Pupil Premium: Supporting the whole child to achieve aspirational targets through rich provision
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Authors
Cranitch, Sean
Issue Date
2014
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Aim:
The aim of this development work was to provide high quality provision to disadvantaged children in order to reach aspirational targets and achieve educational excellence.
Methods:
The participants are a mix of students from a diverse community, including Eritrean, Ethiopian, Irish, British, African and Traveller heritage, as well as sixth formers from Camden schools, qualified psychotherapists, an artist in residence, PE, Drama and Music teachers, and support staff. The school uses high quality staff, 1:1 maths sessions, homework clubs, sixth formers from Camden schools, qualified psychotherapists, an artist in residence, and PE, Drama and Music teachers to help pupils make progress. Data analysis is used to track progress and inform interventions.
Findings:
Pupils are making 'Outstanding' progress, with FSM children achieving 14-20 progress points and 100% gaining L4 or above in Reading Writing and Mathematics in 2013. The average points score for Reading, Writing and Mathematics is 16.5, 16.1 and 16.1 respectively. Teachers are taking collective responsibility for the children's progress and attainment.
Implications:
The findings suggest that the school is making 'Outstanding' progress, with 100% of FSM children achieving Level 4 or above in Reading, Writing and Mathematics in 2013. The school is in the top 10 in London for KS2 attainment.
The aim of this development work was to provide high quality provision to disadvantaged children in order to reach aspirational targets and achieve educational excellence.
Methods:
The participants are a mix of students from a diverse community, including Eritrean, Ethiopian, Irish, British, African and Traveller heritage, as well as sixth formers from Camden schools, qualified psychotherapists, an artist in residence, PE, Drama and Music teachers, and support staff. The school uses high quality staff, 1:1 maths sessions, homework clubs, sixth formers from Camden schools, qualified psychotherapists, an artist in residence, and PE, Drama and Music teachers to help pupils make progress. Data analysis is used to track progress and inform interventions.
Findings:
Pupils are making 'Outstanding' progress, with FSM children achieving 14-20 progress points and 100% gaining L4 or above in Reading Writing and Mathematics in 2013. The average points score for Reading, Writing and Mathematics is 16.5, 16.1 and 16.1 respectively. Teachers are taking collective responsibility for the children's progress and attainment.
Implications:
The findings suggest that the school is making 'Outstanding' progress, with 100% of FSM children achieving Level 4 or above in Reading, Writing and Mathematics in 2013. The school is in the top 10 in London for KS2 attainment.
Description
Keywords (free text)
PE , maths , early childhood education , primary education