Abbeyfields School

 Early Years

Good level of development

Cohort

 All Pupils

80%

59

83%

6

Year 1

Phonics Check

Cohort

80% 

60

40%

10

Year 2

92%

11

0

1

Reading

% expected +

Cohort

88%

60

50%

2

Writing

80%

60

50%

2

Maths

89%

60

50%

2

Reading

% expected +

Cohort

86%

55

50%

4

Writing

80%

55

50%

4

Maths

83%

55

25%

1

Year group (total)

Number of pupil premium children

Nursery (41)

5

12%

Reception (53)

8

15%

Year 1 (60)

6

10%

Year 2 (60)

10

17%

Year 3 (63)

2

3%

Year 4 (61)

7

11%

Whole School % of disadvantaged pupils is 11% (38 out of 338 pupils)

 Barriers to future attainment for pupils eligible for pupil premium funding in 2019-2020

Title

What we will do

Intended outcomes

Anticipated costs

• Great North Maths Hub Teacher Research Group (mastery approach)
• Early Reading – review and actions, focus on teaching of reading for lowest attaining pupils. 
• Oracy – continue to develop high quality articulacy and comprehension
• Thrive training – whole school approaches to supporting emotional and social development
• Subject leadership – training with SIP and collaborative work with the Morpeth Partnership to strengthen leadership and knowledge of the curriculum (and provision)

Recruitment and retention:

• Two newly recruited teachers to KS1 and KS2. Support for early years teachers will be accessed through the local authority, Three Rivers, Chartered College of Teaching, internal school mentors (key stage leaders)

• academic
• social
• emotional

“All teachers are teachers of reading.”

The children will be able to be a fluent reader by the end of key stage 1 and use a variety of words – (Three Tiers – high frequency, academic words and technical specific vocabulary)

Increased knowledge and skills of subject leaders will lead to stronger provision across the school for all pupils.

Quality first teaching will have a positive impact and newly qualified teachers will feel empowered, supported and accountable.

Employment of fixed term TA to concentrate on behaviour and emotional & social development: £8,598

Recruitment of additional 0.6 FTE KS2 teacher to release DHT to further support quality first teaching initiatives across school: £19,288

• Move towards whole class teaching (e.g. maths mastery approach) to support mixed ability pupils, reorganisation of English provision (increased lesson time and balance of phonics/English)
• Focus on Reading -, love of reading, early reading skills, phonic programme and progress, lower and higher attainers, application of skills, comprehension
• Plan for local context and hidden curriculum to support and enhance current cohort provision e.g. raising aspirations and self-esteem 

Structured interventions and/or 1:1 support:

• Teaching staff and support staff will work together to provide targeted academic support linking all intervention to quality classroom teaching e.g. speech and language intervention, nurture
• Ensure any homework that is set in school is accessible to all or that certain pupils are given alternative opportunities within school time

• academic
• social
• emotional

• Pastoral Lead will work with Academy Council on an Emotional Health and Well-being strategy for pupils and staff
• The use of the Golden Room will be utilised to support pupils appropriately with social and emotional development
• Providing external coaches (sport, music) and experiences such as visits and events to all pupils  – accessible to all
• Promoting independence and resilience through taking responsibility and problem-solving

Self-esteem and aspirations will have improved and have a positive impact on learning.