Other approaches Desired Chosen What is the evidence and rationale for this choice? How will you Staff When will you outcome action / ensure it is lead review approach implemented implementation? well? D) Passport to To celebrate and reward KS3 and KS4 students (disadvantaged and non-disadvantaged) DVG to lead purchase CHI Rewards will be termly Excellence for achievements including attendance, attainment, progress, extra-curricular endeavours, of prizes as and the entire process Improved Awards acts of kindness and leadership. incentives. All staff to will be reviewed at end behaviour £1000 be involved in of year. across the nomination process. school, both in a To reward acts of kindness spotted in corridors and classrooms. Nominations from DVG to regularly CHI Every six weeks lessons and in ‘Heard faculties with postcards sent home. update displays and Wispa’ corridors. Challenge publicise on Students (both £400 for bars website/social PP and non-PP media/newsletter. eligible) School To provide professional support and expertise for students experiencing mental health DVG, SENDCO and CHI / Fortnightly meetings demonstrate Inclusion Lead to Psychologist challenges. JLE between DVG, kindness and investigate this post and SENDCO, compassion evaluate cost vs The EEF Toolkit suggests that targeted interventions matched to specific students with Behaviour/Inclusion more outcomes for our particular needs or behavioural issues can be effective, especially for older pupils. Lead disadvantaged students consistently. experiencing mental health and SEND challenges. Should we proceed, impact will be judged by attendance, well-being feedback and lesson outcomes. Positive Points To recognise and reward effort and achievement. SLT link for DBE Every half term on Class Attendance and JLE Charts Behaviour Lead to CHI monitor staff usage All staff and impact on behaviour/attendance. DVG to compare
Other approaches 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? D) Improved behaviour across the school, both in lessons and in corridors. Students (both PP and non-PP eligible) demonstrate kindness and compassion more consistently. Passport to Excellence Awards £1000 To celebrate and reward KS3 and KS4 students (disadvantaged and non-disadvantaged) for achievements including attendance, attainment, progress, extra-curricular endeavours, acts of kindness and leadership. DVG to lead purchase of prizes as incentives. All staff to be involved in nomination process. CHI Rewards will be termly and the entire process will be reviewed at end of year. ‘Heard a Wispa’ Challenge £400 for bars To reward acts of kindness spotted in corridors and classrooms. Nominations from faculties with postcards sent home. DVG to regularly update displays and publicise on website/social media/newsletter. CHI Every six weeks School Psychologist To provide professional support and expertise for students experiencing mental health challenges. The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils. DVG, SENDCO and Inclusion Lead to investigate this post and evaluate cost vs outcomes for our disadvantaged students experiencing mental health and SEND challenges. Should we proceed, impact will be judged by attendance, well-being feedback and lesson outcomes. CHI / JLE Fortnightly meetings between DVG, SENDCO, Behaviour/Inclusion Lead Positive Points on Class Charts To recognise and reward effort and achievement. SLT link for Attendance and Behaviour Lead to monitor staff usage and impact on behaviour/attendance. DVG to compare DBE JLE CHI All staff Every half term
Pupil-Premium-Strategy-201819-Sept19.docx