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Policies and documents

 

Admissions Policy

Find attached our Admissions Policy.

 

 

 

 

Accessibility Plan

Aims

Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:

  • Increase the extent to which disabled pupils can participate in the curriculum

  • Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided

  • Improve the availability of accessible information to disabled pupils

Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.

At St Martha’s we follow our vision statement, ‘Our vision is to create a community based on Catholic faith and values where every child is empowered to be the best he or she can be, nurtured by outstanding teachers, staff and governors.’ This is embedded in all we do; allowing all children to reach their full potential. Everybody at our school endeavors to follow Catholic values to ensure all children feel welcomed and included in all we offer. These values are taught to our children from the moment they arrive at St Martha’s, so our children grow with great understanding of inclusion, equality and compassion.

The plan will be made available online on the school website, and paper copies are available upon request.

Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.

St Martha’s is part of St John the Baptist Multi Academy Trust. We work in partnership with them to implement this plan.

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, the complaints procedure sets out the process for raising these concerns.

We have included a range of stakeholders in the development of this accessibility plan, including, parents, staff and governors of the school, and member of St John the Baptist Multi Academy Trust.

Legislation and Guidance

This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.

The Equality Act 2010 defines an individual as disabled if they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on their ability to undertake normal day to day activities. 

Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

This policy complies with our funding agreement and articles of association.

 

Good practice at St Martha’s to promote equality and inclusion 

 

Increase access to the curriculum for pupils with a disability

  • Our school offers a differentiated curriculum for all pupils

  • We use resources tailored to the needs of pupils who require support to access the curriculum

  • Curriculum resources include examples of people with disabilities

  • Curriculum progress is tracked for all pupils, including those with a disability

  • Targets are set effectively and are appropriate for pupils with additional needs 

  • The curriculum is reviewed to ensure it meets the needs of all pupils

  • School visits and events are made accessible to all  

 

Improve and maintain access to the physical environment

 
  • We have automated doors 

  • All doorways and corridors are wide enough for wheelchair access

  • All entrances allow for wheelchair access

  • Disabled Parking bays

  • The shelves in the library are at a height suitable for wheel chair users

  • Clear signage in and around the school

  • Disabled toilet facilities

 

Improve the delivery of information to pupils with a disability

 
  • We enlarge any learning needed for children who have a visual impairment. We also offer coloured overlays to support

  • We have a specialised advisor visit our school fortnightly to advise staff on ways in which we can support children.

  • 1:1 Learning support assistants are employed to support children who need it

  • Parental support for those parents filling in forms to get additional support and funding. (From teachers, SENDCO and Parent advisor)

  • Specialised Learning Support Assistant employed to work with individual and groups of children who need extra support

  • Mental Health Champion employed to support any child who needs it.

  • Staff know some Makaton and are encouraged to use and develop their skills. Staff with more knowledge support those with less knowledge. We also teach the children this skill too.

  • We provide facilities and equipment for families as and when required.

 

Action Plan

 

Aim

Objectives

Actions to be taken

Person Responsible

Success Criteria

Increase access to the curriculum for pupils with a disability

To review our curriculum to ensure that all children are able to access it.

-To ensure the books and resources are relatable to our children with disabilities.

SLT

Subject leaders

Teachers

Do the books in our library represent children in wheelchairs and with disabilities?

Do we use resources that have pictures of children with a disability?

Increase access to the curriculum for pupils with a disability

To ensure our sporting equipment is accessible for all our children

To review our sporting equipment to ensure it suits the needs for all our children.

SLT

PE subject leader

Do we have resources suitable for the children with disabilities in our school to access the learning in their PE lessons?

Improve and maintain access to the physical environment

To continually review how children with a disability can access our site and facilities.

To assess the needs of new children as they join our school to ensure their needs are met.

SLT

Are all children able to assess all parts of our school and facilities?

Improve the delivery of information to pupils with a disability

To continually review the needs of our children

To assess the needs of new children as they join our school to ensure their needs are met.

SLT

Installation of a hearing a loop if required to ensure the most up to date system.

 

Reviewed February 2021

Next Review February 2024

 

Behaviour and Anti-Bullying Policies

Behaviour Policy

 

Introduction

 

It is the primary aim of our school that every member of the school community feels valued and respected, and that each person is treated well and fairly. This is based on gospel values within the Catholic ethos

 

To achieve this, we aim to:

 
  • ‘provide a secure and positive environment where each member is valued and encouraged to grow in independence and responsibility’. 

  • foster care and concern for others

  • value the culture and faith of others

  • enable each child to enhance their self esteem

 

We believe that good behaviour is central to achieving this. We expect our school community to be:

 
  • kind and caring

  • polite and friendly

  • helpful 

  • considerate of the needs and feelings of others

 

We develop this through:

 
  • having high expectations for the behaviour of all children

  • ensuring all children are praised for behaving well

  • encouraging children to accept responsibility for their behaviour

  • ensuring all feedback is constructive

  • encouraging children to be independent learners

  • modelling positive relationships in our day to day contact with all in our community

 

Rewards and Consequences

 

The school recognises and rewards good behaviour. We believe that this will develop an ethos of kindness and co-operation, rather than aiming to just deter inappropriate behaviour. 

 

We praise and reward good behaviour in a variety of ways:

 
  • verbal congratulation

  • house points and Dojo points

  • verbal or written feedback to parents 

  • involvement in our celebration assembly

  • Pupils agree a reward system within their class and are actively engaged in setting the standards

 

Consequences are employed to ensure a safe and positive learning environment. Consequences are applied to each individual situation and professional discretion is used at all times. 

 
  • If a child is disruptive, staff will speak to them. If the behaviour continues, they may be asked to move to another place or sit by themselves. If they still continue, they may be asked to work in another class, by arrangement with the class teacher. 

  • A child may also be referred to the Headteacher or Deputy Head.

  • In some rare circumstances, a child may be asked to miss all or part of their morning or lunchtime break and may be supervised in a constructive task.

  • Exclusion is used as a last resort.  

 

Parents/carers may be involved at any stage, and a Home/School Diary may be set up.

 

The school does not tolerate bullying of any kind. If bullying or intimidation has been found to have taken place, action is taken to immediately try to stop any further occurrences. 

Staff have received ‘Step On’ training and apply this knowledge when working with disruptive behaviour and when safeguarding the rest of the children. Staff move children away from a child that may be in danger of hurting them.

 

The school always aims to work collaboratively with parents/carers, so children receive consistent messages about how to behave at home and school.

 

We build a supportive dialogue between home and school. We inform parents/carers of any concerns regarding the behaviour or welfare of their child. Equally, we encourage parents/carers to inform the school of their concerns so that they can be dealt with promptly.

 

If a parent/carer has any concerns regarding the way their child has been treated, they should in the first instance, contact the class teacher or Headteacher. If discussions cannot resolve the problem, a formal grievance or appeal procedure can be implemented.

 

Fixed term and Permanent Exclusions

 

Only the Headteacher (or acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert fixed term exclusion into a permanent one if circumstances warrant this. 

 

If the Headteacher excludes a pupil, he / she will inform the parents/carers immediately, giving the reason for the exclusion. At the same time, the Headteacher makes it clear the parent/carer can, if they wish appeal against the decision to the governing body. The school informs the parents how to make such an appeal.

 

The Headteacher informs the LEA about any permanent exclusion and any fixed term exclusion beyond 5 days in any one term.

Reviewed :    February 2021

 

 St Martha’s Catholic School

Anti-Bullying Policy

 
Introduction
 

At St Martha’s School, bullying is defined as an action taken by one or more children with the deliberate intention of hurting another child, either physically or emotionally. It is systematic and takes place over time. Children will be helped to recognise the difference between one off playground disputes and bullying.

 

Aims

 

Bullying is wrong and damaging to individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable. We aim, as a school, to create a safe and secure environment where all can learn without anxiety or fear. 

 

This policy aims to produce a consistent response to any bullying incidents as they occur. We aim to make all those connected with the school aware of our opposition to bullying. All members of staff at St Martha’s are for keeping all children safe.

 

The governing body will support the Headteacher in all attempts to eliminate bullying from the school. This policy statement makes it clear that the governing body does not accept bullying, and that any incidents that may occur will be taken seriously and dealt with appropriately.

 

The governing body will respond within 10 days to any request from a parent to investigate incidents of bullying. In all cases the governing body notifies the Headteacher and asks them to conduct an investigation into the case and to report back to a representative of the governing body.

 

It is the responsibility of the Headteacher to implement the school’s anti-bullying policy and strategies, and to ensure that all staff are aware of them, and know how to deal with reported incidents of bullying. The Headteacher reports to the governing body on request about the effectiveness of the policy.

 

The Headteacher ensures that all staff receive sufficient information and training to be equipped to deal with reported incidents.

 

The Headteacher sets the school climate of mutual support and praise for success, so making bullying less likely.

 

School staff take all forms of bullying seriously, and intervene to prevent incidents from taking place. They notify the Headteacher of incidents, which will be recorded in the ‘Anti-bullying Log’ in the Headteacher’s office.

 

Once a member of staff becomes aware of bullying, they deal with the issue immediately. This may involve counselling and support for all involved in the incident. 

 

Other strategies to support the victim may include setting them up with a ‘Buddy’ or organising a ‘check –in’ system with a member of staff they trust.

 

School staff support all children in their class and establish an atmosphere of trust and respect for all. By praising, rewarding and celebrating the success of all children, we aim to reduce the incidents of bullying.

 

Parents who are concerned that their child might be bullied or who suspect that their child may be involved in bullying should contact the child’s classteacher or the Headteacher immediately.

 

If appropriate all children involved in an incident will speak have the opportunity to speak with our Mental Health Champion. 



 

Reviewed :    February 2021

 

 

British Values Policy

Our vision is to create a community based on Catholic faith and values where every child is empowered to be the best he or she can be, nurtured by outstanding teachers, staff and governors

Promoting British Values Statement

The DFE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” At St Martha’s Catholic Primary School these values are reinforced in the following ways:

Democracy:

Democracy is richly embedded within St Martha’s. Children have the opportunity to have their voices heard through our Circle time / Greatness sessions, through The School Council, through Public Speaking, during School Assemblies and in Class through hot seating question and answer sessions . The School ethos encourages positive behaviour and good manners and respect throughout the school.

The Rule of Law:

Children are taught the value and reasons behind laws and rules, i.e class and school rules, that they govern and protect us, the responsibility this involves and the consequences when rules and laws are broken. Visits from the Police, Fire Service are a regular part of our calendar events and help to reinforce this message.

Individual Liberty:

At St Martha’s pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Opportunities are provided for the children to express their preferences through voting for the School Council and other roles within the school. We educate children to make informed choices empowering them to make informed decisions. Children are encouraged to know, understand and exercise their personal freedoms and how to employ them safely through e-safety and PSHE lessons.

Mutual Respect:

The respect of self and others is fundamental to our core values and ethos. Children take part in discussions and collective worship which emphasise respect for all and this message is reinforced through our daily interactions. Adults and children model respect for each other, age related tasks and responsibilities are integral to supporting this message.

Tolerance of those with different faiths and beliefs:

At St Martha’s we are blessed with a culturally rich & diverse school community which provides us with unique opportunities to learn from and celebrate each other’s differences.

Charging and Remissions Policy

1. Introduction

St Martha’s Catholic primary school makes no charge for education provided for a pupil during school time, as required under the Education reform Act 1998.

2. Voluntary contributions

When organising school trips or visits which enrich the curriculum and educational experience of the children, the school invites parents to contribute to the cost of the trip. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel a trip. If a trip goes ahead, it may include children whose parents have not paid any contribution. We do not treat these children differently from any others. The Governing Body has determined to adopt the LA’s advice on charging and remissions and will ensure that any letter associated with trips and visits makes it clear that any cost is a voluntary contribution and that no parent is obliged to contribute. Also that no pupil will excluded or treated differently according to whether or not a contribution has been received from his/her parent/carer.

If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents have a right to know how each trip is funded. The school provides this information on request. The following is a list of additional activities that may be organised by the school, which require voluntary contributions from parents. These activities are known as ‘optional extras’. This list is not exhaustive:

  • visits to museums and other places of educational value;
  • sporting activities which require transport expenses;
  • outdoor adventure activities;
  • visits to the theatre;
  • school trips abroad;
  • musical events.

3. Residential visits

When the school organises a residential visit in school time or mainly school time, which is to provide education directly related to the National Curriculum, a voluntary contribution is asked for towards travel expenses and the cost of museum visits etc. whilst on the trip. However, we do make a charge to cover the costs of board and lodging. Parents who receive state benefits (as outlined in the attached guidance,page 4) are exempt.

4. Subsidies

Where appropriate, the school may approach the Parish of Holy Family Church or The Friends of St Martha’s for assistance in subsidising the cost of a trip.

5. Music tuition

All children study music as part of the normal school curriculum. We do not charge for this. There is a charge for individual or group music tuition if this is not part of the National Curriculum. In line with the attached guidance from County. The peripatetic music teachers teach individual or small group lessons. At present, a charge is made by Springwood School, who provide the tuition, for the hire of instruments. Parents in receipt of state benefits are exempt from payment. We give parents information about additional music tuition at the start of each academic year.

6. Swimming

The school organises swimming lessons for all children in Key Stage 2. These take place in school time and are part of the National Curriculum. We make no charge for this activity. We inform parents when these lessons are to take place, and we ask parents for their written permission for their child to take part in swimming lessons.

7. Lettings

The Governors of St Martha’s have decided not to let the school premises in general but have agreed to look at special requests as and when they arise. When these occasions occur the governors have agreed to adopt the Norfolk LA policy on shared use. There may be occasions when local voluntary or charity groups, Scouts, Beavers etc. may wish to use the premises for activities, fund raising etc. On these occasions the governors will leave it to the headteacher’s discretion. If there is a surplus for any single activity of more than £5, the governors will offer parents the opportunity to request a refund. Any funds below this amount will be added to the School Fund account for further educational purposes.

  • The full contribution to a trip will be refunded if a child is absent due to illness.
  • If a trip has to be cancelled parental contributions will be refunded.
  • If contributions to a trip exceed the total cost a refund will be given, if excess is over £3 per child.
  • Excess income less than £3 per child will be paid into school fund account.
  • Excess of expenditure will be funded by school

ICT and E-Safety Policy

E-Safety Policy

The E-safety Policy is part of the School Development Plan and relates to other policies including those for ICT, bullying and for child protection.

  • Mairead Annely, as Curriculum Manager and Designated Senior Lead Hayley Pink for safe-guarding, will be responsible for E-safety in the school.
  • Our E-safety Policy has been written by the school, building on best practice and government guidance. It has been agreed by senior management and approved by governors.
  • The E-safety Policy and its implementation will be reviewed annually.

Teaching and learning

Why Internet and digital communications are important

  • The Internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide students with quality Internet access as part of their learning experience.
  • Internet use is a part of the curriculum and a necessary tool for staff and pupils.
  • The school Internet access is provided by E2BN and includes filtering appropriate to the age of pupils.
  • Pupils will be taught what Internet use is acceptable and what is not and given clear objectives for Internet use.
  • Pupils will be educated in the effective use of the Internet.
  • Pupils will be shown how to publish and present information appropriately to a wider audience.
  • Pupils will be taught how to evaluate Internet content

The school will seek to ensure that the use of Internet derived materials by staff and by pupils complies with copyright law.

  • Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
  • Pupils will be taught how to report unpleasant Internet content e.g. using the CEOP Report Abuse icon or Hector Protector.

Managing Internet Access

Information system security

  • School ICT systems security will be reviewed regularly
  • Virus protection will be updated regularly
  • Security strategies will be discussed with the Local Authority

E-mail

  • Pupils and staff may only use approved e-mail accounts on the school system.
  • Pupils must immediately tell a teacher if they receive offensive e-mail.
  • Pupils must not reveal personal details of themselves or others in e-mail communication, or arrange to meet anyone without specific permission.
  • Staff to pupil email communication must only take place via a school email address or from within the learning platform and will be monitored.
  • Incoming e-mail should be treated as suspicious and attachments not opened unless the author is known.
  • The school will consider how e-mail from pupils to external bodies is presented and controlled.

Published content and the school web site

  • The contact details on the Web site should be the school address, e-mail and telephone number. Staff or pupils personal information will not be published.
  • Aidan McGovern will take overall editorial responsibility and ensure that content is accurate and appropriate.

Publishing photographs, images and work

  • Photographs that include pupils will be selected carefully and will not enable individual pupils to be clearly identified. The school will look to seek to use group photographs rather than full-face photos of individual children.
  • Pupils’ full names will be avoided on the Web site or learning platform, as appropriate, including in blogs, forums or wikis, particularly in association with photographs.
  • Written permission from parents or carers will be obtained before photographs or images of pupils are published.
  • Written permission from adults will be obtained before their names, photographs or images of themselves are published.
  • Parents should be clearly informed of the school policy on image taking and publishing, both on school and independent electronic repositories

Social networking and personal publishing on the school learning platform

  • The school will control access to social networking sites, and consider how to educate pupils in their safe use e.g. use of passwords.
  • All users will be advised never to give out personal details of any kind which may identify them, anybody else or their location.
  • Pupils must not place personal photos on any social network space provided in the school learning platform without permission.
  • Pupils, parents and staff will be advised on the safe use of social network spaces.
  • Pupils will be advised to use nicknames and avatars when using social networking sites.

Managing filtering

  • The school will work in partnership with Norfolk Children’s Services to ensure systems to protect pupils are reviewed and improved.
  • If staff or pupils come across unsuitable on-line materials, the site must be reported to the nominated member of staff.
  • The school will ensure that regular checks are made to ensure that the filtering methods selected are appropriate, effective and reasonable.

Managing videoconferencing

  • Videoconferencing will use the educational broadband network to ensure quality of service and security rather than the Internet.
  • Pupils should ask permission from the supervising teacher before making or answering a videoconference call.
  • Videoconferencing will be appropriately supervised for the pupils’ age.

Managing emerging technologies

  • Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.

Other devices

  • Mobile phones and associated cameras will not be used during lessons or formal school time except as part of an educational activity.
  • School iPads will be used as tools for learning. The children will agree to using the equipment appropriately during lessons, and not when unsupervised.
  • The sending of abusive, offensive or inappropriate material is forbidden.
  • Games machines including the Sony Playstation, Microsoft Xbox and others have Internet access which may not include filtering. Care will be taken with their use within the school use.
  • Staff should not share personal telephone numbers with pupils and parents. (A school phone will be provided for staff where contact with pupils is required).

Protecting personal data

  • Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998.

Policy Decisions

Authorising Internet access

  • All staff must read and sign the ‘Staff Code of Conduct for ICT’ before using any school ICT resource.
  • The school will maintain a current record of all staff and pupils who are granted access to school ICT systems.
  • Parents will be asked to sign and return a consent form.
  • Pupils must agree to comply with the Responsible Internet Use statement before being granted Internet access.
  • Any person not directly employed by the school will be asked to sign an ‘acceptable use of school ICT resources’ form before being allowed to access the Internet on the school site.

Assessing risks

  • The school will take all reasonable precautions to prevent access to inappropriate material. However, due to the international scale and linked Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor Norfolk Children’s Services can accept liability for the material accessed, or any consequences of Internet access.
  • The school will audit ICT use to establish if the E-safety policy is adequate and that the implementation of the E-safety policy is appropriate and effective.

Handling E-safety complaints

  • Complaints of Internet misuse will be dealt with by a senior member of staff.
  • Any complaint about staff misuse must be referred to the head teacher.
  • Complaints of a child protection nature must be referred to the Senior Designated Professional for Safeguarding and dealt with in accordance with school child protection procedures.
  • Pupils and parents will be informed of the complaints procedure.
  • Pupils and parents will be informed of consequences for pupils misusing the Internet.

Community use of the Internet

  • All use of the school Internet connection by community and other organisations shall be in accordance with the school E-safety policy.

Communications Policy

Introducing the E-safety policy to pupils

  • Appropriate elements of the E-safety policy will be shared with pupils.
  • E-safety rules will be posted in all networked rooms.
  • Pupils will be informed that network and Internet use will be monitored.
  • Curriculum opportunities to gain awareness of E-safety issues and how best to deal with them will be provided for pupils

Staff and the E-safety policy

  • All staff will be given the School E-safety Policy and its importance explained.
  • Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential.
  • Staff who manage filtering systems or monitor ICT use will be supervised by senior management and have clear procedures for reporting issues.

Enlisting parents’ support

  • Parents’ and carers’ attention will be drawn to the School E-safety Policy in newsletters, the school brochure and on the school web site.
  • Parents and carers will from time to time be provided with additional information on E-safety.
  • The school will ask all new parents to sign the parent /pupil agreement when they register their child with the school.

 

Medicine Policy

Find attached our policy for the procedure for administration of medicine at St Martha's.

 

 

RHSE Policy

Find attached our policy for the teaching of RHSE at St Martha's.

 

 

St John the Baptist-CMAT-Policies

At St Martha's Catholic Primary School we follow our Multi Academy Trust, St John the Baptist for several of our policies.

A complete list of St John the Baptists CMAT policies, which includes the complaints policy and the equalities policies can be found by clicking this link.

Whole School Policy for Safeguarding

 Role

 Name

 Contact Details

 Designated Safeguarding Lead (DSL)

 Hayley Pink

 01553 774829

 Deputy DSL

Lucy Child Jess Woodrow Mairead Annely Helen Bowman

 01553 774829

Executive Headteacher 

 Aidan McGovern

 01553 774829

 Named Safeguarding Governor 

Robert Ashwell

 01553 774829

 Chair of Governors

Claire Ampomah

 01553 774829

 

 

 

Pupil Premium

At St Martha's we have an area that is called the 'Creation Station'. Pupil Premium funding has meant that we have been able to develop and resource this area so that it can be used by teachers and support staff in order that they can provide specific children with the support that they require. 

The 'Nurture Room' is used daily by trained staff and specific children are allocated a time to complete group activities and spend time in the calm, nurturing environment. 

We have been following the Promoting Alternative Thinking Strategies (PATHS) program and have noticed great improvement in the children's ability to understand their own feelings and talk about them too. The impact of this has been noted across the school, the impact of PATHS on pupils receiving Pupil Premium funding (within a 10 month period) is;

  • 18.5% to 23.2% improvement in Social and Emotional Competence
  • 12.2% to 24.1% improvement in Pro-Social Skills
  • 11.7% improvement in Concentration and Attention

Some comments from the children about PATHS:

  • "I have enjoyed being Pupil of the Day because it makes me feel special"
  • "I feel excited and happy because my friends and my teachers say nice things about me"
  • "PATHS is good because you get a chance to talk about feelings/stuff you would not normally talk about. It has helped me to speak to teachers and not keep it inside"
  • The next pupil premium strategy review will take place on 31st April 2021

 Pupil Premium Funding 2019-2020

 £37,515

 Use of funding

 Cost

 Teaching Assistant intervention + 1-1 support

 £30,708

 Contribution for school trips

 £375

 Music Tuition

 £105

 After school clubs contribution to resources

 £2,000

 Learning resources

 £3,000

 Creation Station & Nuture Room

 £7,195

 Total Expenditure

 £43,383

Pupil Premium funding 2018 - 2019

£31,640

Use of funding

Cost

Teaching Assistant intervention + 1-1 support

£29,233

Support funding for Residential Trip

£147

PATHS/Boxall

£180

Contribution for school trips

£457

Talk & Toast

£26

Music Tuition

£263

After school clubs contribution to resources

£1,000

Learning Resources

£2,500

Creation Station & Nurture Room

£7,821

Total Expenditure

£41,627

Main barriers to Educational Achievement faced by eligible pupils.

Barrier to learning

Proposed Actions

Evidence of Impact

Low Attendance.

Children with low attendance will be identified and support put into place for them. This will be monitored closely by the class teacher and outside agencies will be involved when needed.

This will be closely monitored alongside the class teacher. Increase of attendance will improve the attainment progress.

Emotional and social wellbeing.

1:1 sessions with Mrs Godfrey.

Group sessions with Mrs Tallon in the Nurture suite or Creation Station.

Children who are identified to need emotional and social wellbeing support will be monitored carefully. Discussions with the class teacher will take place termly as to whether these sessions will need to continue to take place.

Lack of educational stimulus/resources outside the school setting.

Educational trips which provide stimulus for the children outside of the classroom.

Offering children resources that they may not have readily available to them at home.

This will lead to greater focus and progress within the classroom. This will be monitored termly by the teacher.

EAL

Extra support in the classroom will take to place to build on their English language and understanding.

Group sessions with Mrs Tallon may also take place.

Children who have been identified with EAL and in need of extra support will be monitored carefully and termly discussions with the class teacher will decide whether these need to continue.

Their academic progress will be evident, especially with writing.