That groups within Non-negotiable Our PP cohort have low starting points The non-negotiable strategies introduced Totals for our disadvantaged each target teaching, learning (an average KS2 gap of -0.4 between this year need to continue but also need to presented cohort make as and assessment them and non-PP). We have been be developed alongside a greater here with good, if not better strategies have focusing on intervention for our PP emphasis on differentiation, stretch and breakdown progress than of cost at been introduced: HATs; those with the highest targets challenge and metacognition. The latter end of doc. groups (HATS/ staff to have are making progress but not yet hitting needs follow-up training and student MATS/ LATS/ seating-plans the 7-9 they need to. The strategies workshops (similar to our growth mindset GIRLS/ BOYS/ SEN/ NON-SEN). identifying PP are getting positive feedback from approach last year). Staff need to ensure £8271.30 students; PP staff and observers and may need that curriculum planning for next year students targeted more time to embed and greater draws upon AS level work for the brightest with aspirational impact on final outcomes. PP students but also a greater level of goal and training gained positive support and extra-curricular learning differentiated feedback from exit evaluations but opportunities. resources; PP to learning walks evidence that impact is HATs should remain focus but MATs be a priority for not evident in the classroom should also access some of the catch-up, intervention offered this year. PP progress gaps: groups questioning and marking. This suggests our HAT gap is beginning to improve but highlights the MATs as a focus going forward.
That groups within our disadvantaged cohort make as good, if not better progress than groups (HATS/ MATS/ LATS/ GIRLS/ BOYS/ SEN/ NON-SEN). Non-negotiable teaching, learning and assessment strategies have been introduced: staff to have seating-plans identifying PP students; PP students targeted with aspirational goal and differentiated resources; PP to be a priority for catch-up, questioning and marking. Our PP cohort have low starting points (an average KS2 gap of -0.4 between them and non-PP). We have been focusing on intervention for our PP HATs; those with the highest targets are making progress but not yet hitting the 7-9 they need to. The strategies are getting positive feedback from staff and observers and may need more time to embed and greater impact on final outcomes. training gained positive feedback from exit evaluations but learning walks evidence that impact is not evident in the classroom PP progress gaps: groups This suggests our HAT gap is beginning to improve but highlights the MATs as a focus going forward. The non-negotiable strategies introduced this year need to continue but also need to be developed alongside a greater emphasis on differentiation, stretch and challenge and metacognition. The latter needs follow-up training and student workshops (similar to our growth mindset approach last year). Staff need to ensure that curriculum planning for next year draws upon AS level work for the brightest PP students but also a greater level of support and extra-curricular learning opportunities. HATs should remain focus but MATs should also access some of the intervention offered this year. Totals for each target presented here with breakdown of cost at end of doc. £8271.30
PPStrategy201718v1%20(2).docx