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Ty Sign Primary School Costed Annual Plan 2016-17

School / Ty Sign Primary School
Head teacher / Alison Dacey
Date Submitted / 12thApril 2016
PDG & EY PDG 2016-17 / £135 850
EIG 2016-17 / £165 499

Plans Approved

Alison Dacey

Head Teacher Date: 12/4/2016

Chair of GovernorsDate: 12/4/2016

The Purpose of the PDG Grant

The purpose of the PDG is to improve outcomes for learners eligible for free school meals (eFSM) and Looked After Children (LAC). The purpose of the Grant is to support pupils in overcoming the additional barriers that prevent learners from disadvantaged backgrounds achieving their full potential.

  • For each child aged 5 to 11 who is eligible for eFSM, as reported in the January 2015 PLASC return, school receives £1 150
  • For each eligible child aged 3 to 4 in the Foundation Phase, an allocation of £300 is made.

The use of the PDG grant 2015-16 is focused on improving the attainment of pupils from deprived backgrounds. This plan is linked to the School Development Plan and supports effective interventions (Estyn Inspection November 2015).

The school aims to plan effectively to ensure that every eFSM learner benefits as an individual and the school as a whole improves its capacity to support all learners to reach their full potential.

The Purpose of the EIG Grant

The overarching aims of the EIG grant are to support activity focused on:

  • improving the quality of teaching and learning
  • addressing learners’ barriers to learning and improving inclusion
  • improving the leadership of educational settings
  • improving the provision for learners and the engagement of learners.

The school aims to plan effectively to meet the aims of the EIG.

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Attendance
EAS/Grant priority / EIG/
PDG / SDP
Target / Action / Success Criteria / Timeline / Costs
EAS Priority 1:
Accelerating the progress of learners who face the challenges of poverty / PDG / Target Two / Half termly individual attendance reports (with commentary) sent home /
  • Half termly attendance figures to be sent home with pupils
  • To reduce holidays taken from 1925 sessions in 2015-16 to 1500 sessions in 2016-17
  • Late after the register mark from30sessions in 2015-16 to 15 sessions in 2016-17
  • Pupils with attendance below 80% reduced by 50%.
  • Improvement in attendance benchmarking from 3rd quarter to 2nd quarter.
/ Attendance leaflet to include holiday restrictions – October 2016
Reviews: January 2017 / No cost
EAS Priority 1:
Accelerating the progress of learners who face the challenges of
poverty / PDG / Target Two / Continue to develop the attendance reward system / Produce a school banner which advertises school attendance on a termly basis – to be placed strategically for parents to see the attendance figures. / Half termly review of 100%/95% awards / £150 per term for reward resources (PDG) = £450
Termly Banner = £65 (PDG)
EAS Priority 1:
Accelerating the progress of learners who face the challenges of poverty / PDG / Monitoring of school attendance, punctuality & first day absence / •System of referral forms to be used to record concerns in identified families – work in cooperation with the EWO
•Late reports printed monthly by First Responder & transferred to EWO where necessary
•Late reports provided to parents
•A list of ‘flagged’ pupils compiled for First Responder to check daily
•School monitors pupils below 95% and above 85% attendance
•AC/SD notified on first day of absence of these pupils - phone call home
•Continuation of a text messaging service for parents to report pupil absence – number made visible throughout the school environs. / Target started September 2015
Impact of the target to be reviewed on a half termly basis
Spring Term 2016 attendance was 95%
New target to be developed for September 2016 following a full review in August 2016
Monitoring of text service – daily / First Responder -@£2100 per annum (PDG)
Developing a Broad and Balanced Curriculum
EAS/Grant priority / EIG/
PDG / SDP
Target / Action / Success Criteria / Timeline / Costs
EAS Priority 2 & 4:
Improving the standards of English (literacy) and Mathematics (numeracy) / EIG / Target Three / Undertake a review of how short term planning identifies the delivery of learning experiences, using the LNF, across other subjects
Undertake a review of medium and long term planning to ensure that long and medium planning allows pupils to develop their literacy and numeracy skills across a range of subjects in a progressive manner / •Planning is reviewed with all staff at KS2
•An overview developed of how planning teams plan for literacy and numeracy skills across the curriculum
•All staff have a clear view of how LNF skills are planned for across the curriculum in their year group and class
•Staff are fully supported to consistently identify and plan learning experiences which allow pupils to access, develop and apply their skills at appropriate levels
•Opportunities for developing LNF across the curriculum are effectively planned for within other subjects
•The curriculum enables all pupils to learn in the way and at the pace that allows them to succeed
•Engaging and interesting contexts for learning are delivered that encourage the transference of skills across the curriculum / April 2016 – planning
Skills overview – October 2016
Appointment of literacy & numeracy
co-ordinators – September 2016
Training packages for
L & N – October 2016
Review of progress – February 2017 / 20 days’ supply @ £150 (EIG) = £3000
EAS Priority 2 & 4:
Improving the standards of English (literacy) and Mathematics (numeracy) / EIG / Target Three / Topics to be undertaken on a termly basis. The suitability of topics to be assessed by Staff and pupil voice.
Feedback from CPD effectively delivered.
Curriculum teams to be developed to support Subject Leaders in developing their subjects.
To ensure balance in topic work.
Further develop the opportunities for extended writing.
Redevelop and relaunch the T&L policy to staff – include all stakeholders.
Fully review the KS2 timetable.
Continue to use TLCs to develop and challenge our curriculum – seek school to school working to further develop the use of TLCs.
To more fully develop the music curriculum.
To revisit the use of Learning Logs / More opportunities provided for staff to have a full dialogue on the Topics selected – pupil voice to approve the selection of topics. Ensure all skills continue to be fully addressed. Curriculum maps for parents fully developed.
CPD feedback booklet developed for all staff. CPD to be an agenda item in all staff meetings. Dissemination to appropriate staff effectively facilitated.
SC fully supported by curriculum teams to develop their subject – SC leads the team to cross reference the LNF with new topics. Governors to be linked to curriculum teams once they are established.
Science removed completely from topic delivery – only Foundation Subjects to be used as a topic focus. Science to be taught discretely two hours per week.
Curriculum teams to develop the opportunities for developing extended writing across the curriculum. Writing at length in science more fully developed – work developed with a Consultant.
Extended, imaginative writing developed; including digital literacy.
T&L policy reflects the new curriculum changes. New staff fully involved in developing a T&L policy for the school.
Complete reworking of the KS2 timetable – provide opportunities in the termly topics for an evaluative period – evaluations to be delivered to the relevant SL and then further developed in curriculum teams. Necessary adjustments can then be made to the topic concerned. Termly KWL reviews for topic work.
TLCs continue to expand and have a positive impact on the delivery of the curriculum.
A new music curriculum developed that more effectively supports non-specialist delivery. Staff confident to deliver the new curriculum.
Learning Logs further developed to support learning in the classroom / 5 supply days @£150 = £750 (EIG)
Resources –
Paper - £50
Supply TA day £80
Inset day – no cost
36 Subject
co-ordinator days @ £150 = £5400 (EIG)
KS2 Science books @£375 (EIG)
Science
co-ordinator days – 5 days @£150 = £750 (EIG)
TLC days @£3600 (EIG)
Purchase of new curriculum @£195 (EIG)
EAS/WG Priority
Leadership / EIG/
PDG / SDP
Target / Action / Success Criteria / Timeline / Costs
Improving the quality of teaching and learning: strengthening leadership
EAS Priority 1:
Accelerating the progress of learners who face the challenges of poverty / EIG / Target Four / Further develop the role of subject leaders (SL)
SL are able to:
- Use criteria for judgements
- Listen to Learners
- Undertake classroom observations as part of the TLC initiative
- Undertake scrutiny of work & other evidence
- MER report writing
- Develop new resources / •All SC and partners to undertake training in how to effectively lead their subject
•SC to have good knowledge and understanding of their subjects
•SC are clear in their responsibilities and lines of accountability
•SC are clear of their role within the curriculum teams
•SC are fully cognisant with the moderation and monitoring aspect of their roles and how they impact on standards and well-being
•New subject co-ordinators are aware of their role and responsibilities.
•All subject co-ordinators receive further training on the Subject Leader’s Toolkit and have used this well within their role.
•Subject co-ordinators have updated policies that they have shared with all staff and their link Governor.
•Subject co-ordinators have been involved in the monitoring of standards in their subject through book monitoring, lesson observations and listening to learners.
•Subject Co-ordinators have ownership of their area, are well aware of areas of success and areas for developments and have shared these with all relevant parties.
•Subject Co-ordinators have created portfolios to show off the standards achieved in this school and to ensure that moderation of standards and attainment has clear examples of the LNF in their subject areas. / Initial Subject
Co-ordinator training September 2016
SC/Impact days –
23/9/16
7/10/16
14/7/16
4/11/16
18/11/16 /
  • SC days 12x 3 days = 36 days@ £130 = £4680
Resource development - £1730
Improving the attainment of eFSM pupils
EAS/WG Priority / EIG/
PDG / SDP
Target / Action / Success Criteria / Timeline / Costs
-Improving the attainment of children from deprived backgrounds, specifically eFSM
-Every eFSM learner benefits as an individual
-The school improves its capacity to support all learners
-Recognising and mitigating the impact of poverty on educational attainment
-Developing intervention programmes to support learners
-Priority 1: accelerating the progress of learners who face the challenges of poverty / PDG / Target One / Employing 6 LSAs to support intervention for eFSM pupils
  • Develop a personalised eFSM profile to monitor the impact of interventions
  • Year 3, 4 & 5 cohorts to achieve Targets – monitor pupils who receive interventions – review impact.
  • Assess procedures and criteria used to identify MAT pupils for literacy.
  • Develop training for staff that will help plan and develop MAT pupils.
  • Continue to identify LA pupils who require support – ensure training packages reflect their needs.
/
  • 4 additional LSAs to be trained to deliver Catch Up.
  • In-house training for 4 additional LSAs to deliver Catch Up.
  • Literacy interventions provided for all pupils 6 months away from their CA.
  • 2 practitioners appointed in order to deliver the Literacy interventions.
  • All pupils improve their RA by 6 months every term.
  • LA Catch Up pupils to improve their RA by 8 months every term.
  • MAT pupils receive well-planned, differentiated activities in the main maths lesson.
/ April 2016 -April 2017
Review of targets - June 2016 / 6 LSAs
-- Recognising and mitigating the impact of poverty on educational attainment
-Priority 2 & 4:improving the standards of achievement in English and Mathematics / PDG / Target One / Teacher employed to support learners in Year 3
eFSM pupils in Year 3 fully supported to raise attainment in Literacy and Numeracy / 22 eFSM pupils targeted to raise attainment in:
Reading, writing and number.
(See pupil profiles for targets)
Extra class developed in Year 3 in order to support targeted work for eFSM pupils. / September2016 – March 2017
Roll over until the end of the academic year (extra cost rolled over to financial year 2017-2018)
Priority 1: accelerating the progress of learners who face the challenges of poverty / EIG – EYFP grant / Target One / Employing 7 LSAs to support Foundation Phase ratios/delivery / In line with Welsh Government recommendations, LSAs employed to support classes in the Foundation Phase / April 2016- April 2017
(extra cost rolled over to financial year 2017-2018)