Barriers to Learning 

• Children need to be in school, ready to learn for any other approaches to make a difference
• Parents attitudes to school can sometimes be an underlying cause to thier child's poor attendance  

Key Objectives

• Undertake behaviour interventions alongside the Pastoral Support Worker
• Liaison with external agencies
• Provide a range of support for families 
• Line manage the Pastoral Support Worker

Actions

• Safeguarding policies are followed correctly within school
• All new staff to have induction on relevant policies and procedures
• Inclusion files to be looked at every 3 weeks
• Regular meeting with Pastoral Support Worker
• Attendance is monitored and policy and procedures are followed for PA pupils

Outcomes of Actions

• Above 95.6% attendance
• 0 PA pupils 
• Behaviour in school is exemplery 
• MW is aware of issues at home that may contribute to poor attendance or behaviour
• Relevent external agencies are involved 
• All staff are aware of relevant policies and procedures
• Pastoral Support Worker is fully inducted into role
• Pastorla Support Worker fulfils role successfully 

Timescale 

• Ongoing

Barriers to learning

• Behaviour - pupils with specific social and emotional needs which affect their learning 

Key Objectives

• To provide a counselling service for the children where appropriate
• To provide a counselling service for the staff, primarily MW and Pastoral Support Worker

Actions

• To identify children that require counselling, in liaison with parents
• Assessments to be completed- baseline and exit
• MW and Pastoral Worker to meet with counsellor every month

Outcomes of Actions 

• Referral system in place 
• Children indentified and supported 
• Improvements in assessments
• Progress amde with academic subjects
• MW and Pastoral Support Worker emotionally supported in their role

Timescale

• Ongoing
• Children to see Counsellor weekly/fortnightly as appropriate 
• Length of time spent with Counsellor will vary for each child
• Staff to see Counsellor monthly initially

Barriers to learning

• Children need to be in school, ready to learn for any other approaches to make a difference 
• Punctuality ensure no learning time is lost at the start of the school day 

Key Objectives

• Identified children to attend breakfast club to improve attendance and attainment within school.

Actions

• Children to be identified and invited to breakfast club
• Attendance of these pupils to be monitored

Outcomes of Actions

• Children with poor attendance PA children attend breakfast club
• Attendance % within school increases
• Children have a healthy breakfast and a good start to the day

Timescale 

• Daily

Barriers to learning 

• Poor language and vocabulary 
• Oral language development and vocabulary

Key Objectives

• Children’s reading and writing to be at least in line with National Expectations

Actions

• Teaching assistant to work 1-1 with identified pupils
• Assess the impact of this intervention  half termly
• Review as necessary
• Termly development days to up-skill Reading Leader

Outcomes of Actions

• Standards within reading, writing and SPAG are at least in line with National Expectations
• Children's writing in books will show progress over time
• The gap between PP children and non PP children will narrow

Timescale

• Children to be indentified for 1-1 tuition Autumn term and assessed half termly. 
• Resources to be purchase when necessary 

Timescale

• Children to be identified for 1-1 tuition Autumn term and assessed half termly.
• Resources can be purchased when necessary  

Barriers to learning 

• Oral Language development and vocabulary 

Key Objectives

• Children’s reading and writing to be at least in line with National Expectations

Actions

• Group children appropriately
• Read Write Inc Spelling to be delivered at least 4x weekly
• XM to support staff and complete regular monitoring activities for the Spelling and Literacy and Language program

Outcomes of Actions

• Standards within reading and writing and SPAG are in line with National Expectations
• Children's writing in books will show progress over time
• The gap between PP children and non PP children will narrrow 

Timescale 

• Development days throughout the year. Training in house ongoing

Barriers to learning 

• Low confidence and self esteem working in a large group
• Understanding skills
• Listening and attention skills 

Key Objectives

• Children’s reading and writing to be at least in line with National Expectations

Actions

• Teachers to work 1-1 with identified pupils
• Order necessary resources to deliver tuition program.
• Assess the impact of this intervention half termly
• Review as necessary

Outcomes of Actions

• Standards within reading, writing and maths are in line with National Expectations
• Children's work will show progress over time
• The gap between PP children and non PP children will narrow

Timescale 

• Children to be indentified in Autumn term
• Staff to be indentified in Autumn term

Barriers to learning

• No support at home due to lack of understanding the new curriculum/expectations
• Low parental engagement with school

Key Objectives

• Key strategies taught in school are delivered to parents

Actions

• To identify the key priorities to deliver to parents
• To consult parents on which workshops they would like to attend.
• Staff to prepare and deliver the workshops to parents

Outcomes of Actions

• Parents understand how children are taught within school
• Parents know how they can support their child at home 
• Positives relationships between home and school are developed

Timescale 

• Workshops to be delivered termly 

Barriers to learning

• Less access to enrichment activities with families
• Therefore no previous knowledge to build on to support within curriculum topics

Key Objectives

• To subside educational visits/ visitors
• To provide PP pupils with experiences to enhance their learning and give them new experiences 

Actions

• Subside costings for PP pupils depending on whole costing of trip
• Ensure that all PP pupils attend the visits
• No PP pupil misses a visit due to implication on cost

Outcomes of Actions

• All PP pupils attend visits
• Increased enthusiasm to learning as a result of the visit

Timescale 

• Visits/visitors to be arranged for each class termly

Barriers to learning

• Weak language and communication skills 
• Access to books 
• Oral language development and vocabulary

Key Objectives

• To encourage a love of reading
• To enhance teaching and learning through topics

Actions

• Relevant books and resources to be provided, relevant to the topic being taught in class

Outcomes of Actions

• Children develop a love of reading 
• Children able to explain knowledge and understanding of the topic

Timescale 

• Resources to be ordered throughout the year

Barriers to learning

• Low confidence and self esteem.
• No quiet area for reflection and time out in the classroom 

Key Objectives

• Children to understand the importance of SMSC and their role within this

Actions

• Artist to create crosses for the school hall
• All classrooms to have purposeful reflection areas, all linked to a different them

Outcomes of Actions

• Children are able to reflect in a purposeful area of the classroom
• Children can talk in detail about methodist values

Timescale 

• Ongoing

Barriers to learning

• Low confidence with academic subjects
• Lack of enrichment activities outside of school
• Lack of teamwork skills 

Key Objectives

• Children in year 4 to learn an instrument

Actions

• Children to work with the music service weekly

Outcomes of Actions

• Children will be able to play the drums to a high standard.
• Increase memory
• Develop hand eye coordination
• Build resiliences

Timescale 

• Weekly
• Termly concerts

Barriers to Learning 

• Low confidence and self esteem
•  Engagement and involvement in Mathematics 
• Enjoyment of the subject

Key Objectives

• Children’s maths attainment is at least in line with national Expectations

Actions

• All classes from Y1-6 to deliver effective Singapore Maths teaching

Outcomes of Actions 

• Standards within Maths are in line with National Expectations 
• Children's writing in books will show progress over time
• The gap between PP children and non PP children will narrow

Timescale

• Begin in September
• Ongoing 

Barriers to Learning

• Engagement and involvement in the classroom 
• Low Levels off well being and self confidence
• Lack of teamwork skills

Key Objectives

• Children in Year 3, 4 and 5 to regularly attend a Forest School to develop their knowledge of the world

Actions

• Research and find out about the local Forest schools and how it works
• Set up fortnightly visits to a Forest School with Year 3, 4 and 5

Outcomes of Actions

• Children develop socially
• Children have experiences beyond the classroom
• Children to work better together in the classroom
• Reduced number of low level incidents of children not getting along

Timescale 

• Research and set up Autumn Term 1
• Years 3, 4, 5 to access Forest School fortnightly

Barriers to Learning

• Low self esteem and confidence
• Levels of engagement and involvement 

Key Objectives

• Children to become tutors to support their peers within specific subjects

Actions 

• CW and AR to attend training 
• Staff the be trained
• Children to be training in how to be a peer tutor

Outcomes of Actions

• Standards within reading and writing and maths are at least in line with National Expectations
• All children participate in peer tutoring. Confidence will increase

Timescale

• Initial training November 2016
• Implementing Spring 1

Barriers to Learning

• Motivation to complete homework
• Parental involvement in home learning

Key Objectives

• Children's maths attainment is at least in line with National Expectations

Actions

•  Staff to trial website
• Children to be registered and trained how to use it 
• Children begin to use this at home 

Outcomes of Actions

• Standards within reading, writing and maths are at least in line with National Expectations
• Increase in % of children participating in home learning 
• Positive attitudes to learning 
• Further development in home school relationships

Timescale

• Begin using IXL in Autumn 2