Education and week to prepare Careers activities. activities. £500 resources Period 6 Evidenced that extending the school times makes a positive impact on academic A 4-Matrix focus PLE Every six weeks interventions outcomes. group will be with priority created to monitor given to the impact of these targeted PP sessions. Student students Voice and registers will also be Priority given monitored every six to targeted PP weeks. students Form revision Evidenced that extending the school times makes a positive impact on academic English and Maths PLE Every six weeks sessions for outcomes. progress data to be Y11 with closely monitored. priority given to targeted PP students Meta-cognition Meta-cognition and self-regulation approaches have consistently high levels of impact, AP data for Y7. NPO Every half term curriculum for with pupils making an average of additional progress. The evidence eight months’ Y7 with indicates that teaching these strategies can be particularly effective for low achieving and priority given older pupils. to targeted PP students Developing Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an Evidence in AWA After each collection of high-quality effective way to improve attainment, and it is suitable as an approach that we can embed learning walks, lesson obs/book trawl feedback across the school. Feedback studies tend to show very high effects on learning - lesson obs and data, every half term through new book looks. feedback policy
Education and Careers activities. £500 resources week to prepare activities. Period 6 interventions with priority given to targeted PP students Priority given to targeted PP students Evidenced that extending the school times makes a positive impact on academic outcomes. A 4-Matrix focus group will be created to monitor the impact of these sessions. Student Voice and registers will also be monitored every six weeks. PLE Every six weeks Form revision sessions for Y11 with priority given to targeted PP students Evidenced that extending the school times makes a positive impact on academic outcomes. English and Maths progress data to be closely monitored. PLE Every six weeks Meta-cognition curriculum for Y7 with priority given to targeted PP students Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. AP data for Y7. NPO Every half term Developing high-quality feedback through new feedback policy Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Feedback studies tend to show very high effects on learning - Evidence in learning walks, lesson obs and book looks. AWA After each collection of lesson obs/book trawl data, every half term
Pupil-Premium-Strategy-201819-Sept19.docx