Gwyrosydd Primary School
PDG SPENDING PLAN
Total PDG / £108,105Activity / Success Criteria / Monitoring Arrangements / Cost
Intervention programme to tackle and improve identified speech, language and communication difficulties as on entry to school
- LSAs to provide early intervention, targeted speech and language support to pupils on entry through to Y3 using Wellcomm, Speech Link and language Link. Packages are used according to pupils’ needs and development stages.
- Appropriate training for lead LSAs to fulfil their roles
- Pupils are tested on entry and progress tracked.
- Advice and training provided to other staff in school, especially other TAs working with pupils with Speech, Language and communication difficulties.
- Staff to link with LA Speech and Language specialists
- Support given to parents in using strategies at home to help boost progress.
Clear exit criteria sees pupils coming of support programmes and maintain progress mainstream
Parents report improved understanding of how the school teaches basic literacy and numeracy. Pupil tracking shows improved progress.
In school support group between LSAs helps all LSAs have enhance knowledge and skills to pupils with speech, language and communication difficulties
Work and progress acknowledged by the Speech and language therapists who visit the school / Leadership Team and governors – Initial assessments, Planning documents, work scrutiny, listening to learners, on-going assessments, pupils supported, development and impact reports from LSAs –
December ’15, March ’16, June ‘16 / £27984
Boost and Catch Up groups: Groups of FSM pupils who are identified using test scores and receive support to ‘move on to the next level.
‘Boost Groups’ to challenge FSM MAT
- Test data used to identify and target More able pupils who could reach O6 or L5 with additional support and ‘a push’. Teacher organised but Las delivered programme of support
- Test data used to identify and target More able pupils who could reach O5 or L4 with additional support and ‘a push’. Teacher organised but LSA delivered programme of support
- Test data used to identify and target More able pupils who could reach O5 or L4 with additional support and ‘a push’ Teacher organised but Las delivered programme of support
- Test data used to identify and target pupils with basic phonics difficulties who could make progress with additional support. Teacher organised but Las delivered programme of support
- ‘Workshops for Parents’ to give advice and support on supporting Literacy and Numeracy skills at home.
Pupil tracking data shows that most pupils prioritised for ‘Catch up Groups’ show improved progress and end of key stage targets show improved likelihood of LO5 in FP and L4 in KS2.
Clear exit strategies enable most to re-join mainstream and make good progress
Pupil tracking data shows that pupils prioritised for ‘Catch up phonics Groups’ show improved progress against RWI testing and tracking and make accelerated progress closing the gap between them and their peers / Leadership Team – Initial assessments, Planning documents, work scrutiny, listening to learners, on-going assessments, pupils supported, development and impact reports from LSAs –
December ’15, March ’16, June ‘16
Leadership Team – Initial assessments, Planning documents, work scrutiny, listening to learners, on-going assessments, pupils supported, development and impact reports from LSAs –
December ’15, March ’16, June ‘16 / £17,234
£13980
Attendance, Punctuality, Safeguarding – This links with Attendance plan – SIP Plan 5
Admin officer to collate and track attendance data, provide first day calling, distribute letters.
Administration provision for tracking and targeting improved attendance of pupils from deprived backgrounds tracking of FSM pupils in particular
Staff to attend entry points to record and challenge late entry to the school / Overall attendance is 94%+
Pupils make in year attendance gains to 95+ within each term
Robust procedures are in place, expectations and follow-up actions are clearly understood / See success and monitoring criteria in Attendance Plan
December ’15, March ’16, June ‘16 / 3900
Positive Play and emotional wellbeing: Support for pupils
- LSA led Derbyshire Positive Play Project – social and emotional support for LAC and other vulnerable pupils
- Provide extended de-escalation and restraint training to identified member of staff who can pass on de-escalation to mainstream staff and provide in-house training to the STF staff
Pupils and staff report positive impact of interventions
LAC reviews and IEP targets show improved progress towards targets et for end of Key Stage or year.
De-escalation techniques used as appropriate with challenging behaviours and appropriate ALN pupils / Leadership Team – Initial assessments, Planning documents, listening to learners, reports to outside and supporting agencies, development and impact reports from LSAs –
December ’15, March ’16, June ‘16 / £20,496
Developing capacity for Wellbeing – Development of an ‘in-house’ “Team around the family” style support for families in difficulty
- Identify team to identify and provide support
- Secure training from qualified and experienced Social Services representative
- Monthly meetings to be arranged to identify and support families
Staff can provide support or signpost help as appropriate
Cases escalated to LA TAF and Social Services as appropriate / Leadership Team – Initial assessments, Planning documents, listening to learners, reports to outside and supporting agencies, development and impact reports from LSAs –
December ’15, March ’16, June ‘16 / £8,344
Physical Development groups:
Early years physical development, SKIP course – focus disadvantaged families – encourage physical activity – research impact on co-ordination, control and general learning and training /
- Physical literacy strategies designed to help development introduced mainstream and during play times
- In school Physical literacy leaders identified and actively supporting
- Parent groups set up and run
- December ’15, March ’16, June ‘16