£6,000 of which allocated to EY setting

£76,800

To ensure pupils are able to reach their potential by being able to access resources, experiences and additional support which will bridge the gap caused by disadvantage.

Key Principles

Focus on giving pupils the confidence and aspirations to succeed and achieve and make good progress in their learning.

Focus on ensuring that pupils’ emotional and social wellbeing is supported in order that they are in a good place to learn.

Focus on supporting parents/carers and the families to be able to support pupils emotionally and in their learning.

Pupils’ social interactions improve and their ability to collaborate and cooperate with others

Most identified pupils are able to cooperate with peers and collaborate both in a social and a learning setting according to teacher assessment.

Identified pupils demonstrate improved number skills in earlier years.

Children in middle and upper primary years demonstrate improved reading comprehension skills using AWRT and teacher assessment data.

Most identified children in middle and upper primary years demonstrate improved mathematical skills using teacher assessment and rapid maths data.

Parents participating in after school Nurture club.

70% participation of targeted group in learning focused open day sessions.

Parental engagement in Forest School workshop sessions with pupils with a focus on literacy.

·       LSA time to support pupils in Literacy and Numeracy.

·       LSA time to support pupils socially and emotionally.

·       Employing a community manager to support parents.

·       Resources to support the above activities.

·       Management time to allow staff to plan, prepare and monitor the above activities.

·       Supply time to cover staff to deliver parent projects.

Phonics interventions has a positive impact overall (+5months) and is an important component in the development of early reading skills, particularly in children from disadvantaged backgrounds.

The average impact of successful SEL interventions is an additional four months’ progress over the course of a year. SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.

SEL interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in healthy relationships with peers and emotional self-regulation, both of which may subsequently increase academic attainment.

• Evidence suggests that targeted opportunities may provide a route to wider participation for such groups.

School students engaged in learning in natural environments have been found to have higher achievement (in comparison to their peers or projected attainment) in reading, mathematics, science and social studies, exhibiting enhanced progress in Physical Education and drama, and a greater motivation for studying science [1-4]. Longer term and ‘progressive’ experiences appear to result in the greatest benefits and children with below average achievement tended to make progress in learning outcomes to the greatest degree.

Natural England Access to Evidence Information Note EIN017

Links between natural environments and learning: evidence briefing (July 2016

Supply time to cover staff to deliver parent programmes.

A supportive home learning environment and effective parenting was found to be more powerful than backgrounds. An EPPG study found that what parents do is more important than who the parents are.

Outdoor residential trips,

swimming activities.

A number of studies have demonstrated the positive impact music can have on personal and social development, including increased self-reliance, confidence, self-esteem, sense of achievement and ability to relate to others

Spychiger, et al, 1993; Zulauf, 1993; Harland, 2000

There is also evidence that music education can have a significant effect on the reading ability of pupils who had been experiencing difficulties, particularly teaching associated with rhythm. In addition, studies have shown that music instruction improved pupils’ ability to remember words and so improve their vocabulary, and also enhance language development.

Nicholson, 1972; Long, 2007; Thomson, 1993 and Overy, 2000

Chan et al, 1998

Sylvain Moreno et al, Short-Term Music Training Enhances Verbal Intelligence and Executive Function, Psychological Science, September 2011,

The Sutton Trust reports that:

Outdoor Adventure Learning might provide opportunities for disadvantaged pupils to participate in activities that they otherwise might not be able to access. Through participation in these challenging physical and emotional activities, outdoor adventure learning interventions can support pupils to develop non-cognitive skills such as resilience, self-confidence and motivation. The application of these non-cognitive skills in the classroom may in turn have a positive effect on academic outcomes.

Dynamic leadership takes measures to create an inclusive atmosphere where all students feel that they are essential. An inclusive learning environment gives emergence to extraordinary students and put schools on a path of success.

Leaders give opportunities for professional training and arrange workshops for the continuous development of their team.

BBN Sept 22

Teacher time – Intervention – Forest School (Foundation Phase)

LSA Interventions – learning and social and emotional

NURTURE

BREAKFAST CLUB

SHARE

Community/parental engagement

Music/swimming tuition subsidy

Share, Nurture, ICT, wellbeing boxes – Resources

LSA interventions for learning have proven to be beneficial.

A review of snapshots has demonstrated that many PDG learners are making good progress in literacy and most in numeracy. This is generally in line with other groups of learners.

However, it must be noted that half of our PDG learners also have ALN and therefore standards for this group are not equitable to non-FSM learners. However, scrutiny of ALN intervention data reveals that in Fph nearly all learners are making progress with social emotional and academic interventions. In KS2 many pupils in Mathematics and Language are making good progress. In social and emotional interventions nearly all FSM learners are making good progress which is in line with non-FSM learners.

Due to the long-term absence of the community manager, there has been a limited programme of parental/ community engagement activities on offer. However, our Credit Union has re started with our community volunteers, following Covid restrictions. We have also continued to support our families with food bank referrals, hair cut vouchers, energy vouchers etc, in line with our joint work with Community Dreams pay forward scheme. We also offer our families a clothes / uniform bank service and signposting to relevant support agencies.

We run a credit union scheme weekly for parents and the children.

We work alongside local community sport facilities/teams to offer local provision for our children, some at discounted prices.

We offer an in school drop in children’s library so that pupils’ can readily access books on their way home from school.

We offer a breakfast, breaktime, lunchtime and after school Nurture club.

We work with NPT college to offer literacy and numeracy access courses to parents.

We offer immediate crisis support for parents/carers with access to support via our community manager and SLT.

We work in partnership with St Vincent de Paul offering Christmas food and parcel support.