Areas to explore Notes/Comments Strengths Areas for development Leadership & Management How well does the school make use of evidence Used to inform new interventions & ideas including the EEF toolkit? Do evidence-based systems for evaluation of Teachers/TLAs report termly on impact and SENCO oversees impact exist? effectiveness, if ineffectual it is stopped How effectively does the school identify priorities Literacy is our biggest need and engagement of LAC students for pupil premium funding? How well matched are the school’s strategies with Literacy – interventions + manager + after school clubs + the perceived barriers to learning for behavioural interventions disadvantaged pupils? How ambitious are the targets for Ambitious challenging targets set for all students which reduce Monitored termly SLT have 1:1 data disadvantaged pupils? or eliminate the gap meetings with class teachers to discuss How does the school divide its use of funding support for those between activities which have a clear and direct SEMH – 42% not meeting impact on pupil progress and those which focused Literacy 21% (detailed on website) expected. on providing wider opportunities or meeting social/ emotional needs? How effective are the strategies used and how does the school evaluate them? Evaluated termly – use English levels for Literacy; and Use RA & CA as well incidents/attendance/soft measures SEMH Areas to explore Notes/Comments Strengths Areas for development
Areas to explore Notes/Comments Strengths Areas for development Leadership & Management How well does the school make use of evidence including the EEF toolkit? Do evidence-based systems for evaluation of impact exist? How effectively does the school identify priorities for pupil premium funding? How well matched are the school’s strategies with the perceived barriers to learning for disadvantaged pupils? How ambitious are the targets for disadvantaged pupils? How does the school divide its use of funding between activities which have a clear and direct impact on pupil progress and those which focused on providing wider opportunities or meeting social/ emotional needs? How effective are the strategies used and how does the school evaluate them? Used to inform new interventions & ideas Teachers/TLAs report termly on impact and SENCO oversees effectiveness, if ineffectual it is stopped Literacy is our biggest need and engagement of LAC students Literacy – interventions + manager + after school clubs + behavioural interventions Ambitious challenging targets set for all students which reduce or eliminate the gap SEMH – 42% Literacy 21% (detailed on website) Evaluated termly – use English levels for Literacy; and incidents/attendance/soft measures SEMH Monitored termly SLT have 1:1 data meetings with class teachers to discuss support for those not meeting expected. Use RA & CA as well Areas to explore Notes/Comments Strengths Areas for development
Pupil-Premium-Report-15-16-Question-Answers.docx