B. Levels of progress Support for the maths team in devising and Learning walks and observations KWA At each LM meeting Action plans for all PP for maths year 11 implementing strategies to raise and Feb (weekly) students in lessons PPE test results (Nov ’16 ‘17) outcomes are in line achievement with relatively new HOD. Intervention impact reports Round of observations with those of English Termly data for each PP student Termly every term with PP as Lit/Lang focus AM & PM targeted interventions Additional P/T teacher to work with small allocated groups to boost progress (LHM) C. Students have clear Assertive mentoring Meta-cognition and self-regulation are high Written programme to follow so clear KWA & PP After each 6 week ideas about post-16 programme with dedicated impact interventions (EEF). Combined with guidance. Dedicated time timetabled for CPD group phase, coinciding with – study and understand mentors removed from the guidance on post-16 study and aspirations mentors. Requirement of report to review data drop. the subject tutor team. Following a 6 this can be very powerful. impact. requirements for their week programme with post-16 goals of Student survey. ‘review impact’ report. Other approaches Desired outcome Chosen action / What is the evidence and rationale How will you ensure it is Staff lead When will you approach for this choice? implemented well? review implementation? D. Decreased absence Raise profile of importance We improve attainment for children if Progress Leader monitors PP attendance KWA/LMA Weekly/Termly can’t rates of attendance through they school. NfER weekly and sends out lists for report to aren’t actually attending assemblies briefing for school leaders identifies progress tutors Increased monitoring of PP addressing absence as a key step. Weekly meeting with AO and KWA checks absence through tutor on consistency of same day calls. attendance reports Personalised support and assertive mentor Same day calls/texts from assigned to each PA pupil eligible for PP attendance officer for PP with falling attendance. absence Letters about attendance to parents / Meeting with progress guardians. team once absence goes Meetings with attendance officer and above 5% without sound progress leader for concerns medical evidence D. Decreased absence School counsellor to work Absence rates for vulnerable PP students Falling absence rates/behaviour incidents for KWA Termly rates with vulnerable children and concerns about eventual school PP students working with counsellor. and their families (7-11) refusal/exclusion, Leading to improved rates of progress.
B. Levels of progress for maths year 11 outcomes are in line with those of English Lit/Lang Action plans for all PP students in lessons Round of observations every term with PP as focus AM & PM targeted interventions Additional P/T teacher to work with small allocated groups to boost progress (LHM) Support for the maths team in devising and implementing strategies to raise achievement with relatively new HOD. Learning walks and observations PPE test results (Nov ’16 and Feb ‘17) Intervention impact reports Termly data for each PP student KWA At each LM meeting (weekly) Termly C. Students have clear ideas about post-16 study and understand the subject requirements for their post-16 goals Assertive mentoring programme with dedicated mentors removed from the tutor team. Following a 6 week programme with ‘review of impact’ report. Meta-cognition and self-regulation are high impact interventions (EEF). Combined with guidance on post-16 study and aspirations this can be very powerful. Written programme to follow so clear guidance. Dedicated time – timetabled for mentors. Requirement of report to review impact. Student survey. KWA & PP CPD group After each 6 week phase, coinciding with data drop. Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? D. Decreased absence rates Raise profile of importance of attendance through assemblies Increased monitoring of PP absence through tutor attendance reports Same day calls/texts from attendance officer for PP absence Meeting with progress team once absence goes above 5% without sound medical evidence We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing absence as a key step. Progress Leader monitors PP attendance weekly and sends out lists for report to progress tutors Weekly meeting with AO and KWA checks on consistency of same day calls. Personalised support and assertive mentor assigned to each PA pupil eligible for PP with falling attendance. Letters about attendance to parents / guardians. Meetings with attendance officer and progress leader for concerns KWA/LMA Weekly/Termly D. Decreased absence rates School counsellor to work with vulnerable children and their families (7-11) Absence rates for vulnerable PP students and concerns about eventual school refusal/exclusion, Falling absence rates/behaviour incidents for PP students working with counsellor. Leading to improved rates of progress. KWA Termly
Pupil-Premium-Strategy-2016-17.docx