High achieving students Smaller sizes to Research from Sutton Trust suggests Timetable construction monitored to Aga/Acr Sept 17 make at least expected facilitate confidence and that reducing class sizes can have a ensure classes sizes are kept within progress. opportunities for asking positive impact on student progress, acceptable parameters. New questions. albeit at considerably higher cost than arrivals in school allocated to Explicit teaching about other interventions. classes with reference to current Growth Mind set Metacognition can deliver high impact population. delivered to staff to results for smaller investment. encourage implementation in classes. Inclusion of PP students on school council and as house captains to provide positive role models. Accelerate the progress Provide children with a Evidence will be gathered from Maths Ongoing monitoring of work being Maths/JWi Jul17 in numeracy to close the deep understanding of Mastery data sets using a variety of done by teaching staff in Maths. attainment gap. the subject through the assessment tools provided by the Maths Updated training as available. use of a concrete, Mastery programme and validated across Opportunities for sharing good pictorial and abstract a range of schools nationally. practice with other schools. approach. This ensures Assessment carried out at regular children fully understand intervals to check progress. what they are learning, and are able to explain their methods. £40,000 Total budgeted cost Targeted support Desired outcome Chosen action / The evidence and rationale How we will ensure it is Staff lead When we will review approach for this choice. implemented well. implementation.
High achieving students make at least expected progress. Smaller sizes to facilitate confidence and opportunities for asking questions. Explicit teaching about Growth Mind set delivered to staff to encourage implementation in classes. Inclusion of PP students on school council and as house captains to provide positive role models. Research from Sutton Trust suggests that reducing class sizes can have a positive impact on student progress, albeit at considerably higher cost than other interventions. Metacognition can deliver high impact results for smaller investment. Timetable construction monitored to ensure classes sizes are kept within acceptable parameters. New arrivals in school allocated to classes with reference to current population. Aga/Acr Sept 17 Accelerate the progress in numeracy to close the attainment gap. Provide children with a deep understanding of the subject through the use of a concrete, pictorial and abstract approach. This ensures children fully understand what they are learning, and are able to explain their methods. Evidence will be gathered from Maths Mastery data sets using a variety of assessment tools provided by the Maths Mastery programme and validated across a range of schools nationally. Ongoing monitoring of work being done by teaching staff in Maths. Updated training as available. Opportunities for sharing good practice with other schools. Assessment carried out at regular intervals to check progress. Maths/JWi Jul17 Total budgeted cost £40,000 Targeted support Desired outcome Chosen action / approach The evidence and rationale for this choice. How we will ensure it is implemented well. Staff lead When we will review implementation.