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.
|Barriers to learning these priorities address
- 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)