Regular monitoring of Phonics assessments (half termly) identifies those that are in need of greater support. Yr1 and Yr2 Phonics national assessments show disadvantaged children reach the pass level, thus making good or accelerated progress.

Accelerated Reader STAR assessments for Y2 and above show that children have a standardised score above 95, or pupils with SEND have an increase of 10 points over the year.

PIXL assessments show an increase in individual children’s attainment throughout the year.

Children have access to S+L interventions if required. Pupils who need support in this area have access to wider curriculum activities to help encourage and develop speech and language skills (Essex Wildlife and Rocksteady programmes, for example).

Assessments and observations indicate significantly improved oral language amongst disadvantaged pupils. This is evident when triangulating with other sources of evidence including engagement with lessons, book scrutiny and ongoing formative assessment.

Observations by nurture room staff report a greater range of social interaction with and between children.

Careful tracking of identified pupils through teacher assessment, triangulation of books, pupil voice and observations by subject leaders will help to identify gaps in learning which will need to be addressed.

This will improve the effectiveness of teaching. Pupil Progress meetings held half termly allow time to discuss support that can be given/is given to disadvantaged pupils.

End of year outcomes in summer 23 will show that children are making expected or accelerated progress form the previous year.

Wider curriculum enhanced. Nurture room fully operational and resourced with our well-being manager having referrals made to her by class teachers.

Sustained high level of well-being for 22-23 will be demonstrated by qualitative data from pupil and parent surveys as well as school council meetings. Teacher observations and discussions with well-being lead will also contribute to this

Parents are informed about acceptable reasons to keep their child from school. Absence rate reduces. Attendance gap between disadvantaged and non-disadvantaged pupils narrows.

There are no children with severe persistent absence.

Resources and Release time (cover for Phonics Lead) for the delivery of Little Wandle: Letters and Sounds.

The teaching of Phonics impacts positively on reading.

‘Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds’ EEF

‘Purposeful speaking and listening activities support pupils’ language development, including:

reading books aloud and discussing them, including use of structured questioning’ EEF

The Herts For Learning programme showed an increase of reading ages of 2 years and 3 months on average during a project of 2,200 pupils. The project is advocated by Essex CC.

Continued purchase of whole-school teaching resource subscription for RSHE:

Espresso – Health and Relationships

RSHE allows children to develop their understanding of society and of the wider world.

‘Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.’ Gov.uk

Purchase of whole-school teaching resource subscription for RSHE:

RSHE allows children to develop their understanding of society and of the wider world.

‘Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young

Purchase of whole-school interventions that provide engaging resources and assessment procedures for Reading:

Accelerated Reader

Standardised tests provide reliable insights into the specific strengths and weaknesses of each pupil t help ensure they receive the correct additional support through interventions or teacher instruction.

Engaging pupils in Maths from an early age and establishing the core principles of Maths including knowledge of times tables will aid children as they continue their learning journey.

‘Getting to grips with basic maths is not just crucial for academic success and future job prospects. The skills we learnt at school help us with everyday life too. Yet a disadvantaged pupil is still much more likely to leave education without them.’ Sir Kevan Collins, EEF

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

https://educationendowmentfoundation.org.uk/public/files/Publications/SEL/EEF_Social_and_Emotional_Learning.pdf

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

https://educationendowmentfoundation.org.uk/public/files/Publications/SEL/EEF_Social_and_Emotional_Learning.pdf

There are many benefits of outdoor learning for children. Some are outlined below:

• enhanced personal and social communication skills.
• increased physical health.
• enhanced mental and spiritual health.
• enhanced spiritual, sensory, and aesthetic awareness.
• the ability to assert personal control and increased sensitivity to one's own well-being.

englishoutdoorcouncil.org

All disadvantaged pupils (Y3 and above) to be given the opportunity to have a year’s instrument tuition.

To help reduce the educational attainment gap between economically advantaged and disadvantaged pupils relates to access to social and cultural capital provided by one’s interpersonal connections and social environments. Adopting a ‘capital shortage’ lens spotlights that children from disadvantaged backgrounds may perform less well in school because the social and cultural capital they acquire through their families/social contacts and experiences can fall short, or stand in tension with, what they require to succeed. (Prof Chris Brown, Durham University, March 2021)

Using the site below, strategies can be put in place to support children and families. These can consist from issuing certificates/trophies to children/classes to supplying transport for families:

https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/strategies-for-school-sites/

The Law – The Education Act 1996 states:

All children of compulsory school age must receive an appropriate full-time education suitable to their age, ability, aptitude, or any special education needs they may have.

Parents and Carers are responsible for ensuring their child attends school regularly at the school at which they are registered.

Statistics show that 90% of persistent absentees, poor attenders or non-attenders fail to achieve five or more good grades at GCSE and approximately one third end up with no GCSEs at all.

Poor attendance can lead to disaffection amongst peers; lost friendship groups; missed opportunities to take part in school events such as drama and sports;

cause difficulties to catch up with work, which can lead to long-term absence.

‘Social and emotional learning approaches have a positive impact, on average 4 months’ additional progress in academic outcomes over the course of an academic year.’ EEF

There are also speech and language groups that can take place within this space.

Children and adults living in households in the lowest 20% income bracket are two to three times more likely to develop mental health problems than those in the highest.