1. PGL Parent Meeting 2018 8-9th May

2. Large cabins with bedrooms Pupils - Rooms with bunk beds sleep 4-6
Boreatton Park
Accommodation
Large cabins with bedrooms
Pupils - Rooms with bunk beds sleep 4-6
We have asked the children to note two children they would like to be with and tried to accommodate these as best we can.
Children need to bring a pillow and sleeping bag.

3. Sample day for Primary Schools at Boreatton Park
Schedule
Activities
Get up, get ready and fuel up for the day ahead
Morning activities - usually 2 sessions with a 15 minute refreshment break
Dry off & clean up. Time for a fresh & tasty two-course hot lunch
Afternoon activities - 2 exciting sessions with a 15 minute refreshment break
Time to eat again - a different menu each day
Talent shows, campfires, quizzes and more. The evening entertainment programme keeps you laughing until bedtime.
21.00 / 21.30
Bedtime. Catch up on some zzz's and prepare to do it all over again tomorrow!

4. Food
Enjoyable mealtimes with nutritious and tasty food Meals are freshly cooked, balanced and will give your children plenty of energy to keep them going throughout the day.
Vegetarian options
Soup
Fresh fruit
Salad bar
Dietary requirements? We know some of your children may be particular about what they eat. Don’t worry though, whether it’s because of special dietary needs or simply someone who’s really particular, we will always find something to suit any special requests you may have.

5. Activities
Abseiling
The tower is over 10 metres high. The task – to walk backwards off the top, gradually working back towards ground level, suspended only on a rope. It’s all about trust, courage and confidence. It’s also a very dynamic way to learn calculating and controlling risk. Some children deal with heights more easily than others, but the support and encouragement of the rest of the group is important for each individual’s success and will help strengthen peer relationships.

6. Giant Swing
The ultimate test of nerve and joint decision-making. Two of your students are harnessed into the swing, while other members of the group haul them up to 10 metres into the air. After the pair in the swing decide together how high they want to go, a pull on the ripcord will send them plummeting earthward. It’s a fast and exhilarating drop, but good communication will get the right balance between fear and fun!

7. High Ropes Course
The high ropes activity is designed to help your pupils improve levels of trust and co-operation amongst themselves. Essentially it’s an individual challenge course involving balance, passing obstacles and holding your nerve, because the whole event takes place 12 metres (40 feet) above the ground. The encouragement that comes from the rest of the group can make all the difference to their success – so the challenge is ideal for promoting teamwork and the value of mutual support.

8. Kayaking
Kayaking is a great way for your pupils to explore our lakes and rivers and it remains one of our most popular activities. Our instructors will help your pupils get started, teach them the basics and then help them to push the boundaries of what they can achieve. There are games and individual challenges to improve teamwork, communications and confidence on the water.

9. Raft Building
Down to the water’s edge and your pupils’ challenge is to design and build a robust and working raft. There’ll be a number of components available, including large plastic barrels, ropes and poles. Our staff can give as much or as little support as you’d like but it’s a great teamwork exercise and will help your pupils improve their communication, problem-solving and decision-making. Once rafts are ready to launch, the fun begins on the water!

10. Wacky Races Disco Splash Evening Activities
PGL’s own Olympics - a collection of fun
relay-style team and individual games
designed for active participation by all team
members.
Disco
A popular choice, guests learn
the moves to popular hits with “follow-the leader” sessions, plus lots of unique PGL
dances! A fun and sociable evening.
Splash
Each team completes a series of challenges or games in order to earn equipment. The teams then need to use this equipment to build a carrier to protect a water balloon. Great for problem solving, teamwork and communication.
How we do it…
Robust training for teachers in continuous assessment techniques (Dylan), new intervention tracking documents, intensive monitoring, use of SPTO for rigorous tracking, TLR posts to measure impact.
Governors’ knowledge and awareness:
2. Do governors knowhow much money is allocated to the school for the Pupil Premium? Is this identified in the school’s budget planning?
This year FSM numbers have decreased by approximately 7% across Wirral due to the introduction of universal free school meals for children in F2 and KS1. Pupil Premium funding is affected by this change.
All Wirral schools have their budget ‘top-sliced’ by a fixed percentage to pay for a variety of services and resources such as the CLC.
A reduction in the FSM funding that the LA is paying out to schools has resulted in a reduced ‘top-slice’ percentage, which goes some way towards redressing the balance.

11. See the provided kit list
What to bring
See the provided kit list
Clothes suited to the weather (sun cream and hats if hot!)
No phones or electronic devices
Soft toy is acceptable
A book or magazine to read
Labelled bags (Labelled everything! Name and school.)
Back Pack
Spending money £5 max
Forest Schools – money in addition to bid, EYFS PP intervention, Y1 PP trial group, Y5 PP art group, Y6 FS ambassadors
School trips and residentials
School clubs
The Arts - £15k budget, music lessons, ArtsAward

12. Medical/Personal Requirements
Any medication must be given to the teacher on the morning of the trip or even the day before if possible – NOT PUT IN THE CHILD’s BAG!
Medication forms must be completed, if not done already.
Any personal issues or concerns – speak to class teacher before the trip.
Head teacher training with HLTAs
Team Teach
Cross school moderation, feedback and marking
Shared values

14. Any questions? Governors’ knowledge and awareness:
5. If this funding is combined with other resources, can governors isolate and check on the impact of the funding and ascertain the difference it is making?
6. Do governors know whether leaders and managers are checking that the actions are working and are of suitable quality?
Leaders and managers’ actions:
Do the school’s improvement/action plans identify whether there are any issues in performance of pupils who are eligible for the Pupil Premium?
2. Do the actions noted for improving outcomes for Pupil Premium pupils:
Give details of how the resources will be allocated?
Give an overview of the actions to be taken?
Give a summary of the expected outcomes?
Identify ways of monitoring the effectiveness of these actions as they are ongoing and note who will be responsible for ensuring that this information is passed to governors?
Explain what will be evaluated at the end of the action and what measures of success will be applied?
3. Is the leader responsible for this area of the school’s work identified?
4. How do governors keep an ongoing check on these actions and ask pertinent questions about progress ahead of any summary evaluations?
5. Are the progress and outcomes of eligible pupils identified and analysed by the school’s tracking systems? Is this information reported to governors in a way that enables them to clearly see whether the gap in the performance of eligible pupils and other pupils is closing?
Examples of success and areas to improve (e.g. intervention of 1:1 RWI with 2 TAs found to be ineffective, change in learning mentor has had positive impact)