Premium Interventions
Two additional teachers have been recruited to reduce class sizes and impact upon quality teaching and learning. Additional lunchtime supervisors have been appointed too; and are providing enhanced play and nurture opportunities to promote children's self-esteem and social skills. Enhanced curriculum opportunities are offered, for example, residential visits or cultural enrichment experiences i.e. Shakespeare Workshops and theatre visits.
Additional to the EYFS curriculum, some children receive ‘Talk Boost’ intervention. Reluctant talkers are targeted to boost their speaking and listening skills. Children who need reinforcement with specific Letters and Sounds receive daily tuition in Read Write Inc. Other interventions occur daily for practising name writing, letter and number formation in a variety of forms, such as Magical Maths. This includes extra outdoor learning opportunities to consolidate key skills and creative experiences.
In Keystage 1, interventions take the form of one to one work and small group work. These activities are undertaken by teaching assistants under the guidance of the class teacher. They are currently mainly focussed on Literacy with priority being given to improving phonics and handwriting, extra reading and sentence construction. In EYFS and Year 1, an ‘Outdoor Learning Zone’ has been created. Identified pupils are withdrawn by teaching assistants for personalised phonic programmes which are practically based, active activities. In Year 2 one child receives Plus 1 Maths intervention and another child Speech and Language Therapy. Children are selected for intervention based on their needs and when progress is made interventions are altered to accommodate their changing needs or removed completely if appropriate. Across Keystage 1, specific slots are timetabled for daily Read Write Inc learning.
In Years 3 and 4, interventions take a variety of forms. All pupils receive differentiated lessons in English and are in sets for Maths lessons, where they receive guided group work. All pupils participate in ability sets for spelling once a week with many different levels of spellings taught and practised each week. In addition to this, pupils identified for Phase 3 and 4 phonic work receive further group work.
Reading interventions are in the form of extra small group work ‘Reading Circles’ to challenge more able pupils, or on a one to one basis where the teaching assistants act as a learning mentor for more reluctant reader. Differentiated support is given within class for handwriting and through an extra-curricular study club.
Pupils are identified for support through the Better Reading Partnership programme where a teaching assistant acts as learning mentor. Individual support is also provided for pupils in relation to speech and language, Numeracy (Plus One Programme) and also small group interventions for social and emotional development (friendship groups) based upon work by Jenny Mosley.
In Year 5, interventions take a variety of forms. All pupils receive differentiated lessons in English and are in sets for Maths lessons, where they receive guided group work. Spelling is taught in 3 ability groups across Y5 and Y6 in a separate 20 minute lesson.
Pupils are identified for support through the Better Reading Partnership programme where a teaching assistant acts as learning mentor. Pupils are withdrawn for small group handwriting intervention. Pupils are screened for phonic development and are withdrawn for small phonic group work where necessary. Some pupils require individual support and participate in specific programmes (Toe by Toe for Phonics or Plus One for basic numeracy skills).
Behaviour support is also provided on a one to one basis – either in the classroom or through withdrawn intervention as is appropriate. Friendship and nurture groups have been run to support social skills.
In Year 6, interventions take a variety of forms. Firstly, an additional teacher has been appointed to reduce class and group sizes in English, Maths and Science. All pupils receive differentiated lessons in English and are in sets for Maths lessons, where they receive guided group work. All Y6 pupils receive a term of extra booster lessons in English and Maths- these are in ability groups and are based upon areas of learning identified by class teachers. Spelling is taught in 3 ability groups across Y5 and Y6 in separate 20 minute sessions, supported by differentiated and personalized Read Write Inc books. These are designed to ensure all pupils make at least 2 levels progress across the keystage.
Many pupils receive Subject Specific interventions in the Autumn and Spring terms (1 hour x 10 weeks) These are taught by a teacher based upon targets set by the class teachers. These are designed to ensure all pupils meet the national expectations for end of Year 6. In addition to this the Head teacher withdraws pupils who are at the level 4 and 5 borderline for further support. Provision has been made for level 6 (KS3) curriculum to be accessed by the most able pupils.
Other pupils receive group interventions by specialist English and Mathematics teachers to support reading, spelling and writing skills as well as Mental calculation strategies. Some pupils are identified to receive 1: 1 reading support through the Better Reading Partnership programme where a teaching assistant acts as a learning mentor. Some pupils require individual support and participate in Specific programmes (Toe by Toe for Phonics and Plus One for basic numeracy skills.) A pupil receives additional support for behaviour.
Parents of vulnerable children will be invited to attend meetings with the teachers to discuss ways to accelerate progress. Family learning courses are run for Pupil Premium children, pupils with additional needs and Gifted and Talented children. Training will be provided for teaching assistant staff in order to deliver high quality interventions in numeracy and literacy to support raising the children’s attainment in the core subjects.