The first of these programmes has been reduced in scale following review in the past year. This was in response to improved pupil attainment on entry and quality first teaching. This emphasises the review process's focus on matching need to provision. Where such links are less attributable, the school uses softer, more qualitative measures such as observation and staff feedback on impact to review strategy impact: 'It's really hard to say they make a difference to a pupil's achievement, but they do make a difference to the whole child' (Assistant Headteacher) An example of one such strategy is a range of lunchtime activities - these offer additional opportunities to broaden horizons that might not be gained outside of school, aid engagement, support positive behaviour in afternoon sessions and enable staff role models leading them to engage in dialogue with pupils: providing encouragement and giving important messages about their effort and the importance of engagement to shape learning and behaviour. The range of strategies overall is, the school considers, complementary in supporting pupils' needs at a number of levels and, in combination contribute to improved attainment and progress. In the latest exam year, the gap between 5 A*-C (English and Maths) had been reduced to two per cent (69 per cent for pupils eligible for the PPG and 71 per cent for non-eligible pupils). There is an annual review of all interventions, with reporting to governors' achievement and finance committees on impact of expenditure and projected expenditure for the following year based on this. In addition, the school's half-termly (six-weekly) progress checks enable regular ongoing monitoring by assistant headteachers and review of strategy deployment as well as ensuring they are being implemented effectively. For example, the assistant head for progress meets every half-term with curriculum leaders to assess impact of intervention strategies on pupils' achievement and for which pupils these will be focused on in the following half-term. This monitoring allows the school to be flexible in its deployment of some strategies to meet pupils' needs, such as small group interventions in a specific aspect of maths. While there have been some revisions to the timing or extent of strategies deployed following review, which in turn has impacted on expenditure allocations, the school has retained all of those used in the previous year.
The first of these programmes has been reduced in scale following review in the past year. This was in response to improved pupil attainment on entry and quality first teaching. This emphasises the review process's focus on matching need to provision. Where such links are less attributable, the school uses softer, more qualitative measures such as observation and staff feedback on impact to review strategy impact: 'It's really hard to say they make a difference to a pupil's achievement, but they do make a difference to the whole child' (Assistant Headteacher) An example of one such strategy is a range of lunchtime activities - these offer additional opportunities to broaden horizons that might not be gained outside of school, aid engagement, support positive behaviour in afternoon sessions and enable staff role models leading them to engage in dialogue with pupils: providing encouragement and giving important messages about their effort and the importance of engagement to shape learning and behaviour. The range of strategies overall is, the school considers, complementary in supporting pupils' needs at a number of levels and, in combination contribute to improved attainment and progress. In the latest exam year, the gap between 5 A*-C (English and Maths) had been reduced to two per cent (69 per cent for pupils eligible for the PPG and 71 per cent for non-eligible pupils). There is an annual review of all interventions, with reporting to governors' achievement and finance committees on impact of expenditure and projected expenditure for the following year based on this. In addition, the school's half-termly (six-weekly) progress checks enable regular ongoing monitoring by assistant headteachers and review of strategy deployment as well as ensuring they are being implemented effectively. For example, the assistant head for progress meets every half-term with curriculum leaders to assess impact of intervention strategies on pupils' achievement and for which pupils these will be focused on in the following half-term. This monitoring allows the school to be flexible in its deployment of some strategies to meet pupils' needs, such as small group interventions in a specific aspect of maths. While there have been some revisions to the timing or extent of strategies deployed following review, which in turn has impacted on expenditure allocations, the school has retained all of those used in the previous year.
PPR-guide-Spring-2016-refresh-FINAL-2-1.docx