come out of their in line with their peers. success forms part of normal maths lesson Evidence shows that department meetings (sometimes fortnightly knowing your times and the HoD tracks it but can be more tables by rote has a with internal tracking frequently). Every Year positive impact data. 7 maths lesson begins progress in maths. with practising their times tables. B: Attainment for KS3: Teacher Action Through Academic DHT and KS3 Progress After each CAP Sheets focus on how Standards meeting Lead highlighted students to the class teacher can where information is be in line with their Research shows that it individually support the collated by the DHT peers (CAP data shows is what happens inside learning of students and disseminated to that actions are the class that has the within their subject area HoDs and their resulting in diminished most impact on a departments outcomes. difference between student’s these students and their peers) KS4: Close tracking AHT After each CAP and analysis of data Our strategy focuses KS4 Academic after each CAP with on high quality teaching Standards meeting targeted interventions and learning however once a half term focus for specific students we acknowledge that on reviewing and and subjects (for some students at some sharing data about key example targeted times will still require students with HoDs Saturday School, additional support in a who then feedback to additional lesson P5 on smaller targeted group their departments so a Wednesday and which focuses on their that eligible students morning interventions particular need. are highlighted. for the core subjects) Most subjects group Research shows that HoDs check their HoDs After each CAP students by ability. the disadvantaged internal tracking to Maths and English makes significantly less ensure students are in HoDs have been progress than their the correct groups. directed to place their peers if quality of Detailed exam analysis disadvantaged teaching is poor. after external GCSEs
come out of their normal maths lesson (sometimes fortnightly but can be more frequently). Every Year 7 maths lesson begins with practising their times tables. in line with their peers. Evidence shows that knowing your times tables by rote has a positive impact progress in maths. success forms part of department meetings and the HoD tracks it with internal tracking data. B: Attainment for highlighted students to be in line with their peers (CAP data shows that actions are resulting in diminished difference between these students and their peers) KS3: Teacher Action Sheets focus on how the class teacher can individually support the learning of students within their subject area Research shows that it is what happens inside the class that has the most impact on a student’s outcomes. Through Academic Standards meeting where information is collated by the DHT and disseminated to HoDs and their departments DHT and KS3 Progress Lead After each CAP KS4: Close tracking and analysis of data after each CAP with targeted interventions for specific students and subjects (for example targeted Saturday School, additional lesson P5 on a Wednesday and morning interventions for the core subjects) Our strategy focuses on high quality teaching and learning however we acknowledge that some students at some times will still require additional support in a smaller targeted group which focuses on their particular need. KS4 Academic Standards meeting once a half term focus on reviewing and sharing data about key students with HoDs who then feedback to their departments so that eligible students are highlighted. AHT After each CAP Most subjects group students by ability. Maths and English HoDs have been directed to place their disadvantaged Research shows that the disadvantaged makes significantly less progress than their peers if quality of teaching is poor. HoDs check their internal tracking to ensure students are in the correct groups. Detailed exam analysis after external GCSEs HoDs After each CAP
PP-strategy-2017-latest-1.docx