Interventions in each Intervention was more effective in the class to respond to primary schools than in the the needs of the secondary schools visited and pupils daily and pre stemmed from careful analysis of teach where needed. planning pupils’ weaknesses, flexible of programmes, thorough training of key staff and effective monitoring and evaluation. Good leadership and management contributed to the successful impact. Consistent approach Raising attainment of all pupils by DHT Half termly 1:1 meetings with to whole class expecting them to rise to challenge of Key Stage class teachers and DHT. reading across the all pupils in cohort. PP children to still leaders school from year 2 be supported with extra reading and SLT meetings end of each up. focussed intervention groups where half term following data. needed B PPG lead to revise Research carried out by: Máiréad Monitoring planning and DHT Pupil progress meetings half Improving Pupil tracking system of all Dunne, Sara Humphreys and Judy observing lessons. SENCO termly. Premium progress PP pupils with KS Sebba University of Sussex and KS measures. managers and Alan Dyson, Frances Gallannaugh Data findings and pupil progress managers support from SENCo. and Daniel Muijs University of meetings Teachers to be Manchester. Found greater success provided with advice in teaching LA pupils where schools and support demonstrated customisation to regarding the specific learning needs. Where the individual needs of curriculum materials were drawn their PP pupils and from multiple sources and made sure that they customised to meet the learning aware of prior needs of low attaining pupils.
Interventions in each class to respond to the needs of the pupils daily and pre teach where needed. Intervention was more effective in the primary schools than in the secondary schools visited and stemmed from careful analysis of pupils’ weaknesses, flexible planning of programmes, thorough training of key staff and effective monitoring and evaluation. Good leadership and management contributed to the successful impact. Consistent approach to whole class reading across the school from year 2 up. Raising attainment of all pupils by expecting them to rise to challenge of all pupils in cohort. PP children to still be supported with extra reading and focussed intervention groups where needed DHT Key Stage leaders Half termly 1:1 meetings with class teachers and DHT. SLT meetings end of each half term following data. B Improving Pupil Premium progress measures. PPG lead to revise tracking system of all PP pupils with KS managers and support from SENCo. Teachers to be provided with advice and support regarding the individual needs of their PP pupils and made sure that they aware of prior Research carried out by: Máiréad Dunne, Sara Humphreys and Judy Sebba University of Sussex and Alan Dyson, Frances Gallannaugh and Daniel Muijs University of Manchester. Found greater success in teaching LA pupils where schools demonstrated customisation to specific learning needs. Where the curriculum materials were drawn from multiple sources and customised to meet the learning needs of low attaining pupils. Monitoring planning and observing lessons. Data findings and pupil progress meetings DHT SENCO KS managers Pupil progress meetings half termly.
pp-strategy-2017-18.docx