Pupil Premium

Pupil Premium

Article 2 (non-discrimination)

The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.

Grafton Primary School Pupil Premium Statement of Intent 2023/24

Part A: Pupil premium strategy plan

Statement of intent

The Pupil Premium Grant is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It includes pupils who are eligible for free school meals or have been in the last six years, as well as looked after and adopted children. So when we refer to the term ‘disadvantage’, what we mean is an economic one. 


At Grafton Primary School, we want all our pupils to be successful, irrespective of the individual or community challenges they face. We are ambitious for our children and community, we want them to have the best chances in life, every opportunity to live the best life they can and to reach their full potential. Barking and Dagenham is one of the most deprived boroughs, 67.5% of the children in Valence Ward are considered to live in poverty. This was accentuated also by the widening inequalities caused by Covid and the unprecedented cost of living crisis, in which we may still see more of our families being impacted by. At Grafton Primary School 24% of our children are entitled to pupil premium. We would expect that under the cost of living crisis that this figure will rise as more families are forced into poverty. We have families who are living in unsuitable or temporary accommodation, domestic violence and gang culture are a constant concern within this LA. The school’s demographics have remained quite consistent over the last three years, although we are beginning to see greater mobility, with over 50% of the school population speaking English as an additional language. Our children who require specialist support to meet a special educational need has increased and is 15.2% of the whole school, and we continue to see an increase in the percentage of children with an EHCP, now at 3.3%.

We want all children to make good or better progress from their starting points, recognising that not all progress is academic and that for some children, what may be seen as the smallest of steps is in fact an enormous achievement. We want to narrow the gap in educational outcomes for our most disadvantaged children and ensure through our curriculum that children are taught a range of knowledge and skills which are subject specific, but also transferrable into other subjects areas. We want to ensure that our curriculum continues to have children’s ‘Rights’ firmly embedded and at its core. Furthermore, we want our curriculum to allow children to demonstrate their talents and prepare them for their next steps in education and their future. We are committed to inclusion and we understand that in order to know where we need to target our support, we must ensure precise and wholistic assessments of children’s needs (academic and pastoral).

We have a growing social, emotional and mental health needs in our community and this is evident within our pupils. Within our ward, our families typical household income is below the average for the LA, as well as the highest claims for Universal credit for those in employment. There are incredible financial pressures that our community faces and this impacts on the mental health of parents/carers as well as children. We know that children learn best when they attend school. In our strategy we focus on improving the attendance of our pupils through meeting the well-being needs of our families, this may include Early Help, working with other professionals, etc. The work of our Inclusion team is fundamental to this. In the EYFS, children enter school working significantly below where they should be. We have children entering Nursery and Reception who have not yet been toilet trained, and that during lockdown, their siblings learning may have been prioritised over theirs. This has therefore also had an impact on their developing language skills. Research tells us that ‘Good language at age five correlates with academic attainment, mental health in later years, social interaction and relationship building and employment outcomes’, Speech and Language UK. The EEF Teacher Toolkit demonstrates that language intervention can have a very high impact for very low cost and children will typically make 6 months additional progress. A focus on developing language skills will also benefit our many families who speak English as an additional language. Furthermore, research demonstrates that developing children’s language skills has a positive impact on their Reading and Writing outcomes.

 

Quality first teaching is seen as fundamental at Grafton Primary School. This is proven to have the greatest of impact on children’s progress, outcomes and in closing the disadvantaged gap. It is important that we consider how children learn, how they develop knowledge and skills and how they can be supported to lay firm foundations for later learning. We know that cognitive strategies, memory and metacognition are important. The explicit teaching of strategies and the importance of oracy has been fundamental in our approach to teaching and learning and improving on outcomes, especially in Literacy and Mathematics. The key to unlocking educational opportunity is literacy. Pastoral and enrichment approaches matter, but literacy, rooted in oral language must be at the heart of every strategy.’ Marc Rowland, Research School Network. Teachers are mindful of the differing needs within their classes and ‘adapt’ teaching and learning to meet individual needs by using such strategies as ‘retrieval practice’ to support knowledge retention. As a school we are strengthening our teaching and learning strategies further to ensure consistency and precision across phases and the whole school, this will impact on children’s outcomes, but wider than this, will support with transition work each academic year. 

We are a Rights Respecting School and the work that we do to protect the Rights of all children sits at our core, it is woven through into all work that we undertake as a school. Our work empowers children to know their Rights under the Convention on the Rights of the Child, and to make positive changes within our school and community. We give children a voice and encourage them to use this voice to help lay the path for their future and the future of all children. Our children know they have an important role to play in society and globally, they take this responsibility seriously. We are a Gold accredited Rights Respecting school (reaccredited in July 2022). 

Research shows that parent engagement in schools is closely linked to better student behaviour, higher academic achievement and enhanced social skills. Parental engagement also makes it more likely that young children will avoid unhealthy relationships and behaviours and avoid being at risk of harm. ‘…children who had engaged, interested parents, ones who were ambitious for their future were more likely to escape from a difficult start.’ (Helen Pearson).

Reading for pleasure is imperative for a child to do well in all areas of the curriculum and at Grafton, we believe that children should leave our school being able to access a range of genres that let them imagine, be creative but also make them learn and ask questions. Some of our children are not read to by their parents at home or their reading not listened to at home. This can be for many reasons – parents may not have the literacy levels to read to their child, they may not have access to books, or they have work/other commitments that prevent them from dedicating as much time as necessary to reading with their child. At Grafton, we use a range of teaching strategies and approaches to teach children how to read. We weave reading into the curriculum. We use the expertise of Reading Recovery Teachers to strengthen the teaching of Reading, use Tutor funding/additional funding to deliver high quality intervention to develop early reading, as well as having Reading Leads across the school. We implement several different interventions, targeting children based on their current attainment, aiming to narrow the gap. Many children make significant progress in their Reading attainment from the interventions that we run, many children catch-up with their peers. To narrow the gap most interventions are run in very small groups, sometimes as small as one adult to one child, whilst we are aware this is not the most cost effective strategy, for those children receiving the intervention, it does have an impact.   

Data shows that children who are reading for pleasure at the ages of five or ten will go on to score better in exams at a later age. Underpinning children’s skills to read, is firstly developing their ability to listen, attend and talk. Researchers Betty Haart and Todd Risley found that children from poorest backgrounds heard 1/3 as many words per hour as those from higher income backgrounds. Scaling this up, they proposed that by the time children were four there would be a 30 million word gap. As a school, many of our disadvantaged children enter school not having acquired the language skills appropriate for their age. If we are to ensure that children leave school reading for pleasure, we must first ensure that they are able to talk, to be able to share their ideas, views, opinions and knowledge.

Although the Pupil Premium Grant is used to target individuals who qualify for Free School Meals, at Grafton we know that there are many families whose parents receive minimum wage and they are often less fortunate than those whose parents receive income support. Our aim is to provide the correct intervention to all our families, using some of the Pupil Premium Grant to do this. Our decision making on any of our spending is based on identifying the needs of our children and community, using research and pedagogy (some research previously mentioned), to support in guiding us in implementing the most effective and impactful strategies that will ensure that our children have the bright future they deserve.

Challenges

This details the key challenges to achievement that we have identified among our
disadvantaged pupils.

List of Services

Intended outcome Success criteria
Reduce the % of PAs. School attendance to be at least 95% for most pupils. Good attitudes towards attendance and punc-tuality established from Early Years, so that all year groups have attendance at 95% Overall absence rate for most pupils will be 5% or below and attendance gaps between disadvantaged and non-disadvantaged being reduced.
Staff are more confident and skilled in planning for and teaching children with complex SEND in the mainstream classroom CPD on teaching strategies will support staff in their understanding of ways in which chil-dren learn and how they can teach even more effective lessons. Linked to Oracy and Power Maths SDP. CPD on Positive Behaviour Management and de-esculation techniques, especially for children with Autism. Use of specialist advisor support to develop teaching and learning of children with Au-tism. This will improve the quality of teaching and learning, progress and outcomes for that group of children. Children with complex SEND will be able to manage learning in the mainstream class-room alongside their peers, learning from good role models. The practice of our specialist intervention staff will be even better. This will impact on the outcomes of children – especially their speech, language and communication as well as their ability to attend for longer peri-ods of time.
Improved oral language skills and vocabulary for all pupils. Assessments and observations indicate significantly improved oral language among for all pupils This is evident when triangulated with other sources of evidence, including engagement in lessons, pupil voice and observations of teaching and learning. Identify and select vocabulary that is essential to pupils understanding of and access to the curriculum. Consistent strategies such as Learning Partners are used across the school to develop oracy skills. Shared understand of and consistent approach to explicit teaching practices such as Responsive Teaching is embedded across the school. The Power Maths scheme, which was introduced in September 2028, will have been relaunched and there is integrity within the use of the scheme. Further manipulatives will have been purchased, which all children have access to.
Ensure all pupils are supported and have a deep understanding of self-regulation strategies. Children are able to self-regulate more, which will positively impact on their learning – becoming far more active learners as well as raising self-esteem and confidence. Staff understanding that behaviour is a form of communication and use strategies to identify the underlying cause or triggers. Classrooms are set-up to support regulation activities, including ‘calm corners’ for children to have a safe space to regulate.
Children have the opportunity to experience opportunities that develop their interests and talents and provide cultural capital. Children will have had opportunities to attend school trips, take part in other personal development opportunities such as visiting parliament, being part of a Rock Steady Band. All of the opportunities provide for children memorable life experiences, but also experiences to support their literacy/understanding of our world.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium) funding
this academic year to address the challenges listed above.


Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 110,959.00


Activity


To review, refine current assessment systems and processes, implementing new assessment systems and processes as appropriate.

Explore, develop, deliver and evaluate use of feedback strategies that focus on moving learning forward in all curriculum areas.

Evidence that supports this approach

In the meta-analysis summary by the Education Endowment Foundation (2018), teachers giving high-quality, in-the-moment feedback on learning to enable learners to improve was found to help children make up to eight months’ additional progress. Thus, as a school we have sought to hone the use of formative assessment within lessons to accelerate progress, with a particular focus on feedback and the use of ‘live marking’ (Elliot et al., 2016).

 

Hattie and Timperley (2007) report on research aimed at identifying those influences that are most effective in improving student achievement. They reviewed 196 studies on feedback and determined that effective feedback can almost double the average student growth over a school year. Dylan Wiliam (2010) states that studies on feedback typically note that the pace of student learning is accelerated by at least 50%, meaning student learning is increased by an additional six months or more over a year.

 

Evidence for Learning’s Teaching & Learning Toolkit positions effective feedback as increasing student learning by, on average, an additional eight months in a year.

Challenge number(s) addressed

1, 3, 5


Activity


To improve the quality of children’s talk/oracy skills.

Evidence that supports this approach

Our baseline data in the EYFS demonstrates that many children enter Nursery/Reception with language skills well-below where they should be (B-3).

Oral language interventions can reduce the educational attainment gap by up to 6 months, with significantly less costing than other interventions. Oral language interventions support the idea that comprehension and reading skills benefit from explicit discussions of either the content or process of learning, but it also supports learners use vocabulary, articulation of ideas and spoken expression.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions

 

Children with language impairments are at greater risk of developing literacy difficulties (Dockrell et al., 2007). Language, in particular, vocabulary skills at school entry, provide a powerful predictor of later academic achievement (Snowling et al., 2011; Roulstone et al., 2011; Lee, 2011; Block & Mangieri, 2006).

 

During observations of teaching and learning during the academic year 2022-2023, it was noticed that children were talking less in lessons and that the quality of their talk needed to improve.

Challenge number(s) addressed

4, 5, 7


Activity


Relaunch of Power Maths – including CPD for staff, purchase of manipulatives for all children, purchase of the Pupil Workbooks and Journals

Evidence that supports this approach

During observations it was noticed that since covid, the scheme was being used with less integrity, with staff using more elements of White Rose Maths to plan and deliver Maths lessons.

 

The Power Maths Programme is a child-centred, can-do mastery programme and approach to teaching and learning. The outcome is that maths becomes deeper and is filled with more connections, so children enjoy it more and achieve at higher levels. Power Maths includes intellectually demanding and knowledge rich resources with world-class content, ideas and support that combine powerfully to reduce workload. Taking pride of place are rigorously designed, high quality textbooks that offer real curriculum coherence.

Challenge number(s) addressed

1, 4, 5, 7


Activity


To appoint a Lead Practitioner Teaching and Learning – their focus is on developing Oracy and reviewing and implementing teaching strategies that ensure all can access the curriculum

Challenge number(s) addressed

1, 4, 5, 7

Targeted academic support (for example, tutoring, one-to-one support, structured interventions) 

Budgeted cost: £ 122,792.14


Activity


NTP Tutoring

Evidence that supports this approach

EEF Teacher Toolkit

Challenge number(s) addressed

1, 4


Activity


Targeted interventions

Evidence that supports this approach

EEF Teaching Assistant Interventions can narrow the gap by 4 months

Challenge number(s) addressed

1, 4, 5, 7


Activity


Sports Coach/Clubs

Some children may develop unknown talents and take up new hobbies.

Children take part in sporting events.

Evidence that supports this approach

Our Ward has some of the highest childhood obesity rates for children entering Reception. This not only impacts on the physical health and life expectancy, but the mental health of children. Children are spending more time in the home and playing on devices. High quality physical education develops health physically and mentally. 

Challenge number(s) addressed

7


Activity


Continue to run specialist intervention (Nest) to meet the complex SEND Needs in Reception, Year 1 and Year 2

Challenge number(s) addressed

1, 4, 5


Activity


Staff CPD to develop knowledge and understanding of ways to teach children with complex SEND in the mainstream classroom and positively manage behaviour. Use expert advisors to develop practice within school

Challenge number(s) addressed

1, 4, 5, 7

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 142,258.64


Activity


To raise attainment through wellbeing

Challenge number(s) addressed

7


Activity


Learning Mentors to support SEMH needs.

Evidence that supports this approach

As above

Challenge number(s) addressed

1, 3, 4, 5, 6, 7


Activity


Jigsaw Programme to teach PSHE

Evidence that supports this approach

The Department for Education (DfE) has stated: “Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.” The PSHE Association states “PSHE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain…. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.” On our website, our intent for Jigsaw is clearly stated: “Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.”

Challenge number(s) addressed

1, 3, 4, 5, 7


Activity


Attendance Lead – focus on improving attendance and reducing PAs and challenging families who take term time holidays.

Evidence that supports this approach

https://educationhub.blog.gov.uk/2023/05/18/school-attendance-important-risks-missing-day/

 

Since covid, the percentage of children who have good attendance (95% or more) has decreased. This is due to an increase in Emotional Based School Avoidance but also an increase in families taking holidays during term time – as the costs are lower and they have also been able to visit families during the covid period.

 

The school curriculum moves on swiftly and any gaps in attendance will equal gaps in learning. 

Challenge number(s) addressed

1, 2, 3, 4, 5, 6, 7


Activity


School Counsellor to support targeted children in managing the SEMH needs.

Evidence that supports this approach

Social emotional learning leads to +4 months learning outcomes.

Challenge number(s) addressed

7


Activity


School Trips – use of funding to ensure that children can attend school trips and develop their cultural capital

Evidence that supports this approach

Cultural capital can include experiences, art and knowledge from a variety of cultures

Though it can include traditional British 'high' culture (such as watching ballet or opera, and studying Dickens and Shakespeare), it’s important that it goes beyond this.

For example, it can encompass different world cultures and cultural groups in the UK

Howard Gardner sums up cultural capital and cultural entitlement with the phrase that every child has a spark inside them and it’s our responsibility to ignite that spark.

Challenge number(s) addressed

1, 2, 4, 6, 7

Total budgeted cost: £376,008.00

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

1.Reduce % of PAs be at least 95% for most pupils. Good attitudes towards attendance and punctuality established from EYFS so that all year groups have attendance at 95%


Attendance data 22/23

Whole school - 92.69%

PAs - 23.51%

 

We are still recovering from the impact of covid and the impact on attendance. This was the first full academic year after covid (which had no lockdowns). Attendance continues to be a National issue being faced and addressed by schools. We will continue a focus in this area.

 

Focusing on our Disadvantage group. There attendance is as follows:

Overall Absence



Absence Session(s): 6935
School Absence 9%
National Absence 10.9%
Gap to NCER National -1.9%
Trend to pervious year +0.8%
% Rank 62nd

Authorised Absence

Authorised Session(s) 3517
School Absence 4.6%
National Absence 6.3%
Gap to NCER National -1.7%
Trend to previous year 0.2%
% rank 23rd

Persistent Absence (10%)

64 Enrolment(s)
School Persistent Absence (64/218) 29.4%
National Persistent Absence 35.3%
Gap to NCER National -5.9%
Trend to previous year -6%
% Rank 52nd

2. Staff are more confident and skilled in planning for and teaching children with complex SEND in the mainstream classroom.

This academic year, we used funding to release weekly our Arp Lead Teacher to provide training and support for staff on best practice when working with children with complex needs in the mainstream classroom. The focus was particularly in EYFS/KS1, as this is where we see children who have Speech, Language and Communication delay and Autism. The work included supporting practitioners in implementing workstation activities – planning for these activities, the use of visual timetables, now and next boards, finished trays, use of symbols to support communication and transition. Staff wear these on their lanyards. The Arp Lead Teacher closely worked with our specialist intervention team to develop their planning, modelling activities such as ‘Attention Autism’. The impact we can see is qualitative and over time, children are making good progress – although progress looks different for each and every child. For some children their

progress is that they are more settled during periods of transition, for other children they are using some words alongside visuals to express themselves, such as the use of a communication board to request snack. The following will be embedding this work for practitioners further and developing our knowledge further as we respond to the differing needs of the children who attend

Grafton.


3. Children develop speaking skills that allow them to further access the curriculum, improve their vocabulary and will also impact on reading and writing outcomes This year in Reception, we returned to using the Language Link programme to assess children’s language skills. The assessment took place in the January of the academic year (timeframes linked to administering of the RBA). We then ran small intervention groups focusing on the key concepts of language identified from the assessment. Furthermore, we used Language Linking plans and adapted them to be whole class lessons, so that all children benefit. We planned for a weekly lesson based on teaching

concepts of language. Our results show the impact of this work. We have also started our work on whole school ‘Oracy’, researching and defining our pedagogy and approach. We have visited other local schools to see their Oracy journey,

discuss how they implemented their strategy and the impact so far. As this first year was very much about research and trialling elements within specific classrooms, we feel ready to implement our strategy at a whole school level (a priority on Oracy will be in the SDP

for 23/24). The impact of our work will be measurable through different evidence sources: pupil voice/staff voice, teaching and learning explorations. There will be regular directed staff training in this area.


4. Greater consistency in the teaching of Phonics – catch-up/Guided reading in the EYFS/KS1 so as to improve attainment outcomes by the end of KS1. The School Purchased the Little Wandle Programme and focused on its implementation in Year 1, Year 2 and Reception. As this programme was used, funding was deployed for CPD for teachers. The Programme required the purchasing of new resources and a

different approach to Guided Reading. A key message to staff was to ensure integrity of the scheme, so that even greater consistency occurred. We saw the impact particularly in Year 1 and Year 2.


Impact of Tutoring:

We ran small tutoring groups in Year 1 and Year 2 with a focus on Phonics and Reading. This was through the National Tutoring Programme. The groups were no more than 6 children and took place 4x per week. Our results showed an improvement in Phonics

outcomes at Year 1, with 88% of all children achieving a score of 32+. We ran small tutoring groups in Year 6 with a focus on Reading and Maths. This was through the National Tutoring Programme and School-Led Tutoring. The groups were small (1:3) and took place 4x per week. Of those children who attended the Reading tutoring groups, 81% reached the ‘expected’ standard. Four pupils who were working at

pre-key stages and were not expected to be able to access the text for KS2 SATs, after tutoring, all four children were able to be entered for the SATs and 50% reached the expected standard.


5. Even greater consistency of QFT using specific strategies that are underpinned by pedagogy. Teaching and learning ensures that the progress of the lowest 20% is accelerated and teachers are focused on prime learning needs, e.g. language acquisition, and look to provide adapted work that develops prime learning needs regardless of curriculum area being taught. This area links closely to the schools work on understanding ‘oracy’ and how to use this as a key driver in raising attainment and narrowing the gap.

The school has appointed a Lead Practitioner for Teaching and Learning, we have reviewed and refined classrooms, introducing such spaces as calm corners to support the growing SEMH needs that we have seen since the start of the pandemic. In Year 4

we have also trialled a new approach to managing behviour, it is based on trauma- informed practices and the importance of connections and positive relationships. The impact so far is positive and we look to implement this as a whole school approach in

23/24. We purchased the Raising Attainment with Well-being Programme and identified one member of staff to attend this – using the information and research gathered to inform our approach. This target also links to our language work in the EYFS as well as developing knowledge and understanding of how to teach children with more complex SEND and our work on

the teaching of Phonics.


6. Continue to provide enrichment experiences for learning, that children would not normally experience including local trips, visits to theatre, residential trips and working with experts, e.g. music teacher.

The school continues to use PP funding to ensure that all children, especially children who are PP/most vulnerable are able to access all activities, that deprivation does not prevent them developing their social capital. Our school website is constantly updated to

reflect the enrichment experiences provided by the school. Furthermore, funding is used to provide all children with a healthy snack at KS2 (the school free-free programme only extends to EYFS/KS1). We feel it is important that all children are able to access healthy

snacks during the school day. Below are some examples of experiences given to children:

  • Summer Fair
  • Diversity Day/Global Citizenship day
  • Swimming for year 4/5/6
  • Bow Arts
  • Healthy Eating Workshops
  • Bike ability
  • Global citizenship day
  • Waste and recycling workshops
  • Dogs Trust workshop
  • King’s Coronation
  • Educational Visits
  • Mini-tennis
  • Able writers day
  • Let Girls Play event
  • Junior Citizen Year 6 visit
  • Choir attended Music Fest and Young Voices
  • Clean Air day
  • Cricket event
  • Road safety summit
  • Moneywise challenge
  • Young People’s Safety Summit
  • Enterprise Day
  • Engineers from Imperial College visiting Science Ambassadors


Comments from parents (parent survey 22/23) on the impact of this work are:
  • Opportunities are provided equally 
  • Educates children through special themed days and various topics 
  • Opens out clubs to as many people as possible, celebrates and learn about different cultures that are celebrated within the school community. 
  • Trips activities brought into school provided for all children.
  • The school is proudly inclusive, it supports and promotes diversity. 


7. Parents understanding of ways in which they can support children’s learning at

home to improve outcomes. We ran Expectations meetings for parents early in the Autumn Term. The meetings were well attended. We ran parent workshops weekly covering a range of content, e.g. Phonics (Little Wandle Programme).


Some parent comments have been: Information mornings put on for parents to attend to help their own understanding on what their children will be learning.


Date workshop/coffee morning

29th September Pakistan Flood Appeal British Red Cross coffee morning

6th October Year 6 SATs preparation workshop

13th October EYFS/KS1 Phonics workshop

November 1st Diwali coffee morning 

3rd November How to support your child with spellings

10th November Meet the SENDcos coffee morning

17th November KS2 reading workshop

24th November Y5/Y6 maths workshop


Date workshop/coffee morning

5th January parent/carer coffee morning -Home & Moneyhub representative attending 

12th January Y1- Y6 maths workshop

19th January ‘Brain Health’ - for empowering parents/carers

26th January Y1/Y2 Maths mastering number

2nd February Y3/Y4 Times tables Multiplication check MTC

9th February Introduction to ‘Jigsaw’ (new PSHE resource)

23rd February Early Maths

2nd March World Book Day

9th March Maths SATS preparation Fractions/reasoning questions

16th March Science


Date Workshop/coffee monring

20th April Y2 - phonics screening parent/carer workshop

Thursday 4th May Y1 Supporting your child with phonics parent/carer workshop

Thursday 11th May EYFS - Introduction to Phonics parent/carer workshop

Thursday 25th May Get active with your child- parent/child workshop

Thursday 22nd June Gang prevention parent/carer workshop


Please read some of the positive comments from parents/carers below.
 

‘Reading tips for young children were excellent, being given ways to apply real life reading situations. Also being able to see actual examples of reading sessions.’


‘Smaller groups like this work well, easier to discuss ideas’


 ‘I have a better understanding of what my child will be doing, in order to do his best in his SAT exams.’


‘I have a greater understanding of what my child is learning at school, the powerpoint handouts really help.’


‘I loved the idea of playing maths games like super fingers and multiplication snap.’


‘I have learnt new methods for teaching my children the times tables, I will use them in my daily life.’


‘The teacher made me feel listened to, he took the time to answer all of my questions about maths in school.’


This workshop gave me a better understanding on how to support my child in maths using practical activities and maths games.’


‘Thank you for taking the time to share your knowledge and experience with us today, my children will benefit.’


‘Thank you for taking the time out to organise these workshops. I really appreciate all the help and support they provide.’


‘An excellent workshop, very informative, I will make sure to attend more workshops in the future.’

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