The home environment is not as conducive to learning and the acquisition of new vocabulary and concepts as non-PPG families due to parents working, large families, poor housing and living conditions.
Mental health risk factors associated with poverty.
Poor prior achievement at school.
Limited vocabulary and experiences.
Complex communities with a range aspirations e.g. GRT, 1st generation immigrants.
Diminished life experiences when compared to non-PPG pupils.
Complex prior experiences which means pupils present with a range of needs.
In-school counsellor working with small groups/individuals and the provision of space in which pupils can talk about issues affecting them.
Impact of social/emotional support/counselling from last year’s shows that this has a positive impact upon learning and outcomes.
Interventions and in class focus to accelerate learning.
Analysis of school data shows that interventions-small group, 1-1, booster, within-class support-have a positive impact upon learning
Setting of ambitious targets for PPG pupils.
High expectations have a demonstrable impact upon outcomes.
The school has a number of pupils who join mid-year- a number of these are entitled to PPG and have little or no English. Improved admissions and induction will improve progress and achievement.
Before and after school clubs to increase the range of experiences and to build confidence.
School experience shows that pupils who engage in a number of clubs gain in confidence, fitness and health as well as increasing positive social interaction.
Research by EEF shows that breakfast clubs have a demonstrable impact upon achievement. Homework clubs provide support for pupils in years 4 and 5 who have difficulties completing homework at home.
There are some pupils who need to progress at an enhanced rate or those for whom the above strategies need supplementing. For these children we developed enhanced personalised provision designed to overcome their individual barriers to learning.
Improving attendance for all pupils is clearly a priority if educational outcomes are to be improved.
Progress and attainment meet targets
Pupils achieve ambitious targets.