Pupil Premium funding 2012-2013 Our Pupil Premium funding for 2012-2013 was 8650 and our end

of Key Stage data for 2012 13 indi!ates t"at t"is funding was dire!ted appropriately to !losing t"e gap for t"is group of pupils# $t t"e end of Key Stage 2013% &'(of progress for our pupils on )S* was at least 1 le+el o+er a Key Stage and 5&( of progress was at least 2 le+els# On a+erage% pupils on )S* a!"ie+ed '0( of t"eir personal targets at $nnual ,e+iew# -"ese figures are a.o+e t"ose for t"e w"ole s!"ool population indi!ating t"at pupil premium "as .een dire!ted to narrowing t"e gap for t"is group of pupils and "as pro+ided appropriate targeted support#
Summary of Group Progress at end of Key Stage for 2013
100( '0( 80( &0( 60( 50( /0( 30( 20( 10( 0( 0oys 1irls Pupil Premium 1 le+el progress 2 le+el progress $nnual ,e+iew targets $!"ie+ed

2it"in some s!"ools% Ofsted "a+e identified t"at Pupil Premium is failing to "a+e t"e intended impa!t due to general tea!"ing and learning and assessment3 We believe at Ofsted that it is a combination of low expectations of what these youngsters can achieve, that their progress is not sufficiently tracked and what I would callthe curse of mixed ability classes without mixed ability teaching !Wilshaw" Our re!ent Ofsted in 2012 identified t"at all staff "a+e 456!eptionally "ig" e6pe!tations of all pupils# 7mma!ulate attention is paid to planning wor8 to "elp ea!" indi+idual a!"ie+e !learly stated targets for learning ea!" lesson9# $t Pear -ree t"ere is a fo!us on e+ery pupil a!"ie+ing t"eir true potential t"roug"3 :areful and meti!ulous .aseline assessments on entry into s!"ool# S*$,- indi+idual targets set for e+ery pupil in annual re+iews#

S*$,- indi+idual targets set for e+ery pupil for ea!" lesson w"i!" in!orporate targets from t"e annual re+iew w"ere appropriate# $ll targets are s"ared wit" parents and any ot"er settings t"at a pupil mig"t attend# $nnual target setting for pupils to identify !"allenging targets to wor8 towards o+er a Key Stage# 6 mont"ly tra!8ing of predi!ted targets to ensure t"at all pupils are on tra!8 to a!"ie+ing t"eir targets# ;ew targets are set if progress is e6!eeding e6pe!tation# $ssessment for learning is em.edded wit"in e+ery !lass t"roug"out s!"ool# $ll pupils are supported at an indi+idual le+el to understand w"at t"ey are learning% "ow well t"ey are doing and w"at t"ey need to do to impro+e# Parents are 8ept well informed on w"at t"eir !"ild is learning and appropriately le+elled and differentiated "omewor8 is sent "ome wee8ly to e+ery pupil to support learning# *oderation of pupil wor8 ensures !onsisten!y of assessments# $nnual data analysis monitors progress of all minority groups alongside t"e w"ole s!"ool population# -"roug"out s!"ool all staff and pupils are !ommitted to3 #chieving the best they can in everything they do 7n addition to t"e a.o+e w"ole s!"ool inter+entions to !lose t"e gap on a!"ie+ement% Pupil Premium funding was dire!ted to pro+ide t"e following inter+entions3 $ !arefully planned and deli+ered range of :P< for new tea!"ers and ;=-s# <uring t"e a!ademi! year 2012-13% t"ere was a signifi!ant !"ange to t"e tea!"ing staff t"roug"out s!"ool wit" se+eral ;=-s appointed# $ .espo8e training programme was de+ised to ensure t"at all tea!"ers "ad t"e ne!essary s8ills and 8nowledge to impro+e upon t"e standard of tea!"ing% learning and assessment ensuring t"at e+ery !"ild was supported to a!"ie+e t"e +ery .est t"ey !an in e+eryt"ing t"ey do# $s !an .e seen in t"e grap" .elow% t"is "ad an e6tremely positi+e impa!t on t"e >uality of tea!"ing and learning t"roug"out s!"ool#
The Quality of Teaching over the past 3 years at Pear Tree
&0( 63( 60( 55( 50( /5( /0( /0( 3&( Outstanding 1ood wit" outstanding 30( 60(

Percentage

20(

10(

0( 2010-2011 2011-2012 Years 2012-2013

$ new "ig" le+el interest reading s!"eme was pur!"ased for our ?pper Key Stage 2 and Key Stage 3 pupils ensuring early reading s8ills !ould !ontinue to .e de+eloped using age appropriate te6ts# Su.sidised !lass trips for pupils re!ei+ing )S* ensuring e>ual a!!ess to learning opportunities for all pupils# @ig" staffing le+els to ensure effe!ti+e and !onsistent use of positi+e "andling plans and .e"a+iour management strategies @ig" staffing le+els to ensure !omple6 postural management programmes and p"ysio programmes !an .e in!orporated seamlessly into daily routines resulting in all pupils .eing a.le to a!!ess t"eir edu!ation# $dditional staffing to ena.le a!!ess to in!lusion wit"in lo!al mainstream s!"ools# 2"ole s!"ool training in managing !"allenging .e"a+iour# 2"ole s!"ool training in t"e Soli"ull $pproa!" w"i!" fo!uses on remo+ing .arriers to learning for !"ildren and t"eir families# Pupil Premium funding 2013-201/ Our a!tual allo!ated .udget for 2013 1/ is 13%500# 2e !urrently "a+e 15 pupils on free s!"ool meals% & pupils on 5+er 6% 1 ser+i!e !"ild and 2 loo8ed after !"ildren# $ll of t"ese pupils are in re!eipt of Pupil Premium )unding# -"is a!ademi! year% t"e following w"ole s!"ool inter+entions "a+e .een planned to ensure t"at t"roug"out s!"ool% we are wor8ing to narrow t"e gap for our most +ulnera.le pupils#

ntervention
Pur!"ase 10 user li!ense for Ae6ia t"roug" Aoyne Aearning $llian!e#

!ost

ntended impact
-o impro+e t"e learning of p"oni!s and early reading s8ills# -o impro+e t"e tea!"ing and learning of early litera!y and numera!y s8ills wit"in t"e pool and allow greater a!!ess for pupils w"o are more moti+ated wit"in t"e pool en+ironment# *ulti-sensory small group wor8 wit" identified pupils# 1reater 8nowledge and understanding of sensory pro!essing and strategies to support t"e tea!"ing and learning of pupils displaying sensory see8ing .e"a+iours and w"o are finding t"e learning en+ironment diffi!ult to manage# 1reater engagement of all pupils#

<is!ounted t"roug" allian!e 2&56#55 -raining for a>uati! learning !o- 56ternal !ourses &00 ordinator in planning for multisensory learning wit"in t"e pool BSee training file for more en+ironment# detailsC 56ternal -raining for new multi-sensory !ourses 2000 !o-ordinator to3 1C <e+elop "er 8nowledge and 7n s!"ool support 10 s8ills of de+eloping multi"ours E sensory approa!"es to 11#50 learning# BSee training 2C Sensory pro!essing file for more disorder sensory detailsC integration diets# -"is training will lead to Dustine .eing a sensory integration t"erapist $ppropriate "omewor8 a!ti+ities for all pupils in!luding a!ti+ities for P*A< pupils and a!ti+ities for sensory pro!essing# 500

Staff training in w"at outstanding tea!"ing and learning loo8s li8e at Pear -ree S!"ool# B-wilig"t 7nsetC See S!"ool Priority# 7n!lusion proFe!t wit" Outdoor Gision in t"e summer term B-0$C ,esour!es for tea!"ing and learning a!ti+ities wit"in t"e "ome# BSee attendan!e poli!y and pro!edures for pupils not well enoug" to attend s!"oolC ,e.ound t"erapy training for AS and P-# -$ to support a!!ess to mainstream in!lusion sessions#

; $-pro+ided .y ,2 K2

$ppro6imately &50

Opportunities to e6tend learning at "ome# <e+eloping parental 8nowledge and understanding of w"at learning loo8s li8e for t"eir !"ild and "ow t"ey !an support learning at "ome# ,aise parental awareness of sensory pro!essing and "ow simple strategies !an support t"eir !"ild to .etter a!!ess !ope wit" t"e en+ironment# 1reater understanding of "ow to impro+e tea!"ing and learning and .etter meet t"e indi+idual needs of all pupils wit"in a !lass# 0etter understanding of "ow to Fudge progress wit"in a lesson and o+er a "alf term# <e+elopment of Spea8ing and listening s8ills w"en wor8ing as part of a group# <e+eloping PS< s8ills and team wor8# $!!ess to appropriate edu!ational a!ti+ities for pupils w"o are not well enoug" to attend s!"ool% ensuring all pupils are supported to ma8e as mu!" progress as is possi.le#

500

300

1%1''

$dditional -$ support for identified pupils to a!!ess personalised timeta.les for

1%1''

)urt"er 7mpro+e pupils learning and engagement t"roug" appropriately planned re.ound t"erapy sessions at an indi+idual le+el# $t an indi+idual le+el% enri!" and e6tend learning opportunities alongside mainstream peers role models# 7mpro+e spea8ing and listening s8ills# 7mpro+e so!ial s8ills 7ndi+idual pupils are a.le to fully a!!ess postural management programmes and p"ysio programmes appropriate to t"eir le+el of need#