Subject: Disadvantaged
Subject Leader Action Plan 2015-2016
Subject Leader: Laura Benardout
Aims for the year:
1.
2.
3.
Teaching, Learning and Assessment – To further enhance teaching, learning and assessment for Pupil Premium Pupils so that they achieve in line with their (group)
cohort.
Cultural/pastoral – To provide a culturally rich and supportive environment for the Pupil Premium Pupils so that they receive a broad and balanced experience.
Parents - To establish the parents and carers of Pupil Premium Pupils so that they become fully engaged stakeholders
Objective
1.
Teaching, Learning and
Assessment
To further enhance teaching,
learning and assessment for
Pupil Premium Pupils so that
they achieve in line with their
(group) cohort.
Action
 To use classroom coaching to
develop the use of mastery
teaching
 Teachers to assess children
through gap analysis to
identify specific needs
 Teachers to be held
accountable for the progress
their children make.
 Teachers and LSAs use
Passports to Success to
support metacognition and
target setting
 PP Lead drives standards
forward across the school
through observations,
learning walks, book
scrutinies and pupil voice
 Wordshark intervention
supports accelerated
progress in spelling
Person
responsible
Date
Outcomes
PP Lead LB
December
2015

Class teachers





Teachers are confident in their
delivery of the mastery
curriculum and the impact this
will have on the Pupil Premium
Pupils
Pupils make good or better
progress due to improved
standards of teaching
Teachers are acutely aware of
what is needed for these
children to close the gap or
deepen learning further.
Teachers will identify the
strengths and areas for
development of their Pupil
Premium Pupils (through case
studies)
Standards of work and
attainment are consistently high
across the curriculum and the
school.
IPads support and enhance
teaching and learning
IMPACT
HT 1
Teachers have used benchmark assessments to establish where their children are in relation to year expectations.
Learning walks have shown that pupil engagement is good and teachers are accountable for the engagement and learning of this
group. PPA teachers and support staff are not always aware and this has been addressed through staff meetings. Development of
Cost
£2600
£1000
STATUS
Monitored
by
SLT
Evaluated
by
HT
Passports to success will also support this. Class teachers are developing the passports themselves this year, with the children and
there has been an introduction of three targets which will further support closing of the gap. Also see impact report below.
HT 2
HT 3
HT 4
HT 5
HT 6
Objective
2. Cultural/pastoral
To provide a culturally rich and
supportive environment for the
Pupil Premium Pupils so that
they receive a broad and
balanced experience.
Action




All Pupil Premium children are
invited to attend Homework
club
All Pupil Premium Pupils are
funded for school trips
Pupil Premium Pupils to be
offered a Pledge which they
can chose to spend on
academic enhancement
Pupil Premium Pupils have
access to gardening club and
the ELSA for emotional
support
Person
responsible
PP Lead LB
Date
Outcomes
Cost
Monitored
by
Evaluated
by
December
2015

£4000
SLT
HT
IMPACT
HT 1
Homework club supports children to complete homework tasks to a high level.
All pupil premium pupils have participated in extracurricular activities that are dependent on funding
39% of PP children attend homework club
8% of PP children have music lessons
25% of PP go to gardening club (50% of total club)
HT 2
HT 3
HT 4



Pupil Premium children are
supported to engage in
homework tasks that
consolidate and deepen their
learning
All Pupil Premium Pupils benefit
from learning that extends
beyond the classroom
Pupil Premium Pupils benefit
from sports and music clubs
Pupil Premium Pupils are
emotionally supported and
cared for.
£8000
£500
£1000
£1500
STATUS
HT 5
HT 6
Objective
3. Parents
To establish the parents and
carers of Pupil Premium Pupils
so that they become fully
engaged stakeholders
Action


To maintain a dialogue with
parents on the progress of
their children
To actively engage parents in
supporting their children and
providing help where
necessary
Person
responsible
Date
Outcomes
Cost
LB
December
2015

£6000



Parents of Pupil Premium
children are actively engaged in
supporting their children’s
learning and are appropriately
supported by the school
Parents of Pupil Premium
children know how they can
support their children
effectively.
Parents are confident to seek
advice and support from school.
Funding in place for childcare
after/before/school holidays
IMPACT
Monitored
by
SLT
Evaluated
by
HT
STATUS
HT 1
More parents are actively seeking support and advice from the Lead. Time is allocated on a needs basis so that parents feel fully
supported and enabled to help their children. Links are made with the ELSA, SENCO, behaviour lead and class teachers to provide
strong and effective support
HT 2
HT 3
HT 4
HT 5
HT 6
Impact Report October 2016
Leadership has focused on assessing strengths and areas of development within the staff; class teachers understand their accountability for this group of pupils and
facilitate the learning through robust planning which uses appropriate scaffolding including concrete resources and modelling. Learning walks have shown that pupil
engagement is good but there is a need for more directed, sharply focused questioning for this group of pupils in some classes. This is being developed through classroom
coaching and CPD.
Class teachers and LSAs are responsible for the updating and development of the Pupil Passports to Success that started last year; with teachers and LSAs working jointly on
this, the aim is to further deepen their knowledge of these pupils so that outcomes can be improved. To further develop the impact of the passports in closing the gap,
targets are now be included in the passports and reviewed half termly.
Wordshark has begun this term as an intervention to support spelling as this was an area for development from last year; impact will be evaluated after six weeks of the
programme that commences week beginning 12.10.15
Gardening is used to promote wellbeing and behaviour and this has been successful for a number of disadvantaged children. This has had a very positive impact on those
pupils that have been struggling with issues going on at home as well as at school, including emotional, social and behavioural difficulties. Working in the garden with an
experienced LSA has allowed them the time and space they need to refocus their learning and make better behaviour choices as well as having a significant impact on their
self-esteem and attitudes to school.
Peer mediation is being put in place this term; the aim of this programme is to give pupils the skills they need to facilitate resolving disputes between other pupils and thus
improving behaviour. Impact will be evaluated in terms of improvement in self-esteem, listening and critical thinking skills, and school climate for learning, as well as
reduced negative behaviour sanctions.