· web view6.3.3. forest school is embedded in the school grounds and is well resourced. forest...

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


Other Pupils 2018




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


Other Pupils 2018




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]

The Woodland Academy Trust


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



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



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%


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%


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



HT3



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






2018]


[Easter 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



of year targets [See Table 5.3]






2018]


[Easter 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



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



with Table 5

Gaps are below that



of year targets

[See Table 5]






2018]


[Easter 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


others


with Table 5

Pupil surveys demonstrate

increased resilience and improved life

skills

Gaps are below that



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


others


with Table 5

Interventions are adjusted

where necessary to

maximise impact

Gaps are below that



of year targets

[See Table 5]

The intervention programme throughout






2018]


[Easter 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


Actions Timeframe Lead Success criteria CostMilestone 1End Autumn [December

2018]


[Easter 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.





2018]


[Easter 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.





2018]


[Easter 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



6. PUPIL PREMIUM PLAN [Including expenditure] 2018 – 2019


2018]


[Easter 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


with Table 5

Gaps are below that



of year targets

See Table 5





2018]


[Easter 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%





2018]


[Easter 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.





2018]


[Easter 2019]


RAG

1 2 3

6.3 WIDER APPROACHES INCLUDING EXTERNAL BARRIERS

PROPOSED TOTAL EXPENDITURE 2018 - 2019 £229,000

· web view6.3.3. forest school is embedded in the school grounds and is well resourced. forest...

Documents