44% Pupil Premium of which

21% are service children.

Total budget for this academic year

• Increased children achieving ARE in reading, writing and maths at the end of KS2.
• Afl will be consistent and feedback moves children on in their learning.
• End of year expectations embedded across the school.
• Interventions are purposeful and support the bottom 20% to make rapid progress.
• QFT meet the needs of all children and fill gaps in knowledge.
• Environment is vocabulary rich and children are able to use the vocabulary correctly.

• Planning will show key questions to promote oracy and deepen children understanding of key concepts.
• Sentence stems are modelled, displayed across the school and used across the school to promote discussion.
• Increase engagement and love of learning evident through pupil voice.
• All children will have access to a consistent wider curriculum based on knowledge with a focus on vocabulary enabling children to make links.
• Kagan structures are embedded across the school.

• Attendance and punctuation will improve for targeted children will improve in line with all pupils.
• PA will be reduced across the year to below8.5%

• Outcomes for disadvantaged children will continue to rise through opportunities to develop school leadership roles.

- Disadvantaged children to be prioritised for school based after school clubs.

- All disadvantaged children will attend school trips to widen their experiences.

- 40% of leadership roles across the school to be represented by disadvantaged children.

Teachers to engage with the most UpToDate thinking utilising the experts available.

EEF T and L tool kit teacher knowledge

Phonic training of new scheme for staff in reception and KS1

DFE reading framework

Phonics tool kit EEF

DFE accredited phonics program

Review of interventions and identify those children falling behind.

• Non negotiables regarding end of year expectations identified.
• Training for TA’s in targeted interventions.
• Entry and exit data to monitor impact of interventions.
• Focus groups embedded during whole class reading

Disadvantaged, service children, previously looked after, looked after and those subject to a CP/CIN plan.

Needs will be met to make similar progress of better than other pupils so they reach age related expectations.

• Access to mentor, school councillor and draw and talk sessions.
• Wave document in place to identify support in a timely manner.
• Staff trained in relationships and the importance of these with a focus on disadvantaged children.
• Mindfulness embedded across the school and support for self regulation

PHE, link between well-being and attainment

Improve PA attendance for 14 disadvantaged children identified across the school.

Attendance officer and HoS to meet with parents to discuss barriers and appropriate support to put in place e.g. collection, dropping off, dual registration.

Teacher aware of target children and work with the children to encourage them to attend each day.

Attendance office to have a robust monitoring system in place and build positive relationship with identified families.

PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence

All children will have access to a consistent wider curriculum based on knowledge with a focus on vocabulary enabling children to make links.

Children will value wider curriculum lessons and there will be no difference in learning achieved when compared with core subjects.

All children will make age ARE and this will be evident across the curriculum.

Good progress made by vulnerable children as they have the support to develop their attitudes to learning

Fewer behaviour incidents recorded for these pupils on the school system.

Increased engagement and love of learning evident through pupil voice.

Improved results in all key stages across the curriculum

Gap between non PP and PP to show a decrease in all year group.

Reduce the number of persistent absentees among pupils eligible for PP from 8.2% to 7% or below.

Decrease the number of persistent late children amongst children eligible for PP from 10.9 to 9% or below

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

Greater links with communities to ensure all parents feel supported by the school.

Greater links with outside agencies to support the needs of parents and parental workshop running regularly.

- Use of core text to provide a stimulus and context for learning.

- Supplementary texts use to widen the texts children experience.

- Learning environments and hooks are planned for.

- Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress.

- Ensure that learning challenges most able disadvantaged pupils

- trips are used in a timely way to engage the children in their learning, using real life experiences to promote a love of learning.

- MTP is used to identify learning journeys that engage PP and is related to their interests.

- Learning is exciting and a range of activities planned for to engage the children.

Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:

• aiming to reduce the gap between GLD for PP and Non PP
• aiming to close gaps in all year groups between PP and non PP.
• Improve the basic skills amongst pupils who receive the Pupil Premium (including Yr 1 phonic screening outcomes and Yr 6 reading outcomes)
• Improve pupils’ confidence in developing core skills, reasoning skills and applying problem- solving skills in mathematics

·         Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better

·         Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum and make links to build their schemata.

·         Curriculum is fun and engaging to ensure those children in receipt of PP can achieve well across the curriculum.

Monitor termly all year groups data to ensure the gap is reducing and review actions.

Regular monitoring activities e.g. book looks, learning walks, planning scrutiny etc to ensure these key skills are being planned for and progressive.

MTP planning monitoring to ensure curriculum is challenging and accessible to all.

Weekly learning walks by leaders to support next steps in phases.

- Exciting and engaging curriculum with planned outcomes and using the planning backwards approach.

- Subsidising educational visits

- Keyworkers for vulnerable pupils

- Head of school review of behaviour system across the school..

- Subsidising the cost of PSW to lead reward based behaviour interventions.

- Funding of lunchtime nurture provision hub to help build pupil confidence and improve behaviours for learning

- Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning

- Investment in KAGAN training for all new experienced staff to help increase engagement in learning

·          Breakfast club/magic breakfast offered to ensure vulnerable students have a positive start to the day.

·          Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools

·          Children begin to take ownership and lead on changes across the school.

·          Parents will become more engaged in school life to promote the importance of education including school trips.

·          Children to develop collaboration skills and learn how to work with different children.

·          Most vulnerable children will engage in positive play and develop emotion strategies to deal with conflict.

·          Children will develop strategies and understand the importance of working with other and learning from their peers.

Monitoring teaching and learning

MTP show engaging hooks involving educational trips/visitors

Use of Pupil voice to monitor the impact changes in school.

Ensure workshops meet the needs of parents and parental engagement is high.

Monitor of planning to ensure collaborative learning structures are planned for.

Use of proven interventions.

Speech and Language intervention and support in classrooms.

Parent coffee morning/SEND coffee mornings.

Identified children to attend weekly sessions with school counsellor.

CAMHS to work with identified vulnerable families.

Investment in school counsellor to support children who have experience trauma

Children identified at risk of falling behind their peer’s, have access to daily/weekly interventions across the curriculum

Staff trained to ensure quality interventions are provided for our disadvantaged children.

Regular monitoring of interventions.

Regular monitoring of progress made in interventions.

Monitor the transference of skills from interventions into the classroom.

Investment in staff development of pastoral therapies and behavioural interventions

Further embed consistent behaviour system across the school including lunchtimes.

Tracking of behavioral incident is vigorous to ensure early intervention

Offer additional support and clubs at lunchtimes to support targeted pupils with social skills.

Investment in additional CAMHS service for schools and whole school workshops for parents.

Additional lunchtime support

School Counsellor to support emotional needs of most vulnerable disadvantaged children and launch parent workshops linked to this.

Additional therapeutic training for PSW

Children will have known safe adults who will support them during emotionally difficulty enabling them to maintain progress in their learning.

Staff be skilled at engaging vulnerable pupils in their learning.

Provide support for individual pupils at risk of exclusion through improving behaviour, progress and attainment, social skills, self-esteem and confidence.

Vulnerable children will have access to after school clubs providing further stability to their learning.

A holistic view to be taken by staff of key vulnerable children ensuring parents and school develop a positive relationship.

Children to have access to small group play to ensure they develop social skills and experience positive play enabling children to have success in the afternoons.

Monitor behaviour records and impact of behaviour interventions

Accelerated progress made by vulnerable children as they have the support to develop their attitudes to learning

Targeted support and challenge to families to improve attendance.

Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance.

Review of late monitoring system and policy to ensure a robust approach is taken.

Offer care before and after school to improve attendance and support families.

Support for Home – school link workers

We can’t improve attainment for children if they aren’t actually attending school.

Family link worker who supports targeted families to provide support and advice to parents with attendance, behaviour and working with outside agencies.

Increase in attendance of PP pupils

Reduction of PA of PP pupils

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

Reduce the % of PP children who are persistently late for school.

Head of School

Attendance officer

Total budgeted cost 

Lessons learned

(and whether you will continue with this approach)

Use of core text to provide a stimulus and context for learning.

- Learning environments and hooks are planned for.

- Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress.

- Ensure that learning challenges most able disadvantaged pupils

- Subsidising salary of Music and Computing lead

·         - Subsidising salary of French teachers

·         - Investment in computing equipment

- trips are used in a timely way to engage the children in their learning, using real life experiences to promote a love of learning.

Core text approach has now been further embedded and staff are becoming more skilled at using the text as a model. Learning journeys are clearer and supports the children to a main outcome. Outcomes are improving.

Book corners and core text displays are evident around the school. Hooks are being experimented with to engage the children in new topic learning.

Marking PDM has been delivered and some teachers are using this to move the learning on. Continue to embed consistency across the school.

PDM delivered on deeper learning and this continues to be embedded to ensure skills are shown in a range of contexts.

Computing curriculum continues to be embedded with code club running at lunchtimes. French teacher is teaching across the school every Friday.

Children are being taken on trips and given wider experiences.

Approach will continue and further development of core text used and linking these to the wider community.

Approach will continue and support teachers to link hooks to impact positively on the children’s learning. We will continue to raise the expectation on quality learning environments.

Marking policy to be developed to ensure consistency across the school.

Continue to embed the computing curriculum across the school and CPD to build teachers confidence.

Trips to continue but ensure they impact positively on children learning.

Lessons learned

(and whether you will continue with this approach)

Use of proven interventions.

Speech and Language intervention and support in classrooms.

Parent coffee morning/SEND coffee mornings.

Identified children to attend weekly sessions with school counsellor.

CAMHS to work with identified vulnerable families.

Investment in school counsellor to support children who have experience trauma

Interventions were run. But need to be more consistently monitored to ensure high quality.

Speech and language is beginning to be developed in small groups and will continue to share this practice in classrooms.

Parent coffee morning run every 2 weeks along with EP coffee mornings.

Children identified for school councillor and a waiting list in place.

Additional hours have been purchased from CAMHS to further gain a holistic view of barriers which impact on an individual ability to access learning.

Military families continue to have an identified Champion and a weekly club is run for military children by the military champion.

Will continued but need to be more consistently carried out. Designated adults have been identified for next year. Use of behaviour data to support identifying children for intervention.

School councillor to continue with added chance to chat at lunch times.

Lessons learned

(and whether you will continue with this approach)

Targeted support and challenge to families to improve attendance.

Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance.

Review of attendance monitoring system and policy to ensure a robust approach is taken.

Offers care before and after school to improve attendance and support families.

Support for Home – school link workers

Subsidise salary of HSLO to routinely monitor attendance of pp children.

Funding for borough attendance support for persistent absences.

Robust system in place to challenge persistent absentees. All leaders are involved in attendance meetings and calling those children who are PP persistent absentees to ensure the children are in school the next day. As a result, there has been a decrease in persistent absences over the spring term.

The use of breakfast club and after school club to provide emergency care for parents/carers. Introduction of magic breakfast to support vulnerable families to arrive on time each day.

Persistent absence os down from last year and largely in line with the nation expectation. Lateness has decreased significantly with children losing over 9 hours of education but has now decreased to around 2 hours.

Continue to implement the late gate and establish late gate tracker to monitor persistent lates.

Support from the LA has meant the school is able to escalate those parents not engaging.

To work with parents to educate them around the importance of attendance e.g. through coffee morning and focused support from staff.

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.eglinton-royalgreenwich.co.uk