{"id":568,"date":"2024-10-02T12:21:29","date_gmt":"2024-10-02T11:21:29","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/?page_id=568"},"modified":"2024-10-02T12:37:35","modified_gmt":"2024-10-02T11:37:35","slug":"pupil-equity-plan","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/pupil-equity-plan\/","title":{"rendered":"Pupil Equity Plan"},"content":{"rendered":"\n\n\n\n\n
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 <\/p>\n

 <\/p>\n\n\n\n\n\n
Pupil Equity Fund allocation for session 2024\/25<\/strong><\/td>\n\u00a3<\/strong><\/td>\n<\/tr>\n
School Context <\/strong><\/td>\n<\/tr>\n
\u00a0Vision, Values and Aims<\/u><\/strong><\/p>\n

Vision:<\/strong> To aim high and be the best we can be<\/p>\n

Values:<\/strong>\u00a0 Success <\/strong>= Positivity, Achievement, Respect and Kindness<\/p>\n

Aims:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 For each child to enjoy an education in a nurturing learning community.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In a learning community which encourages them to be the most successful they can be.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Equipping our pupils with transferable skills for future opportunities.<\/p>\n\n\n\n\n
Setting\/School Roll (including ELC\/ASC)<\/strong><\/td>\n\n
    \n
  • South Parks Primary and Nursery School is a non-denominational school one of several primary schools in the Glenrothes area. It opened in 1960 and caters for the mainstream education of Primary and Nursery children.<\/li>\n
  • The combined school and nursery roll is 287. The school currently caters for 204 pupils organised across 8 classes. The Nursery accommodates 83 children, over three playrooms: The Under 3 provision can accommodate 15 children at any session and 46 pupils in the 3-5-year-old room term time room and up to 28 pupils am and pm in the full year-round 3\u20135-year-old room.<\/li>\n<\/ul>\n

    \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 We work closely with social work, Family Support Service, and other partner agencies to meet the needs of identified children and families.<\/p>\n

    \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2% of pupils are care experienced<\/p>\n

    \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5% of pupils have English as a second language<\/p>\n

    \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2% of pupils are Young Carers<\/p>\n

    \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 24% of pupils in school have a recognised additional support need<\/p>\n

      \n
    • The school is fortunate to be set within a large playground and playing field and a more recently a lovely quiet garden allowing children both great opportunities for play and outdoor learning experiences. We are lucky to have Riverside Park within walking distance to our school and nursery.<\/li>\n
    • The Senior Leadership Team (SLT) consist of Head Teacher (HT) in post since May 2019 and a Depute Head Teacher (DHT) who has been in post since Sept 2016.<\/li>\n
    • School staff and Active Schools have organised the extra-curricular clubs after school. These include football, multi-sport, netball and mini kickers. Children also have the opportunity to participate in a range of school sports festivals.<\/li>\n
    • Our Family Forum (previously, Parent Council) has played an active role in the life of the school and organise multiple fundraising events.<\/li>\n
    • Parents have been involved in the life of the school through shared learning opportunities, assemblies, and a parent workshop.<\/li>\n
    • South Parks is part of the Glenrothes High Cluster. There is culture of close working across our cluster.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
FME <\/strong><\/td>\nCurrent FME: 57 \/ 204 \u2013 28%<\/strong><\/p>\n\n\n\n\n\n\n
Number of FME in Year Groups<\/td>\n<\/tr>\n
Primary 1<\/strong><\/td>\nPrimary 2<\/strong><\/td>\nPrimary 3<\/strong><\/td>\nPrimary 4<\/strong><\/td>\nPrimary 5<\/strong><\/td>\nPrimary 6<\/strong><\/td>\nPrimary 7<\/strong><\/td>\n<\/tr>\n
9<\/strong><\/td>\n7<\/strong><\/td>\n4\u00a0<\/strong><\/td>\n11<\/strong><\/td>\n3\u00a0<\/strong><\/td>\n16\u00a0<\/strong><\/td>\n7\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
SIMD Profile for establishment<\/strong><\/td>\n\n\n\n\n\n\n\n\n\n\n
SIMD (20) at Census Sept 2020<\/strong><\/td>\nDecile 1<\/strong><\/td>\nDecile 2<\/strong><\/td>\nDecile 3<\/strong><\/td>\nDecile 4<\/strong><\/td>\nDecile 5<\/strong><\/td>\nDecile 6<\/strong><\/td>\nDecile 7<\/strong><\/td>\nDecile 8<\/strong><\/td>\nDecile 9<\/strong><\/td>\nDecile 10<\/strong><\/td>\n<\/tr>\n
NO. of pupils<\/strong><\/td>\n13<\/td>\n11<\/td>\n10<\/td>\n56<\/td>\n56<\/td>\n6<\/td>\n45<\/td>\n1<\/td>\n4<\/td>\n2<\/td>\n<\/tr>\n
Percentage %<\/strong><\/td>\n6%<\/td>\n5%<\/td>\n5%<\/td>\n27%<\/td>\n27%<\/td>\n3%<\/td>\n22%<\/td>\n0.5%<\/td>\n2%<\/td>\n1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
Attendance (%) <\/strong><\/td>\nOverall<\/strong><\/td>\n89.59%<\/strong><\/td>\nAuthorised\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n5.98%<\/strong><\/td>\nUnauthorised <\/strong><\/td>\n4.41%<\/strong><\/td>\n<\/tr>\n
Exclusion (%)<\/strong><\/td>\n0%<\/em><\/td>\n<\/tr>\n
Attainment Scotland Fund Allocation (PEF and SAC)<\/strong><\/td>\n\u00a355,080<\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n\n
Cost of the School Day <\/strong>(In what key ways do you plan to mitigate against Costs within the School Day)<\/td>\n<\/tr>\n
We recognise the need to reduce the Cost of the School Day for all our young people and particularly for our young people who are already experiencing poverty. We examine the school day through the following headings;<\/p>\n

Uniform:<\/strong> We encourage all our children to wear school uniform. We have recently found a more competitive supplier. We fee uniform allows our pupils to be a recognisable part of their community. On our newsletter we encourage and signpost parents to the free school meal and uniform grant.<\/p>\n

https:\/\/www.fife.gov.uk\/kb\/docs\/articles\/education2\/schools-in-fife\/free-school-meals-and-school-clothing-grants<\/a><\/p>\n

Within our establishment we have a \u2018New to You\u2019 shop where children and families are welcome to take items of school clothing that other families have outgrown.<\/p>\n

Travel and trips:<\/strong> At South Parks Primary School and Nursery, we subsidise travel costs associated with identified school excursions for all families, to allow all young people to participate. We consider all trips to ensure that costs are kept down, making them as accessible as possible for young people and their families. We plan all trips in advance to allow families the opportunity to save and spread the cost. We also closely monitor the number of trips, costs and year groups. Our family forum also contributes towards the cost of school trips to keep the costs to a minimum.<\/p>\n

Resources:<\/strong> All classrooms in South Parks have essential supplies of paper, stationary, calculators etc. for all young people to access in lessons.<\/p>\n

Eating:<\/strong> Our canteen offers a range of healthy and low-cost meals and snacks. We promote Free School Meals and share information for all parents\/carers about it at various times throughout the year. Cashless catering means there is less stigma attached. We are in the process of offering all pupil a \u201cSoft Start breakfast\u201d within all classes.<\/p>\n

Events:<\/strong> Fundraising events in our school, such as non-uniform days, require a donation only if possible. We limit the number of these events and spread them throughout the year.<\/p>\n

Period Products:<\/strong> As part of the Period Products (Free Provision) (Scotland) Bill, free period products are available in senior toilets and classrooms. It is essential that students can access sanitary products without having to ask for them so that they maintain their dignity with no embarrassment.<\/p>\n

After-School Clubs:<\/strong> Active school and individual teachers have offered a lunchtime and after school club with no charge to pupils for participation.<\/td>\n<\/tr>\n

Stakeholder engagement\u00a0<\/strong><\/p>\n

(in what ways have you engaged with your stakeholders \u2013 learners\/parents\/community etc.)<\/td>\n

Participatory Budgeting\u00a0<\/strong><\/p>\n

(Are you using any of your PEF allocation to support participatory budgeting. If yes, what is the focus?)<\/td>\n<\/tr>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Forms Questionnaire out to parents and staff<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discussed with Family Forum (Parent Council)<\/td>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n
Attainment Fund Rationale <\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raise attainment<\/td>\nAmount of Fund \u00a3<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n

Extra teaching staff, beyond \u2018core\u2019 is required to reduce staff to pupil ratio to target pupil\u2019s attainment & achievement.<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nInterventions Planned<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Measure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Impact on learners<\/strong><\/p>\n

Ongoing evaluation\u00a0 Dec\/June<\/strong><\/td>\n<\/tr>\n

Intervention 1<\/u><\/strong><\/p>\n

Probationer<\/p>\n

By June 2025 having a probationer will allow an experienced staff member some time out of class to tackle specific attainment gaps of individuals to increasing CfE figures.<\/p>\n

 <\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 One experienced teacher will be released from class to support identifying gaps in numeracy and using MFI tools to analyse and plan to close attainment gaps. This will support raising attainment in Numeracy at second level. This will target P5, P6 and P7 classes.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher will support colleagues to track and record data of numeracy and plan next steps.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Previous cluster PT to support with the moderation cycle with a focus on numeracy for all teaching staff.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure universal numeracy supports are in all classrooms \u2013 e.g. think boards, dienes, Numicon, cubes, number lines and squares, place value charts.<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 On-going assessments<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feedback from all stakeholders<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raised attainment figures<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluations<\/td>\n

What has been the Impact?<\/td>\n<\/tr>\n
\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Team teaching, additional teacher to support during writing. Pupils within Primary 7, will increase their writing proficiency and achieve 2nd<\/sup> Level in Writing by June 2024. The number of\u00a0 pupils achieving 2nd<\/sup> level will increase from 57% – (16 pupils on track) to 70% (20 pupils on track to achieve.\u00a0)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Utilise Fife\u2019s writing documentation to support the assessment<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Looking Outwards\/Working Collaboratively with Others: Collaborate with colleagues, or other schools to bring in external perspectives and resources to improve writing outcomes for P7.<\/p>\n

 <\/td>\n

Data Analysis: Reviewing writing assessment results, both formative and summative, to identify trends, strengths, and areas needing improvement.<\/p>\n

 <\/p>\n

Gathering feedback from students, and parents regarding writing and suggestions for improvement.<\/p>\n

 <\/p>\n

Improvement will be evidenced through assessment data and writing samples.<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\nAllow for a teacher to have additional time out of class to work with the RRS group to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop play charter \u2013 display alongside Role Model certificates on board outside staffroom<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Involve parents and wider community, encourage parent to join the RRS group<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raise profile of Right Respecting Role Model certificates<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plan rights into curricular areas \u2013 add to yearly overview to get staff thinking how they might include rights more specifically<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Involve pupils when updating any policies \u2013 pupil voice \u2013 Relationships, Learning and Behaviour Policy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare for Silver assessment for next session<\/td>\n

 <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n
\u00a0<\/strong><\/p>\n

Attainment Fund Rationale <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

    \n
  • Improvement in children and young people\u2019s health and wellbeing<\/strong><\/li>\n<\/ul>\n<\/td>\n
\u00a0<\/strong><\/p>\n

Amount of Fund <\/strong><\/p>\n

2 x PSA – <\/strong><\/p>\n

1 x Outdoor learning costs – \u00a31200<\/strong><\/p>\n

\u00a3<\/strong><\/p>\n

 <\/td>\n<\/tr>\n

A group of children have been identified where there is a need to improve social and emotional wellbeing. <\/strong>\u00a0Extra PSA staff, beyond \u2018core\u2019 is required.<\/strong><\/p>\n

 <\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nInterventions Planned<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Measure of Success<\/strong><\/p>\n

(Triangulation of Evidence)<\/em><\/strong><\/td>\n

Impact on learners<\/strong><\/p>\n

Ongoing evaluation<\/strong><\/td>\n<\/tr>\n

Intervention 2<\/u><\/strong><\/p>\n

By June 2025, all identified pupils for social and emotional intervention will have improved wellbeing and their barriers to learning will have been reduced.<\/p>\n

 <\/p>\n

Improvement in attendance\/ Increase time spent in school for all pupils identified.<\/p>\n

 <\/p>\n

 <\/td>\n

 <\/p>\n

Using Circles, all class teachers will complete the Inclusive Classroom evaluation in order to ensure the learning environment is set up to best meet the needs of their pupils (Creating an Inclusive and nurturing environment)<\/p>\n

 <\/p>\n

H&W champ to upskill support staff on Kitbag<\/p>\n

 <\/p>\n

Daily wellbeing sessions for identified pupils ultising kitbag, Lego therapy, Drawing & Talking techniques as well as relaxation to support our most vulnerable learners.<\/p>\n

 <\/p>\n

Continue Seasons for Growth for children. Identified staff will work collaboratively to support children and their families effected by grief, loss or change. The Seasons for Growth context will encourage children to express emotions, building coping strategies and develop emotional literacy.<\/p>\n

 <\/td>\n

 <\/p>\n

Baseline questionnaire for Social and emotional PT intervention group<\/p>\n

 <\/p>\n

 <\/p>\n

Feedback from support staff<\/p>\n

Record keeping and feedback from groups<\/p>\n

 <\/p>\n

 <\/p>\n

Pre and post questionnaires \u2013 pupils, staff<\/p>\n

 <\/td>\n

 <\/p>\n

 <\/td>\n<\/tr>\n

Offer an alternative outdoor learning experience for identified children over a 6 week block. It is hoped they will feel happier , will be more engaged and have a positive impact on their physical health.<\/td>\nLeuven scale \u2013 engagement<\/p>\n

Pupil feedback<\/td>\n

 <\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n
Attainment Fund Rationale <\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing and reduced distressed behaviours.<\/td>\n

Amount of Fund <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n

We have identified a group of pupils, in P1, P2, P3, P5 &P7 who are displaying increased distressed and deregulated behaviours.\u00a0 This is having a negative impact on their attainment. \u00a0There is a need to improve social and emotional wellbeing. It is hoped that by having access to a nurture space across the whole school will improve engagement in learning and disruption across the school. \u00a0Extra PSA staff, beyond \u2018core\u2019 is required to operate this.<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nInterventions Planned<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Measure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Impact on learners<\/strong><\/p>\n

Ongoing evaluation\u00a0 Dec\/June<\/strong><\/td>\n<\/tr>\n

Intervention 3<\/u><\/strong><\/p>\n

Nurture space and resources will enable key pupils who are struggling to access learning within a mainstream classroom to have regular supervised breaks from the classroom to ensure they are ready to learn and their behaviour is regulated.<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/td>\n

 <\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PSA, alongside class teachers, and SFL teacher will make assessments of needs, triggers, stress factors and regulation strategies to support individuals.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School support team & SFL teacher will organise a timetable for the room to be used throughout the day.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The room will be equipped with new soft seating, \u00a0soft furnishings, lighting, library and resources. Creating a nurturing\/homely environment.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Key pupils will be supported by PSA staff. They will be encouraged to make better choices about behaviour and learning.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Emotional check in\u2019s will be part of the group sessions offered.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Visit other schools nurture spaces e.g. Lynburn Primary School\/Lochgelly West\/ Caskieberran<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Resource space with play experiences such as sand, Water, small world and construction.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide sensory equipment\/resources.<\/p>\n

 <\/p>\n

 <\/td>\n

 <\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Updated Summary of supports<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Boxall assessments?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leuvens Scale?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Observations and discussions with staff<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 % of pupils accessing the space.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluations and tracking of identified pupils<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Review meetings<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communication with parents<\/td>\n

 <\/p>\n

What has been the impact?<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n
Attainment Fund Rationale <\/strong><\/p>\n

Improvement in children and young people\u2019s health and wellbeing and offer a positive start to the day.<\/strong><\/td>\n

Amount of Fund \u00a3<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n

We have identified a group of pupils, across the school from P1 to P7, who don\u2019t always have a morning snack, and have reported on several occasions that they are hungry. Research shows breakfast is incredibly important for children, from positively impacting their ability to learn, concentrate and focus, to improving their mental and physical health. We want to target the children most in need without making those children stand out or feel embarrassed. We believe that breakfast provision should always be stigma free and open to all children. \u00a0Extra teaching staff, beyond \u2018core\u2019 is required to support this.<\/strong><\/p>\n

 <\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nInterventions Planned<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Measure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Impact on learners<\/strong><\/p>\n

Ongoing evaluation\u00a0 Dec\/June<\/strong><\/td>\n<\/tr>\n

Intervention 4<\/u><\/strong><\/p>\n

Breakfast <\/strong><\/p>\n

By June 2025, all children across 8 classes, will be given a healthy start to the day, making them ready to learn.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

By offering this to all children in classes, there will be no stigma for those that do and don\u2019t have breakfast. <\/strong><\/td>\n

 <\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PSA will prepare toast for every class that will be free breakfast between 9-9.20am daily as part of H&W start<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupils in every class will be provided with a healthy breakfast<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Additional PSA hours are required to prepare the breakfast<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Another PSA to be trained in food hygiene as a back up for staff absences<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Equipment required to make toast for all classes i.e toasters, fridge\/ freezer, trays, cleaning supplies<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Preparation space identified<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Food – Bread and butter as required<\/p>\n

 <\/p>\n

 <\/td>\n

 <\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attendance\/lateness figures<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupil feedback<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff feedback<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent feedback<\/td>\n

 <\/p>\n

 <\/p>\n

What has been the impact?<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

    Pupil Equity Fund allocation for session 2024\/25 \u00a3 School Context \u00a0Vision, Values and Aims Vision: To aim high and be the best we can be Values:\u00a0 Success = Positivity, Achievement, Respect and Kindness Aims: \u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 For each child … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":22000,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full-width-page.php","meta":{"footnotes":""},"class_list":["post-568","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/568","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/users\/22000"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/comments?post=568"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/568\/revisions"}],"predecessor-version":[{"id":573,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/568\/revisions\/573"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/media?parent=568"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}