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The Woodland Academy Trust2018 National Data to be added on publication by DfE
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
1. SUMMARY INFORMATION
SCHOOL: Willow Bank Primary School
Acting Head of School: Meena Malhi EXECUTIVE HEADTEACHER: Claire Ingrams
Date of most recent review July 2018
Date of next internal review December 2018
Total number of pupils 404 Number of pupils eligible for Pupil Premium/% 183 45.3% Total Pupil Premium
Budget 2018 - 2019 £241, 560
2. CURRENT ATTAINMENT [Outcomes 2018]
EYFS – PHONICS & GLD School 2018 National 2017/8
Pupils eligible for PP 2018
[Sch]
Other Pupils 2018 [Sch]
PP Pupils National 2018
Other Pupils National 2018
In-Year Gaps 2017 - 2018Sch Nat
70% of pupils achieved a good level of development [GLD] 70% 71% 78% 66% -12%
78% of pupils passed the Phonics Screening check in Year 1 78% 81% 91% 72% 70% 84% +19% -11%
KEY STAGE 1 School 2018 National 2017/8
Pupils eligible for PP 2018
Other Pupils 2018
PP Pupils National 2018
Other Pupils National 2018
In-Year Gaps 2017 - 2018Sch Nat
79% of pupils met the expected standard in Reading at the end of KS1 79% 76% 76% 81% 60% 78% -5% -16%
78% of pupils met the expected standard in Writing at the end of KS1 78% 68% 76% 77% 53% 73% +1% -15%
85% of pupils met the expected standard in Mathematics at the end of KS1 85% 75% 81% 87% 61% 79% -6% -14%
KEY STAGE 2 School 2018 National 2017/8
Pupils eligible for PP 2018
Other Pupils 2018
PP Pupils National 2018
Other Pupils National 2018
In-Year Gaps 2017 - 2018Sch Nat
71% of pupils met the expected standard in RWM at the end of KS2 71% 61% 72% 72% 51% 70% -0%
75% of pupils met the expected standard in Reading at the end of KS2 75% 72% 76% 72% 64% 80% +4%
83% of pupils met the expected standard in Writing at the end of KS2 83% 76% 80% 84% 67% 83% -4%
75% of pupils met the expected standard in Mathematics at the end of KS2 75% 75% 76% 72% 64% 81% +4%
3. BARRIERS TO FUTURE ACHIEVEMENT [For pupils eligible for PP]
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The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
EXTERNAL BARRIERSA Communication and Oral Language skills
B Correlation between PPG and SEND pupils
C Quality First Teaching
IN-SCHOOL BARRIERSD Parental engagement – community
E Persistent Absence
F Reading habits
4. ASPIRATIONAL & DESIRED OUTCOMES – July 2018
A
Speech and language assessments completed to establish intervention and support needs for identified children. Speech Link assessments completed as baseline in September and exit in July. Introduction of a SALT HLTA Local authority SALT provision – speech and language assessments CPD for teachers and TAs EYFS menu of interventions: Talk Boost, BLAST etc Oracy focus within Thinking Skills and the English curriculum All staff modelling correct language and grammar
B
Provision Mapping demonstrates clear links between PPG and SEN pupils whereby interventions target the specific gaps in learning. Entry and exit assessment data demonstrates better or expected progress from their starting points. Introduction of TA intervention timetable. SLT timetabled to complete PPG and SEND interventions CPD for teachers and TAs (Edukey, Assess/Review/Plan/Do) Additional EP support – assessments
C Teaching and Learning leads to good attainment and progress. There is a reduced variation in disadvantaged outcomes in all year groups and zero variation in EYFS, KS1 and KS2 results De Bono’s thinking skills and Bloom’s questioning skills are evident when speaking to or observing staff and children. Class teachers use higher order questioning skills
more than comprehension based questions Maths Mastery is implemented in all classrooms and manipulatives are available to children PIXL therapies target our Key Marginal children and discussed weekly to maximise progress Edu-Key provision maps show all support/agencies and interventions for disadvantaged pupils
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The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
Books/lesson obs/data show all groups of pupils are making good+ progress Target setting is owned by the class teacher and planning is bespoke Targeted interventions are run by support staff and HLTAs which are carefully crafted to diminish the gaps swiftly In EYFS, where additional gaps are identified these are noted by and focused on by the named Key worker Planning specifically names children each day who are a focus for observation or adult-initiated learning in EYFS SALT is skilled in supporting children to swiftly catch up with their peers
D
Introduce wrap around provision for School Closure periods so at least 50% of PPG family’s access school closure provision. Positive and meaningful connections are made with all local services with support from the Trust Hub Trained Social Workers are deployed to each school across the Trust to support complex family cases Buildings and facilities are utilised for free to other community services such as Citizens Advice Partnerships with voluntary and charity sector colleagues support genuine community transformation Funding is applied for and received due to the detail of the application sent by the Business Manager There are a range of lunch and after school clubs available for the children to develop their cultural experiences A range of community experiences have been engaged in at school by families during the school closure periods
To raise aspirations across the entire community. The children have all been given the opportunity in KS2 to engage with the Children’s University Assemblies have inspiration speakers and career role model invited Children are exposed to a range of great authors through Reading for Pleasure and the introduction of a Reading Tree Relationship is established with Primary Futures as part of volunteer strategy
E
To diminish the difference in persistent absence between PPG and other pupils. PA remains below national but aim is to reduce further from 6.3% to 5.5%. CLO’s are trained in their new roles and are effective in enabling children to get to school on time and tackling non-attendance Daily early morning calls have an impact ensuring families arrive at school Weekly PA meetings focus on barriers and solutions Admin staff are effect in dealing with late children Class staff use Trust Methodology for recording and reporting The school engages with the LA in terms of engaging with EWO service Governing Body support with persistence absence meetings Weekly meeting with HT/Inclusion Leader/Pastoral Manager/CLO are robust and rigorous in their approach to tackling attendance The CLO swiftly escalates families to the Pastoral Manager for further support Quality Nurture provision is set up and is effective in supporting children’s Emotional, social and behavioural needs
FTo develop a reading for pleasure culture for children, parents and staff. Children are exposed to a range of great authors through Reading for Pleasure and the introduction of a Reading Tree Introduction of a Reading Champion Teacher involvement in Reading for Pleasure pedagogy group CLO introduction of a Reading Group for parents (PPG)
5. TARGETS & TRACKING THROUGHOUT THE YEAR FOR DISADVANTAGED PUPILS 2018 - 2019
AUTUMN 2018 SPRING DD4 2019 SUMMER DD5 2019 End of Year Target
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The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
5.1 Baseline DD1 ARE % DD2 Gap % ARE % DD4 Gap % ARE % DD5 Gap % Target DD6 Gap
READING
Y1 27% 26% -12% Y1 Y1 74%Y2 50% 47% +2% Y2 Y2 90%Y3 10% 55% -4% Y3 Y3 76%Y4 35% 37% 0 Y4 Y4 85%Y5 41% 45% 0 Y5 Y5 76%Y6 8% 35% -9% Y6 Y6 76%
5.2 AUTUMN 2018 SPRING 2019 SUMMER 2019 End of Year TargetBaseline DD1 ARE % DD2 Gap % ARE % DD4 Gap % ARE % DD5 Gap % Target DD6 Gap
WRITING
Y1 26% 32% -6% Y1 Y1 74%Y2 25% 26% -10% Y2 Y2 90%Y3 29% 25% -13% Y3 Y3 76%Y4 42% 44% 0 Y4 Y4 85%Y5 69% 35% 0 Y5 Y5 72%Y6 36% 42% -11% Y6 Y6 76%
5.3 AUTUMN 2018 SPRING 2019 SUMMER 2019 End of Year TargetBaseline DD1 ARE % DD2 Gap % ARE % DD4 Gap % ARE % DD5 Gap % Target DD6 Gap
MATHS
Y1 35% 26% -4% Y1 Y1 74%Y2 60% 58% +4% Y2 Y2 90%Y3 19% 30% -15% Y3 Y3 81%Y4 19% 26% -3% Y4 Y4 77%Y5 38% 41% -3% Y5 Y5 79%Y6 17% 27% -9% Y6 Y6 76%
5.4 AUTUMN 2018 SPRING 2019 SUMMER 2019 End of Year TargetBaseline DD1 ARE % DD2 Gap % ARE % DD4 Gap % ARE % DD5 Gap % Target DD6 Gap
COMBINED
Y1 22% 26% -1% Y1 Y1 74%Y2 20% 21% -6% Y2 Y2 90%Y3 10% 20% -14% Y3 Y3 71%Y4 15% 19% -2% Y4 Y4 77%Y5 17% 28% -3% Y5 Y5 69%Y6 8% 19% -14% Y6 Y6 76%
HT2
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The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
HT3
Page 5
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria Cost
Baseline and Milestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.1 RAISE THE QUALITY OF TEACHING & LEARNING FOR DISADVANTAGED & OTHER PUPILS6.1.1
Embed thinking and questioning skills through the introduction and use of the thinking toolkit.
Distribute De-Bono’s thinking hats to all classes
Ensure that Bloom’s taxonomy is understood by all staff and is effectively being used to elicit higher order thinking skills
Sept 2018 Onwards
Head of School
Meena Malhi (MM)
Thinking toolkit is embedded and is regularly being used in all classes
Pupil independence is fostered through improved thinking and questioning and provides an effective framework in accelerating progress and raising attainment
Higher order thinking skills are evident in all classes
Metacognition and self-regulation lead to an additional 7-months progress [EEF]
£0
CPD cycle is instigated
Accelerated progress is evident at DD2 for PP pupils and
others
Gaps in each year group are in line
with Table 5
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
Page 6
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria Cost
Baseline and Milestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.1 RAISE THE QUALITY OF TEACHING & LEARNING FOR DISADVANTAGED & OTHER PUPILS
6.1.2
Maths Mastery is implemented across the school
Staff deliver a 4 or 6-part lesson on a daily basis supported by high quality display in each classroom
Manipulatives are available in each classroom
Whole staff and Trust based CPD is implemented and revisited throughout the year delivered by the Trust Maths Committee.
Sept 2018 Onwards
Deputy Head Teacher Michael
Talbot (MTS)
Disadvantaged pupils and others build a deep conceptual understanding of Maths concepts enabling them to apply their learning in everyday contexts
Progress in Maths for disadvantaged and other pupils shows further improvement as demonstrated in the regular data drops, through planning, book scrutiny and lesson observation
Maths mastery has a track record [EEF] of being effective, leading to an additional 5-months progress premium
£5,000
CPD cycle is instigated
and implemented throughout
the year
Accelerated progress in
Maths is evident at DD2 for PP pupils and
others
Gaps in Maths in each
year group reduce in line with targets
set [See Table 5.3]
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets [See Table 5.3]
Page 7
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria Cost
Baseline and Milestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.1 RAISE THE QUALITY OF TEACHING & LEARNING FOR DISADVANTAGED & OTHER PUPILS6.1.3
The quality of IPC and Foundation subject teaching is raised for disadvantaged pupils and others
Teaching is motivating, inspiring and incorporates planned opportunities for writing
Writing KPIs are mapped and sequenced across each key stage into the IPC and Foundation subject curriculum
National curriculum requirements and skills are effectively incorporated through robust planning
Writing competitions and rewards are implemented to ensure that wider writing within IPC and Foundation subjects are considered as equally valuable
Sept 2018 Onwards
Deputy Head Teacher Michael
Talbot (MTS)
Deputy Head Teacher
Ellen Copsey (EC)
Assistant Head TeacherCharlotte Vale
[CV]
All pupils receive a broad and balanced curriculum that is of high quality
The quality of writing seen within the IPC and in Foundation subjects is raised and impacts on raised standards of writing at each key stage
£0
CDP for the IPC and
Foundation subjects is delivered
throughout the year
across the Trust
Accelerated progress in Writing is evident at DD1 for PP pupils and
others
Gaps in Writing in each year
group reduce in line with targets set [See Table
5.2]
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
[See Table 5.2]
6.1.4
The “No more Marking” approach is fully endorsed and adopted
Pupil feedback for disadvantaged and other pupils is provided daily in all classes to address misconceptions and re-shape learning
High quality oral feedback is given to pupils daily providing next steps for further improvement. This is actioned
Sept 2018 Onwards
Class Teachers
Daily oral feedback to disadvantaged and other pupils raises expectation and impacts on increased rates of progress and higher levels of attainment
Research demonstrates that feedback to learners has a positive impact and has effect across all age groups [EEF]
£0
Oral feedback is seen during
lesson observation in all lessons
Accelerated progress is evident at DD1 for PP pupils and
Gaps in each year group are in line
with Table 5
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
[See Table 5]
Page 8
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria Cost
Baseline and Milestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.1 RAISE THE QUALITY OF TEACHING & LEARNING FOR DISADVANTAGED & OTHER PUPILSby pupils.
others
6.1.5
“Character” education is taught across the curriculum and during PSED enabling pupils to be resilient to set-backs, work collaboratively with their peers, build relationships, manage their emotions and cope with failure and difficulty
Implemented during
Autumn 2018
DHT InclusionEllen Copsey
[EC]
Character Champion
(ZC)
Pupils are increasingly resilient and able to overcome adversity
Collaboration and collective endeavour are evident in classrooms and seen during non-class unstructured activity
Lesson observations undertaken during Humanities and PSED evidence improved life skills and personal awareness
Pupil questionnaires at end of terms 2, 4 & 6 evidence the impact of the programme
£0
CDP cycle is instigated
and includes the delivery
of “Character” education
Accelerated progress is evident at DD1 for PP pupils and
others
Gaps in each year group are in line
with Table 5
Pupil surveys demonstrate
increased resilience and improved life
skills
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
[See Table 5]Pupil surveys demonstrate
further increased resilience
and improved life
skills
6.1.6
The deployment of peripatetic teachers and support staff is scrutinised and targeted to impact on the progress and attainment of PPG pupils and other vulnerable groups.
Short-term interventions are monitored for impact to ensure that progress is accelerated
Key marginal pupils are subject to regular review and the programme is updated to maximise progress for disadvantaged and other vulnerable
Autumn Term – Week 1
Reviewed on a weekly basis
Head of School
Meena Malhi [MM] and Headship
Team
Targeted pupils in intervention groups show accelerated progress at each data drop
Planned interventions for all deployed peripatetic and support staff impact effectively or are rapidly adjusted
Pupils’ progress impacts on further tangible improvement to overall standards and the closure of gaps
£54,000
Staff are effectively
deployed to maximise
achievement for PP pupils
Accelerated progress is evident at DD1 for PP pupils and
others
Gaps in each year group are in line
with Table 5
Interventions are adjusted
where necessary to
maximise impact
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
[See Table 5]
The intervention programme throughout
Page 9
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria Cost
Baseline and Milestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.1 RAISE THE QUALITY OF TEACHING & LEARNING FOR DISADVANTAGED & OTHER PUPILS
groups
the year evidences
accelerated progress for all targeted
pupils
PROPOSED TOTAL EXPENDITURE 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.2 TARGETED SUPPORT
6.2.1
Key disadvantaged and “marginal” pupils are targeted with specific intervention strategies and PIXL therapies to accelerate their progress
Weekly planning of bespoke interventions is undertaken
Employment of a 0.6 teacher to support with closing the gap
Sept 2018 Onwards
AHT Charlotte Vale
[CV]
PIXL therapies are in place and demonstrate impact at each data drop throughout the school year
Key disadvantaged and “marginal” pupils are discussed on a weekly basis to ensure that progress through these intervention strategies is having impact
Small group tuition is deemed by EEF to be effective
Assessment of pupils takes place continuously and demonstrates that concepts are grasped
£29,000
PiXL therapies are in place for all year
groups.
KM groups are identified.
Therapies are
monitored for impact.
KM pupils in Y6
demonstrate
accelerated progress
KM pupils attain targets.
Y6 outcomes meet 65% threshold.
Page 10
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.2 TARGETED SUPPORT
6.2.2
HLTA SALT specialist is effectively deployed
SALT therapist employed via SLA agreement with the NHS
Pupils are identified on entry to boost oral skills
Specific training is provided to HLTAs SALT interventions are timetabled
into each week Weekly meetings and reporting
procedures are in place and monitor targeted pupils’ progress
Commission the use of Language Link and Speech Link
Sept 2018 Onwards
AHT Nikita Roscoe
[NR]
Oral language interventions show a positive impact on learning, including oral language skills and reading comprehension
EEF – such interventions lead to approximately 5-months premium gains
No less than 74% attain GLD2 in CLL at EYFS
£18,000
SALT HLTA timetabled.
Reporting procedures
are fully operational.
Pupil Progress effectively monitored.
An average of 2 month
gain is achieved for children on SALT plans.
An average of 5 moth gain for the year
for all children on SALT plans.
6.2.3
Maths assertive mentoring is embedded into the curriculum
Achievable targets are set for each child in Maths each half term
Achievable targets for Maths are shared by class teachers with parents/carers
Parents/carers are encouraged and supported to help their children achieve more
Class teachers set clear targets for pupils, hold individual mentoring sessions and provide quality feedback with clear next steps for improvement
Sept 2018 Onwards
Class teachersHLTAs
TAs
Positive impact is seen for disadvantaged and other pupils in their progress, attitudes to school, attendance and behaviour [EEF]
Disadvantage pupils progress and attainment in Maths shows further improvement
Attainment and progress in Maths overall is in line with or better than national levels of expectation
£
All pupils have targets set for
Maths.
Therapies and 1:1 support in place (TA and HLTA support)
+ progress evident for Maths for
PPG children.
PPG Maths outcomes projected to be in line with National figures.
Maths outcomes in
Y6 narrow the gap and are in line with, or better than, the national
average.
Maths therapies
demonstrate + levels of progress.
Page 11
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 - 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.2 TARGETED SUPPORT Detailed gap analysis is used for TAs &
HLTAs to provide small group and 1:1 support
PROPOSED TOTAL EXPENDITURE 2018 - 2019
Page 12
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 – 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.3 WIDER APPROACHES INCLUDING EXTERNAL BARRIERS6.3.1
Raise pupils’ aspiration through focusing on future career aims and pathways
MTS to ensure that assemblies are carefully planned and guest speakers are invited in a timely manner
Trips are organised and vetted by Educational Visits Co-ordinator
Children’s University is introduced to all families and rewards system is in place to encourage participation
Inspirational people/role models promoted in classrooms and corridors
Sept 2018 Onwards
Head of School
Meena Malhi [MM]
Headship Team
EEF research suggests that the relationship between aspiration and attainment is complex and has little positive impact on attainment
Greater engagement of pupils with opportunities outside of their immediate local community
£2,000
Trips for school year are in place
Role models and inspirational characters are evident in classrooms and corridors
External speakers have participated in assemblies
Children’s University has and is actively being promoted
6.3.2
Disadvantaged and vulnerable children and their families have access to wrap-around care throughout the year including school closure periods
Disadvantaged children and their families are targeted for wrap-around support
At least 50% of PPG children access after-school provision
Breakfast club for all PPG and other children is established
Access to childcare after school is in place
A comprehensive programme of school clubs is available after school
Sept 2018 Onwards
Head of School
Meena Malhi [MM]
Inclusion Team
EEF research suggests that Breakfast Clubs has the potential to boost RWM by 2-months over the academic year
Sports participation has a positive impact [EEF – 2-month gain] – more when linked to a structured numeracy programme [EEF 10-months]
Impact of Easter and Summer schools is evident in 2018 outcomes particularly for Year 6
Family and child questionnaires assess provision and ensure it is effective for parents/carers and their children
£ Targeted pupils are
making accelerated
progress
50% of PPG pupils attend after school
provision
Gaps in each year group are in line
with Table 5
Gaps are below that
seen nationally and are in
line with or exceed end
of year targets
See Table 5
Page 13
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 – 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.3 WIDER APPROACHES INCLUDING EXTERNAL BARRIERSand during the lunch hour
Easter and Summer Schools are in place
6.3.3
Forest school is embedded in the school grounds and is well resourced
Forest school access is available to all EYFS and KS1 pupils
Year 6 children attend a residential outdoor learning experience
Teacher and TA training is completed by end of December 2018
Equipment and resources are identified and purchased
Spring Term 2019
Deputy Head Teacher
Ellen Copsey [EC]
Deputy Head TeacherMichael
Talbot [MTS]
EYFS Lead Jasmine
Johnson [JJ]
EEF research suggests that children who participate in adventure learning make four additional months progress
Scrutiny of plans and children’s feedback through questionnaires monitors impact
£4,000
Targeted pupils are
making accelerated
progress
Gaps in each year group
for YR, Y1 and Y2 are in line with Table 5
Reading age for PPG pupils
in YR are +4 above
chronological age
6.3.4
PPG pupils’ attendance is monitored and discussed on a weekly basis and key individuals are targeted daily
Attendance is a whole school priority – all staff play their part in raising its profile
Employment of Community Liaison Officer to drive attendance and liaison with community/parents
The educational experience provided by the school is such that PPG and other vulnerable pupils want to attend and feel safe
Bexley EWO commissioned and effective for the most entrenched
Sept. 2018 onwards
Head of School
Meena Malhi[MM]
CLO
Overall attendance improves to 97% PA overall reduces to ≤ 6% The overall gap between PPG and
other pupils is ≤ 1% EEF – only 35% of pupils who miss
between 10% - 20% of schooling achieve 5+ good passes at GCSE including Maths & English
£29,000 96.5% Overall; PPG
= 95.5%PA ≤ 7% Overall
PA ≤ 6% PPG
96.8% Overall; PPG
= 95.8%PA ≤ 6.5%
OverallPA ≤ 5.5%
97% Overall; PPG = 96%
PA ≤ 6% OverallPA ≤ 5%
Page 14
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 – 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.3 WIDER APPROACHES INCLUDING EXTERNAL BARRIERS
families An effective reward system is
established for high levels of 6.3.5
Nurture provision is in place to support disadvantaged and other pupils with special educational needs and behaviour difficulties
Pastoral Manager employed to support individuals as identified and develop community links and parental engagement
Trust Pastoral Hub coach supports the development of highly effective nurture provision
Trust Hub Development Coach supporting delivery of therapies to identified children as well as staff CPD to meet the needs of SMEH
Trust Assistant Special Needs Advisor supporting pupils to identify and implement recommendations
Additional Wellbeing coach employed to support identified SMEH/vulnerable pupils
Independent Educational Psychologist deployed to work with key children
October 2018 Nikita Roscoe[AHT]
Inclusion Team
Social and emotional problems are addressed as a result of high-quality provision, staff expertise and careful planning
EEF – 4-months premium is achieved through appropriate nurture provision
Boxall profile demonstrates clear progress for these pupils
Nurture group pupils are successfully reintegrated into mainstream or placed into appropriate external provision
Identified children receive comprehensive EP report with recommendations to be implemented and in some cases, successful completion of EHC application.
£88,000 Individual nurture
group pupils are making accelerated
progress + 1-month
premium on peers
Individual nurture
group pupils are making at
least + 2.5 months
premium progress on
peers
Nurture group pupils
have achieved +4
months premium on
peers
Nurture group pupils
are reintegrated
into mainstream
or successfully placed into
external resource
provision.
Page 15
The Woodland Academy Trust
Willow Bank Primary School Closing the Gap Action Plan 2018 - 2019
6. PUPIL PREMIUM PLAN [Including expenditure] 2018 – 2019
Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December
2018]
Milestone 2End Spring
[Easter 2019]
Milestone 3End Summer[July 2019]
RAG
1 2 3
6.3 WIDER APPROACHES INCLUDING EXTERNAL BARRIERS
PROPOSED TOTAL EXPENDITURE 2018 - 2019 £229,000
Page 16
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