Planned expenditure Academic year The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Action Intended outcome What is the evidence and How will you ensure it is Staff lead When will you review rationale for this choice? implemented well? implementation? MINT Context sheets- Quality first teaching which EEF research shows the actions Regular QA of Teacher Folders GNW Data Collections 1,2,3 and 4 Identification of PP is differentiated and based identified deliver the most impact with Post Data collection with TL DHT. WAR QA associated with Teacher students. on Data to inform teaching low cost. CPD will be bespoke to the 5 VVA Development programs. Weekly Bespoke CPD School and learning. principles based. for Identified colleagues. Feedback – and Trust CPD planned to support the DHT TL QA of Teaching and Mastery Learning development of our 5 key Learning development programs Learning styles Principles New Teacher Induction, Take 9 and Meta Cognition and Progress 10. Modelling Explanation Feedback School Context Challenge Questioning Literacy Coordinator To improve the reading EEF research shows the actions Reading ages are assessed twice a Literacy Data Collections 1,2,3 and 4 (LC) ages of students to be identified deliver the most impact with year to measure progress. Coordinator QA associated with Teacher/ Literacy Strategy 7-11 low cost. Tutoring QA half termly. WAR Catch up ‘GCSE ready’ Reading Age Data and DHT, SENCO, HOE and LC review VVA Tutor QA half termly regular testing progress of students/ strategy Reading Age assessment Nov Reading Comprehensive Literacy part of Catch and March strategies – up strategy. Oral Language Interventions Literacy marking Small group interventions Literacy Champions- Teaching Assistants Student leaders 7-11 Tutor Time Literacy School Context- EAL % of PP Focus Debating- whole school and Trust involvement
Planned expenditure Academic year The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Action Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? MINT Context sheets- Identification of PP students. Bespoke CPD – School and Trust Quality first teaching which is differentiated and based on Data to inform teaching and learning. CPD planned to support the development of our 5 key Principles Modelling Explanation Feedback Challenge Questioning EEF research shows the actions identified deliver the most impact with low cost. Feedback Mastery Learning Learning styles Meta Cognition and School Context Regular QA of Teacher Folders Post Data collection with TL DHT. CPD will be bespoke to the 5 principles based. DHT TL QA of Teaching and Learning development programs New Teacher Induction, Take 9 and Progress 10. GNW WAR VVA Data Collections 1,2,3 and 4 QA associated with Teacher Development programs. Weekly for Identified colleagues. Literacy Coordinator (LC) Literacy Strategy 7-11 Reading Age Data and regular testing Literacy – part of Catch up strategy. Literacy marking Literacy Champions- Student leaders 7-11 Tutor Time Literacy Focus Debating- whole school and Trust involvement To improve the reading ages of students to be ‘GCSE ready’ EEF research shows the actions identified deliver the most impact with low cost. Reading Comprehensive strategies Oral Language Interventions Small group interventions Teaching Assistants School Context- EAL % of PP Reading ages are assessed twice a year to measure progress. Tutoring QA half termly. DHT, SENCO, HOE and LC review progress of students/ strategy Literacy Coordinator WAR VVA Data Collections 1,2,3 and 4 QA associated with Teacher/ Catch up Tutor QA half termly Reading Age assessment Nov and March
Pupil-Premium-Strategy-SEF.docx