Desired Chosen action/approach Estimated impact: Did you Lessons learned Cost outcome meet the success criteria? (and whether you will continue with Include impact on pupils not this approach) eligible for PP, if appropriate. Staff received programme of personalised Teaching improved across the whole Staff were positive about the training and 12 SLE days £4200 CPD; observation cycle; adopting key school, with school wide lessons believe it has affected attitudes of students. impacting all PP students levers for Teaching. being judged 81% good or better. We will continue to implement key levers, Success criteria: not fully met. making them higher profile Approach shows promise as evident from staff developing questioning technique as seen in lesson observation best practice shared in – briefings. However, Progress 8 data shows that PP students did not make expected progress. A. The quality of teaching across the Trust leads for English and Maths used to Mathematics delivered focussed Mathematics focussed lessons did have Two days per week for academy to be support intervention intervention for students during PE some impact and helped target specific maths at a cost of 350 per improved so that PP lessons (Thursday) and English students with key misconceptions. Likewise day (SLE costs). £27300 students are taught provided further in lesson support for with English, however in both cases the (78 x 350) impacting 17 PP by good and students within the timetabled intervention resulted in the same style of outstanding teachers curriculum time. lesson delivery. Use of trust leads will students. continue as this does provide the extra Success criteria mixed impact: support needed to engage hard to reach English P8 -0.83 for PP, -0.15 for students non-PP, mathematics P8 -0.33 for PP, 0.32 for non-PP. Attainment figures 6.4, 9.1 and 5.9 and 9.4 respectively
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost A. The quality of teaching across the academy to be improved so that PP students are taught by good and outstanding teachers Staff received programme of personalised CPD; observation cycle; adopting key levers for Teaching. Teaching improved across the whole school, with school wide lessons being judged 81% good or better. Success criteria: not fully met. Approach shows promise as evident from staff developing questioning technique as seen in lesson observation – best practice shared in briefings. However, Progress 8 data shows that PP students did not make expected progress. Staff were positive about the training and believe it has affected attitudes of students. We will continue to implement key levers, making them higher profile 12 SLE days £4200 impacting all PP students Trust leads for English and Maths used to support intervention Mathematics delivered focussed intervention for students during PE lessons (Thursday) and English provided further in lesson support for students within the timetabled curriculum time. Success criteria mixed impact: English P8 -0.83 for PP, -0.15 for non-PP, mathematics P8 -0.33 for PP, 0.32 for non-PP. Attainment figures 6.4, 9.1 and 5.9 and 9.4 respectively Mathematics focussed lessons did have some impact and helped target specific students with key misconceptions. Likewise with English, however in both cases the intervention resulted in the same style of lesson delivery. Use of trust leads will continue as this does provide the extra support needed to engage hard to reach students Two days per week for maths at a cost of 350 per day (SLE costs). £27300 (78 x 350) impacting 17 PP students.
PP-strategy-template-secondary-TGAR-Sept-2017-final-review.docx