2015-2016

Achievement

Leap, NIP and VIP training for Staff – Introduction of speaking and listening development programme for  identified children

£1000

Attainment and Achievement of Disadvantaged children compared to all other children

Across the majority of measures, the attainment of disadvantaged children compares positively to that of all other children nationally. In a number of incidences disadvantaged children significantly out perform all other children not only within the academy but all other children nationally.

Early Learning Goal – Reception

Phonics – Year 1

Key Stage 1

Key factors in children’s success

• Through focused pupil progress meetings children were identified on a half termly basis for focused intervention where it was clear that children were not making levels of expected progress or that progress for identified children was slowing. These meetings were followed up with regular dialogue between ALT, class teachers and the staff delivering interventions to ensure that all interventions are having the desired impact on Children’s progress
• Intervention was of a high quality delivered by a variety of classroom support assistants and HLTAs, this was bespoke in design to meet individual children and groups of children’s needs
• Clear identification of children’s need through collaborative working with the LA’s SEN support, ensured that teachers and classroom support were clear of children’s needs and could plan effectively to meet these needs ensuring that all children made good progress from there starting point.
• Provision of homework clubs ensure completion of homework for all children who attended these sessions (including children invited to attend) supporting children’s progress.
• Speech and language interventions supported children with their communication and language ensuring children made good progress particularly those identified in Reception and those children within Year 1.
• All children in Y2 attended a weekly SATs club supporting their learning, this was delivered in a number of ways from small group interventions to whole class delivery, bespoke to the needs of the class and the individual children.

Dedicated HLTA time for whose focus is on small group interventions – to secure progress for Children

£10000

Racing to English – EAL Language development support for identified children

£1000

Homework club provision – Provision of space and time for children to complete homework – identified children are directed reinforcing expectations

£1000

First Class @ Number – Focused maths intervention – to secure progress for children through identifying underlying gaps in understanding

£1000

Small group intervention dedicated TA time to provide 1-2-1 and small group intervention in reading, writing, maths and phonics.

£6000

Fusion assessment support – Accurate assessments of the learning needs of identified children to ensure that level of need is accurately identified and met

£4000

Iris Connect – Lesson filming technology to support staff in reflecting on their pedagogy and setting targets for development

£2000

Provision

Spending

Impact

Pastoral Development

Breakfast Club – To provide healthy and calm start to the day

£1000

Personal development, welfare and behaviour developments

Attendance has been a focus for the Academy throughout the first year of opening and has proven to be a significant challenge. The progress of disadvantaged children with attendance is stronger than all other pupils, with the difference being positive. As an Academy we recognise that both of these groups are below the national average for all other pupils and attendance will continue throughout 2016/17 to be a strategic focus for the Academy.

Behaviour across the academy is good for both groups of students and has been identified as being so through both internal OCL reviews and the academy’s opening DFE visit. Positive learning behaviours and routines are well embedded in to classes and the introduction of positive playground activities and social areas has enhanced the provision outside of the classroom supporting children’s personal development

Attendance

PA

Attendance has been a focus for the academy throughout the first year of opening and has proven to be a significant challenge

Key factors in children’s success

• The introduction of the SOL attendance tracker has focused the work of the pastoral team and class teachers on improving the attendance of all children and raised the profile of attendance across the Academy and with families
• The tracker has enabled staff to clearly identify the children and families who require intervention, to help support and improve their attendance. This has been supported by the introduction of a clear whole Academy rewards and celebrations policy for attendance which all staff, children and parents have a good understanding of.
• The introduction of positive playgrounds and social areas has supported the social interaction of children and ensured that behaviours for learning habits are maintain both in and outside of the classroom. Behaviour and relationships have been identified as strong aspects of the academy’s work through our OCL reviews over the academic year and the Academy’s DfE review (Jan 16) “It was clear that pupils are settled, happy and secure and that they are developing well personally. They are also making clear gains in their academic learning”
• Children also realise the behaviour across the academy is a system, within the academy there are very few incidences of poor behaviour “Adults in school make us feel safe. Teachers are great, they are always there for us. (OCL Review Jun 16)
• Parental engagement activities including regular coffee mornings, Mum’s Zumba, the OADV toddler group and adult learning activities, have ensured that the Academy has developed strong relationships with all of the Academies families. With over 90% of families attending at least 1 event and 25% of parents attending on a regular basis.

Extended provision for children – Activities organised in extra-curricular time to help improve attendance and behaviour

£3000

Outdoor furniture – To provide seated areas for children to mix and develop socially

£1500

CPOMS – Safeguarding and Behaviour Tracker

£1000

Pastoral support – Pastoral support to co-ordinate and monitor interventions to ensure barriers to learning are negated

£2000

SOL Attendance Tracking processes emphasising ‘High Expectations’

£1000

Lunchtime activities to reduce behaviour incidents

£500

Student Leadership Development – to provide leadership opportunities to develop self-confidence and self-esteem in KS2 - children and provide positive role models for KS1 and EYFS children.

£500

PSHE Resources – To support the pastoral development of children

£2000

Parental Engagement – To develop engagement with parents to ensure they are supporting the academy in supporting children to make progress.

£500