Tier 1: Teaching

Desired outcomes

Actions

Costs (budget)

Evaluation and Impact

Quality First Teaching supported by evidence-informed CPD for teachers and support staff

·        Use performance management meetings to identify CPD for teachers and support staff

·        Use monitoring evidence to identify CPD for teachers and support staff, in additional to 1:1 support and coaching

·        Staff meetings target quality first teaching

T + L Budget/Central Trust Budget

Embedding and sustaining research-based teaching strategies (Teaching Framework). 

·        Teaching Framework CPD through learning communities.

·        Appraisal linked to Teaching Framework

School T + L Budget

Curriculum ‘essentials’ for Reading, Writing and Maths identified and taught/revised.

·        First term to focus on consolidating previous year key objectives, alongside current year objectives, with assessment identifying any gaps. 

·        RSMs to focus discussion on identifying gaps, setting end of year cohort and individual targets. 

School T + L Budget

Maths; to ensure gaps are covered and children who are needing remote learning can access maths curriculum easily and uninterrupted.

·        Use of White Rose Maths as main scheme.

·        Teachers to use OAT SOW to plan teaching sequences, using S planning format. 

·        CPD at start of September (Inset and staff meeting time) and ongoing to be planned into staff meeting timetable.

White Rose subscription £90

Trust Central T + L Budget

Broad and engaging Olympus Curious Curriculum that focuses on helping pupils to understand our intellectual concepts.

Development, in particular, of critical thinking.

·        Implement Planning Timetable to enable quality planning of themed work.

·        Through monitoring of planning, pupil work and outcomes, ensure that the Curious Curriculum is embedded, and that outcomes are of high quality.

·        Identify where support may be needed and provide appropriate intervention

School T + L Budget

Use of PiXL diagnostic assessments used across whole school.

HT/phase leaders using information / data analysis to target interventions and additional staffing.

·        CPD with Pixl partner

·        Use Autumn Transition Package to identify gaps in pupil knowledge (via QLA)

·        Analyse QLAs

·        Teachers to adapt cohort planning in response to assessments.

·        Intervention programme in place to deliver PixL Therapies (TA led): Years 2, 3, 4 and 5, 3 hours support for each class in groups of up to 6 children.

TA hours to enable intervention:

£2861.23

Ensure children achieve expected level in phonics screening before end of KS1 (year 1 or Year 2 as appropriate).

Addressing Phonic and Early Reading progress

·        Use phonics screening to identify gaps in pupil knowledge

·        Purchase additional Phonic readers from SoundsWrite Scheme

·        Analyse results to identify specific sound gaps

·        Intervention support, which focuses on identified gaps (TA and Teacher led): Years 1 and 2, 1.5 hours a week each class.  

Phonic Reading Resources: £1000

TA hours to enable intervention: £2861.23

Ensure any KS2 child who hasn’t achieved phonics pass by end of KS1, has access to high quality phonics teaching in KS2.

·        Soundswrite KS2 programme CPD 

£200

English; use of Oral Storytelling to enhance writing opportunities and engage all children. 

All children to develop stronger oracy skills through explicit teaching of oracy. 

·        CPD for teachers

·        Resources purchased to support teachers.  

·        Engagement with Voice 21 project across academic year

·        Teachers to include oral storytelling in each theme across the year. 

Resources £100

Ensure high expectations of attainment and progress are maintained, as well as continuity and progression in learning. 

·        Use staff meetings, phase meetings and individual work with staff to ensure that they are using high quality resources to support quality first teaching.

·        Access to OAT portal and resource/workbooks.

·        Explicit teaching of metacognition and ‘Successful Learners’; ELLI and Purple Learners.

·        Staff fully engage in a planned programme of moderation activities to quality assure assessment judgements, including with other Trust schools, for example in EYFS Baseline Assessment.

School T + L Budget and

Trust Central T + L Budget

Introduction of SeeSaw to replace Tapestry and Google Classroom; giving one approach to remote and blended learning across KS1 and KS2

·        Launch Seesaw with children and families

·        Teachers to attend CPD

·        Primary SLT to monitor use of Seesaw and pupil interaction

·        See also Remote Learning Plan

School Assessment Budget and Trust Central T + L Budget

Explicit and implicit teaching of SEL, through weekly Jigsaw lessons, daily SEL time and with the use of key texts.

·        HT/PHSE Lead to monitor through pupil voice and class floor books

·        Reinforce through the assembly programme, as well as key texts and through the learning environment / displays

School T + L Budget

All children to have access to a rich outdoor learning programme to include Forest School. 

Targeted nurture programmes led by both teachers and teaching assistants to support to increase wellbeing and improve behaviour. 

·        CPD Inset September – including launch of new FS SOW

·        All classes to timetable a forest school session each week throughout the academic year. 

·        All classes to timetable a block of teaching in the Meadow.

·        All classes to plan for outdoor learning across the curriculum when possible.

·        Nurture group to run for targeted children – social and emotional, behavioural support; 2 hour sessions for 6 week blocks – 2 groups of 6 children to run each week (Year 1 group and KS2 group)

Forest School Leader £2000 (TBC)

Tier 2: Targeted Academic Support

Desired outcomes

Actions

Costs

Evaluation and Impact

Guided groups led by teachers and support staff informed by PiXL diagnostic assessments, marking, diagnostic questioning within lessons, and joint assessment within lessons, by teachers and support staff.

·        Analyse PIXL QLAs to identify the right children and the gaps on which to focus

·        Use diagnostic marking in lessons to identify further the gaps in pupil knowledge

·        Teachers work closely with support staff to assess, identify and target interventions

·        Intervention programme in place to deliver PixL Therapies (teacher led): Years 2, 3, 4 and 5, 3 hours support for each class in groups of up to 6 children.

·        Interventions are outlined on Edukey, monitored and evaluated.

·        Primary SLT to monitor effectiveness of interventions, and value for money

Additional TA hours – 10 hours per week (£3731.40)

RSMs for staff to discuss individuals and share progress. Leadership Team and SENCo to facilitate and provide support

·        Assessment lead to attend assessment network meetings

·        Staff prepare effectively for RSMs, using available data and assessment information, alongside knowledge of pupils

·        Actions from RSMs are followed up, monitored and reviewed

School Assessment Budget and Trust Central Assessment Budget

Tier 3: Wider Strategies

Desired outcomes

Actions

Costs

Evaluation and Impact

Development of role of parent link.

·        Family link to work for one morning each week with vulnerable learners, including establishing links with parents of vulnerable learners.

School Budget (staffing already in place)

Parents to have access to parenting support; including advice on helping children manage anxiety and other issues raised by COVID. 

·        School Nurse Referrals completed where appropriate.

·        SEND team meetings fortnightly to review needs and identify new needs

·        Termly meetings with School Nurse.

School SEND Budget

Total Catch-up funding

£12000

Total Cost of Catch-up plan

£11843.86