The school has frequently targeted support for various categories of pupils, for example, boys, in addition to GCSE C/D borderline and pupils who risk leaving school without entering education, employment or training (NEETs). The school believes its small size has a positive impact. This can best be summarised by the following quotes: are a small school and we know all the pupils and “We families so well.” teachers in non-core subjects will teach all the “Most pupils in years 7-to-9.” Head of Key Stage 4 work as a team with the “We teachers.” feel valued by most “We teachers.” teaching staff work well with “The support.” LSA Voices know the pupils very well; I teach them “I all.” “Things work in isolation in a school this no can’t size. There’s hiding place.” Head of Science know everyone in the school. I teach them all. Everybody “I knows everybody.” Head of Art The Use of Data and Related Interventions The school has a very effective data-capture system, developed over the last few years. This enables it to effectively map pupil achievement and attainment. It uses colour-coding which allows staff a very quick and straightforward overview of pupils’ progress and achievement. This includes grouping pupils under a range of categories, one of which is FSM. Furthermore, with such small numbers, teachers and support staff say it is very manageable for them to get an overview and be aware of every progress and current attainment on a continuous basis. pupil’s The systematic analysis of progress, achievement and attainment data by the headteacher forms the basis of departmental reviews. Each department is required to define what support it will provide to enable pupils to meet specified aspirational targets. They are also asked to provide an evaluation of how effective and successful the actions were. Half-termly whole-school reviews of pupil progress, achievement and attainment include a section on FSM pupils. The Senior Management Team (SMT) monitors a
The school has frequently targeted support for various categories of pupils, for example, boys, in addition to GCSE C/D borderline and pupils who risk leaving school without entering education, employment or training (NEETs). The school believes its small size has a positive impact. This can best be summarised by the following quotes: “We are a small school and we know all the pupils and families so well.” “Most teachers in non-core subjects will teach all the pupils in years 7-to-9.” Head of Key Stage 4 “We work as a team with the teachers.” “We feel valued by most teachers.” “The teaching staff work well with support.” LSA Voices “I know the pupils very well; I teach them all.” “Things can’t work in isolation in a school this size. There’s no hiding place.” Head of Science “I know everyone in the school. I teach them all. Everybody knows everybody.” Head of Art The Use of Data and Related Interventions The school has a very effective data-capture system, developed over the last few years. This enables it to effectively map pupil achievement and attainment. It uses colour-coding which allows staff a very quick and straightforward overview of pupils’ progress and achievement. This includes grouping pupils under a range of categories, one of which is FSM. Furthermore, with such small numbers, teachers and support staff say it is very manageable for them to get an overview and be aware of every pupil’s progress and current attainment on a continuous basis. The systematic analysis of progress, achievement and attainment data by the headteacher forms the basis of departmental reviews. Each department is required to define what support it will provide to enable pupils to meet specified aspirational targets. They are also asked to provide an evaluation of how effective and successful the actions were. Half-termly whole-school reviews of pupil progress, achievement and attainment include a section on FSM pupils. The Senior Management Team (SMT) monitors a
141119-reducing-the-impact-of-poverty-on-educational-achievement-en.docx