·   To ensure that the attainment gap which widened as created by Covid 19 for specific pupils is reduced. 

·   To reduce the attainment gap of the bottom 20% pupils whose progress has been affected by Covid -19 school closures. 

·   To continue to reduce the attainment gap between disadvantaged pupils and their peers. 

Staff CPD on using strategies to develop independent learning – Scaffolding – task design, modelling, learning environment, sequence of lessons, pupil engagement 

Learning walks demonstrate that strategies are being implemented and pupils are accessing and engaging in learning independently. 

Pupils make rapid progress and close the attainment gap which is the result of COVID 19. 

·   Half termly focus on each strategy. 

·   Monitoring through learning walks and lesson observations. 

Monitoring of planning 

Pupil voice. 

Coaching to support staff who need support to develop further. 

Resources purchased to support independence e.g. extra class texts, IT equipment 

SENCO and ENG/Maths leads to promote strategies through their role. 

Recap reading sequence – adjust proportion of decoding /comprehension according to pupils’ identified gaps. 

Half termly phonic screening. 

Target group identified: 

Assessment of specific needs for each pupil. 

1:1 catch up tuition to address the phonic gaps. 

Introduce Phonic Shed for EYFS to ensure that there is a coherent approach to phonics moving forward across the school. 

Implement firstclass@number to close the gap in maths 

End of Autumn 2 phonnics test 87% 

12-18 months progress made by pupils who complete the first class @ number programme. 

COVID and lockdown has enhanced the need to ensure that wwe are tackling pupils who have difficulties with basic maths concepts. 

·   Half termly pupil progress meetings. 

·   Half termly reading conference with identified pupils to assess progress. 

Phonic Shed – £650 

First class@number – £720 

(Keep Up approach – Little Wandle)  

• Baseline – 6/9 scoring below 7 in phonics assessment 
• 5/9 (55%) passed the phonics screening 
• Pupil E joined in the beginning of June 
• Pupil H has made rapid progress and is targeted for the end of Summer 2022 to pass 
• Pupil C made rapid progress from WTS to passing phonics 
• Combined pass mark 35.6 shows a secure pass mark 
• Pupil B is awaiting specialist provision 

Year 2 Phonics –  

(Keep Up approach – Little Wandle)  

• 8 PP pupils – 6/8 (75%) passed phonics screening in Autumn Term 2022 when Year 2 took the official screening 
• Of those 6 PP pupils, 2 were emerging at the end of EYFS and made accelerated progress to achieve phonics 
• Average pass mark for the PP pupils was 34.6%  
• Of the 2 pupils who did not pass phonics in Autumn 2021, 1 passed in Summer 2022 with a score of 33 from a baseline of 8 in Autumn 2021.  
• The other pupil is on the SEN register.  Despite rigorous phonic intervention, one child on the SEND register has not made expected progress. We will now adopt a ‘whole word’ approach to develop her sight vocabulary and monitor her progress. 

First Class at Number Intervention – Year 2 pupil 

• One pupil made accelerated progress from EME starting point to EXS  
• Three out of the four pupils were borderline when the intervention began. SATS and TA shows secure progress with scaled scores of 102, 106 and 100. 

First Class at Number Intervention – Year 3 and 4 pupils 

To provide high skilled provision to all and intervention for pupils in bottom 20%. 

Book scrutiny demonstrates that a significant group were not on track from their starting points. 

·   Lesson observations 

·   Pupil progress meetings half termly 

·   Year group action plans to close gap for lowest 20% 

TA’s have all attended training with Hamwic Education Trust in order to understand and develop their skills of scaffolding and supporting independent learning in class.  

Please see below for an example of how we target the pupils and expectations: 

*Example of next steps ‘catch up’ Year 2 pupils going into Year 3 

Year 2 

Fallen behind in all three subjects      Should achieve by the end of Year 3 

Pupil engagement officer working with identified pupils to provide additional support and teaching of managing emotions. 

Pupil engagement officer to work with families so that they can support their own child outside of school. 

·   Weekly meetings with Pupil engagement worker who review progress. 

·   Half termly pupil progress meetings. 

·   Monitoring of behaviour logs half termly. 

·   Classroom observations 

Use of Shine program to assess R, GPS and M. 

Use of Mark to identify gaps 

Shine to provide intervention materials to close specific gaps. 

·   Termly monitoring progress of pupils (SLT) 

·   CT to track the smaller steps in progress to ensure that intervention is having an impact. 

Staff inset on Century Tech (2.9.21) 

Identifies gaps in knowledge and provides a personalised learning pathway to address misconceptions. 

Pupils are not achieving their potential. 

·   Book scrutiny 

·   Pupil progress meetings 

·   Pira, Puma, Salford and phonic screening assessments – data to be used to inform pupil Progress meetings 

·   Staff and pupil questionnaires about mental health 

·   Advice and guidance from EP and outreach