Ensure that the progress of pupil premium learners is carefully planned for and closely monitored particularly within the context of the national pandemic and the potential interruption of face to face schooling.

• Have a clear understanding of each PP child’s attendance pattern in school since March 2020.
• Encourage attendance at school by identifying PP children as vulnerable learners.
• Where families choose for their children to stay at home develop a bespoke home learning offer to support these learners – this may include intervention work.
• Where PP children are in school ensure quality first teaching meets the needs of learners and identify children who will receive specific interventions to enhance and develop progress.

Ensure that teachers and the wider team work alongside the senior team to accurately assess and subsequently facilitate a personalised approach to learning for identified pupils

• Develop and refine assessment processes to ensure that progress is captured for all learners, including PP children.
• Set expectation that we maintain progress measures for all children, including PP learners by the end of the summer term 2021. Instigate a programme of “catch up” for those children who may be falling short of this target – this may be face to face or remote intervention programmes.

• Quality first teaching meeting the needs of learners through skilful differentiation both face to face and remotely as required.
• Relevant intervention in place – both face to face and remote as required e.g. phonics intervention, SERI, SALT programmes, tutoring
• Mental health support in school facilitated through play therapy (KH)

Carefully planned and executed personalised learning approach for PP children to ensure their progress measures are met.

• Accurate assessment of PP learners at key assessment points with clearly identified next steps to ensure progress.
• Strategic discussion with members of SLT to ensure interventions / tutoring where needed are provided – this could be face to face or accessed remotely.
• Discussion with parents and carers regarding additional home learning support – using a personalised approach to make this highly effective.
• Progress of PP children monitored by PP lead teacher.

Ensure that staff are offering a carefully differentiated programme of learning for PP children as part of the quality first teaching offer

• Use of accurate assessment to ensure next steps are identified and met through careful planning constructed by class teachers.
• Phase team leaders and other members of the senior team to support staff to ensure planning plans for next steps for all.
• A range of methods of differentiation used to support learners.
• Additional adult support given to learners when needed.
• A level of achievable challenge within learning for all.

Continuing the school’s philosophy of embedding mindfulness as a strategy for well being

• Ensure new members of staff understand and embrace this integral element of school philosophy.
• Ensure this philosophy is used consistently throughout the school, starting with our youngest learners.
• School’s play therapist to model good practice for staff and children alike.
• All learners to be encouraged to use these strategies beyond the school day.

Play therapist on site for four days each week

• Play therapist’s programme of individual clients (PP children prioritised within this), group work, rolling programme of circles sessions with each class, support for teachers and parent community.

Ensuring readiness to learn for our most disadvantaged learners.