Including:

• Quality teaching for all
• Targeted intervention
• Whole school strategy

Taken from Education Endowment Fund Research Base.

90% of pupil premium children will reach at least age related expectations by the end of the year in writing.

• Talk for writing
• Weekly quality modelled writing
• Continued investment in quality texts, linking with termly class topics
• Focus on key vocabulary throughout the curriculum, including pupil’s acquisition and development of language
• Development of knowledge organisers in foundation subjects to support working memory and vocabulary
• Bespoke writing interventions will be planned as part of the pupil progress termly review cycle.

Pupil premium children who require focussed writing support will receive quality first teaching in class and 2- 3 X weekly intervention programmes that will typically last a term.

To include:

Grammar, sentence structure, ‘Go Grammar’ and SALT interventions 2 X weekly.

Pupil premium in KS 2 will receive writing support in class teaching time when required.

Year 6 weekly booster sessions led by 2 X SLT from January 2020 – May 2020.

Termly interventions

CT and TA appraisal  and lesson observations

Termly moderation activities to check progress

Termly PPM

Half termly assessments

PAC committee

SENDCO

English Leader

Class teachers

Support teacher

HLTA

TA’s

Literacy specialist 

£8000

Resources to support writing: £2000

Maths mastery strategies continue to be well embedded to ensure that at least 90% of pupil premium children reach at least age related expectations by the end of the year.

• use of manipulatives
• problem solving
• rich emersion into mathematical language and knowledge
• bespoke maths interventions will be planned as part of the pupil progress meeting cycle.

Pupil Premium children who require focussed maths support will receive quality first teaching in class and 2 – 3 X weekly intervention programmes that will typically last a term.

To include:

Daily maths intervention for year 6 throughout the year led by DHT.

Year 6 weekly booster sessions led by 1 X SLT will run from January 2020– May 2020.

Resources to be used will include White Rose maths planning and manipulatives.

“Mastery learning appears to be particularly effective when pupils work in groups or teams and take responsibility for supporting each other’s progress.”

Termly interventions

CT and TA appraisal  and lesson observations

Termly moderation activities to check progress

Termly PPM

Half termly assessments

PAC committee to review

SENDCO

Maths Specialist

Class teachers

Support teacher

HLTA

TA’s

£8000

Resources to support maths mastery:

£2000

Pupil premium children continue to make excellent progress through love of reading and 90% reach at age related expectations by the end of the year.

These will include:

• inferring meaning from context; summarising or identifying key points
• using graphic or semantic organisers
• developing questioning strategies
• monitoring their own comprehension and identifying difficulties themselves
• further developing reading roles  – with a vocabulary focus
• developing exceptional class libraries to hook all children into reading
• Termly author visits.

Pupil premium children who require focussed reading support will receive quality first teaching in class and 2- 3 X weekly intervention programmes that will typically last a term.

To include:

Targeted reading support including reading comprehension support.

Resources to be used will include Project X texts.

Year 6 weekly booster sessions led by 2 X SLT from January 2020 – May 2020.

“On average, reading comprehension approaches deliver an additional six months’ progress.”

Termly interventions

CT and TA appraisal  and lesson observations

Termly moderation activities to check progress

Termly PPM

Half termly assessments

PAC committee

Support and interventions teacher

HLTA leading on interventions

Monitoring: HT and DHT, termly pupil progress meetings.

English Leader

Literacy specialist

£8000

Resources to support Reading: £2000

Year 1 phonics check results remain above national and Lambeth averages.

For phonics teaching to continue to be systematic and well planned throughout the early years and key stage 1.

Children in key stage 2 receive phonics interventions if required.

(including EAL and newly arrived children)

• skills of hearing, identifying and using phonemes or sound patterns in English
• systematically teaching learners the relationship between these sounds and the written spelling patterns, or graphemes, which represent them
• an emphasises on the skills of decoding new words by sounding them out and combining or ‘blending’ the sound-spelling patterns
• Daily and weekly phonics support in year 1
• 3 X weekly targeted phonics intervention in EYFS and year 1 and 2 led by a highly trained and experienced phonics leader.

“Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress”

Termly assessments and PPM

CT and TA appraisal  and lesson observations

SLT

PAC committee

Support and interventions teacher

HLTA leading on interventions

Monitoring: HT and DHT, termly pupil progress meetings

£5000

Resources:

£1000

All pupil premium children receive bespoke speech and language support if required.

• targeted reading aloud and book discussion with the children
• explicitly extending pupils’ spoken vocabulary
• using structured questioning to develop reading comprehension
• the use of purposeful, curriculum-focused, dialogue and interaction.

Interventions will be carried out 2 X weekly with small groups of children, led by a TA specifically trained in Lego Therapy, Go Grammar and Terrific Talkers.

“Studies of oral language interventions consistently show positive impact on learning.”

Termly assessments

Termly PPM

SENDCO

SALT lead

£4000

• Continued effective use of our marking and feedback policy as part of assessment for learning and quality first teaching.

• Peer tutoring/ peer assessment to be part of whole class quality first teaching and interventions – when appropriate.

“Feedback studies tend to show very high effects on learning.”

Moderate impact + 5 months

Peer tutoring appears to be more effective when the approach supplements or enhances normal teaching, rather than replaces it.”

Termly assessments

Termly PPM

Pupil voice

£1000

All pupil premium children will be included in The Natural Thinkers Project

All pupil premium children will be targeted to participate in the Windmill Cluster Outdoor Learning Project

• PHSE and Science leaders to lead and develop Natural Thinkers Project across school.
• PHSE lead attends training on Natural Thinkers initiative.
• These projects include collaborative learning experiences, a high level of physical and emotional challenge, practical problem solving, explicit reflection and discussion.
• Educational visits – where applicable offer outdoor learning opportunities for example yr. 6 trip to Fellow ship Afloat.

“Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.”

Termly assessments

Termly PPM

Pupil voice

Register of participation

SLT

£2000

All pupil premium children will be targeted to be part of art enrichment activities throughout the year.

Children share improved positive attitudes towards learning and wellbeing.

• The arts remain high profile throughout the school including focus art weeks and activities.
• Year 3 and 4 children participate in MUSI TRAX lessons.
• Year 5 and 6 children participate in steel plan lessons.
• All pupil premium children take part in the Windmill Cluster Art Exhibition.
• All pupil premium children attend an after school art club once a year.
• Termly Family Learning Projects to support family engagement remain high profile.
• Weekly values times includes arts and crafts options for pupil premium children.

“The impact of arts participation on academic learning appears to be positive.”

“Some arts activities have been linked with improvements in specific outcomes. For example, there is some evidence of a positive link between music and spatial awareness and between drama and writing.”

Arts leader subject leader day monitoring.

Pupil voice 

Register of participation

Monitoring: SLT

Resources and PAC Committee

Arts Mark Assessment

All pupil premium children will be targeted to be part of sport enrichment activities throughout the year.

Children share improved positive attitudes towards learning and wellbeing.

• Qualified sports coach attends daily lunchtime provision to support in football, cricket, tennis and multi skills.
• Pupil premium children targeted for weekly after school clubs including netball, cricket, rugby, hockey, fun and fitness, futsal, yoga.
• Pupil premium children targeted for before school fun and fitness and futsal once weekly.
• Year 6 children attend yoga and mindfulness sessions before SATs.
• Pupil premium and sports premium funding supports the health and wellbeing of pupil premium children through additional support in the holidays. (Sports Camps/ KG Doodles Holiday camps)
• Pupil premium children are targeted to participate in Windmill Cluster sporting competitions including cricket, football, netball and futsal.
• Weekly values time includes sports and yoga activities for pupil premium children.

“The overall impact of sports participation on academic achievement tends to be positive.”

PE leader subject leader day monitoring activities.

Monitoring : SLT

Pupil voice

Register of participation – improvements in attendance and punctuality

Resources and PAC Committee

£6760

• Mental health and well bring remains part of a whole school development plan priority.
• Art therapy is available to families as and when required, 2 x weekly talking space during lunch times.

              (Learning Mentor from January 2020)

• Mental health first aider is trained, delivers support to staff and children.

Behaviour logs

Pupil voice

MHF reports