,
Message sent from:

Provision for the Year 2014-2015

Our funding for this financial year has increased, due to an increase in the value of the premium for eligible children, and because of the inclusion of children adopted from care. The total funding was £41 400. 

In choosing this provision we have looked at provision that has had most impact in previous years, drawn from national research, and looked carefully at the needs of individual children.

Provision for eligible children for this year:

1:1 tuition from experienced, qualified teachers to close the gap in children's reading, writing and mathematics development

Small group (2-3 children) tuition from experienced, qualified teachers to close the gap in children's spelling, writing and mathematics development

Higher Level Teaching Assistant with specific training deployed in Year 3 to provide targeted support for phonics development of disadvantaged children.

1:1 or small group sessions with a teaching assistant to address particular gaps in learning e.g. readers with low decoding and/or comprehension skills, difficulty with numeracy (e.g. place value, applying understanding to word problems) etc.

Fully qualified Play Therapist to address emotional and/or behavioural challenges that have an impact on progress and attainment.

Emotional Literacy Support through a trained ELSA (Emotional Literacy Support Assistant) to address emotional needs.

Family Support Worker/Pastoral Care Manager to work directly with families whose challenging circumstances are making (or have the potential to make) an adverse impact on their children's achievement.

The provision of 1:1 support for children who have diagnosed conditions and are undergoing the lengthy process towards accessing SEN provision through am Education Health Care Plan.

The provision of an extra teaching assistant to increase supervision of class or group learning at certain times while the class teacher directs her attention to promoting the achievement of disadvantaged pupils.

The provision of educational resources, particularly textbooks for use at home, for children who would otherwise find it hard to afford such "extras". This supports home-learning and family engagement in learning.

The provision of non-educational items that have an impact on self-esteem, pride, etc. which has a knock-on effect on attainment e.g. school uniform, school shoes.

Speech therapy where the Local Authority-funded provision is not regular or frequent enough to make an impact on children's language skills.

The funding of extra-curricular activities, particularly the Year 6 residential trip to Rhos-y-Gwaliau, which develops transferable skills and attributes (team-work, independence, resilience, confidence) that translate into improved educational outcomes.

X
Hit enter to search