| Focus on the child/young person - keep them in mind | - What is their current attainment in English and Maths based on last terms data?
- What are their end of Key Stage and GCSE/A Level/BTEC targets?
- Specific gaps in learning stopping them achieving the comparable results as their peers?
- What do they need to know in order to address the gaps? Must be measurable.
- What additional help do they need to accelerate learning?
- How can this be provided in school and beyond?
- You may need to focus on another academic subject too alongside English
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| What are the barriers to learning? | - Is punctuality or attendance an issue?
- Does challenging behaviour prevent learning? Behaviour should be challenged but it is necessary to have a bespoke approach based on a child's needs and circumstances.
- Does attention wander? Are relationship issues affecting learning?
- What are the child's wider needs?
- What can be done to address these barriers within school and beyond?
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| How will you break down the barriers? | - Current provision: could planning, seating, curriculum or teaching be adapted?
- Is quality intervention necessary? What form would this take?
- Are there SEN resources which could be used? Could 1:1 support be put in place?
- Is external support required? Joined up support? Would extra tuition help?
- What other resources would help? IT, books etc?
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| What are the cost implications? | - Are specific material resources required?
- If needed, cost out the hourly cost of extra support using this formula:
- 'Number of hours a week x hourly rate of staff member x number of weeks in the term.'
- Cost of any external support will be specified by the provider.
- In the best cases, additional tuition run by teachers after school and can be funded through the child's PP+ and careful use of NTP.
- If in any doubt, please contact the Virtual School.
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| How will success be measured? | - What will success look like to the young person?
- Has there been pre and post assessment, particularly of intervention/tutoring?
- Show where the child is now and where you want them to be to achieve.
- Test results can be a measure of success and can show continued increase in %
- Increase in reading/spelling age. (Increase in months shows clear progress)
- Use rewards earned for good behaviour/choices as a measure - Number of positive/negative points on their record compared to what the child had initially
- Increased attendance % or improved punctuality (where a reduction of lates can clearly be shown or an increase in overall % shows the pastoral target has been met)
- Do they now know more than they did before? (Improved scores in specific topics)
- SDQ scores can relate to emotional wellbeing etc. / have they increased their participation in wider school activities?
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| Pupil Premium Plus (stat aged only) | - Don't focus on the finances rather than the child.
- Think about what the child needs to make progress, to achieve the targets set.
- PP+ funding for children we look after is managed by the VS and not passed directly into school.
- The funding must be used for the educational benefit of the child as described in the PEP and can only be accessed and allocated through a clear and focused PEP.
- Please refer to examples sent out previously.
- If you feel the child needs more support, please get in touch to apply for additional funds through the request form.
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