Gaps closer more Quality 1st teaching: Differentiation is vital to ensure that Use standardised training JS WB: February 12th staff training specific needs are met to fill materials via The Key CPD quickly, teaching and students’ (metacognition/ gaps in learning. Whilst it is a basic package. learning is good or differentiation), materials bedrock of good teaching, it needs Obtain feedback from students and better to support and develop revisiting based on our internal data. staff. practice. Individualised instruction is low cost and Use QA in faculties to evidence moderate impact according to EEF. impact. Total budgeted cost £1015.50 Targeted support Desired Chosen action / What is the evidence and How will you ensure it is Staff lead When will you review outcome approach rationale for this choice? implemented well? implementation? Disadvantaged Develop staff Social and emotional learning is JS to attend courses covering JS WB February 12th students have good awareness and recognised by the EEF as adding Emotion coaching, Trauma and attendance, low understanding of 4+ months. The Virtual Schools Attachment Theory (Nov 17). behaviour points and personal barriers for supporting LAC students recognise This training to be achieve in line with disadvantaged the benefits of adults working with disseminated to staff. Follow up other students students via training children having a greater will involve analysis of around childhood understanding in order to build behaviour before and after, QA trauma, attachment better relationships- vital in our finding and student voice. theory and emotion community that has high levels of coaching. poverty and pastoral need. evening Better communication Parental involvement adds 3+ HOY will report parental RW WB February 12th Parents’ with parents attendance to RAT meetings and attendance improves; months according to EEF. Our evening via analyse findings/approach. parents support home Outward Bound projects have mailshots, text and calls All faculties to update school learning begun to build relationships with home. Staff to target website with positive promotion by cohorts of parents. individuals to ensure 2nd Dec. Attendance at last year’s parents’ disadvantaged students School newsletter to be evenings saw an increase in are represented. reintroduced Nov ’17. disadvantaged parents following Sharing of success with Provide KS4 students with access direct communication from the parents to break barrier to GCSE POD to enable headteacher. of engagement. Share interactive way for parents to share learning resources with learning, parents to support home learning.
Gaps closer more quickly, teaching and learning is good or better Quality 1st teaching: staff training (metacognition/ differentiation), materials to support and develop practice. Differentiation is vital to ensure that specific students’ needs are met to fill gaps in learning. Whilst it is a basic bedrock of good teaching, it needs revisiting based on our internal data. Individualised instruction is low cost and moderate impact according to EEF. Use standardised training materials via The Key CPD package. Obtain feedback from students and staff. Use QA in faculties to evidence impact. JS WB: February 12th Total budgeted cost £1015.50 Targeted support Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Disadvantaged students have good attendance, low behaviour points and achieve in line with other students Develop staff awareness and understanding of personal barriers for disadvantaged students via training around childhood trauma, attachment theory and emotion coaching. Social and emotional learning is recognised by the EEF as adding 4+ months. The Virtual Schools supporting LAC students recognise the benefits of adults working with children having a greater understanding in order to build better relationships- vital in our community that has high levels of poverty and pastoral need. JS to attend courses covering Emotion coaching, Trauma and Attachment Theory (Nov 17). This training to be disseminated to staff. Follow up will involve analysis of behaviour before and after, QA finding and student voice. JS WB February 12th Parents’ evening attendance improves; parents support home learning Better communication with parents evening via mailshots, text and calls home. Staff to target individuals to ensure disadvantaged students are represented. Sharing of success with parents to break barrier of engagement. Share learning resources with parents to support home learning. Parental involvement adds 3+ months according to EEF. Our Outward Bound projects have begun to build relationships with cohorts of parents. Attendance at last year’s parents’ evenings saw an increase in disadvantaged parents following direct communication from the headteacher. HOY will report parental attendance to RAT meetings and analyse findings/approach. All faculties to update school website with positive promotion by 2nd Dec. School newsletter to be reintroduced Nov ’17. Provide KS4 students with access to GCSE POD to enable interactive way for parents to share learning, RW WB February 12th