b Eligible pupils will be After school and lunch time provision Monitor and evaluate NB/ML Termly Priority places at lunchtime catch up encouraged to access for homework support was well attendance at after school and homework clubs additional support / received in 2016-17. Registers show and lunchtime clubs Extended provision of afterschool catch-up to complete high engagement form DA group Quality of homework and activities targeting specific groups homework and close any Strategies to promote participation in improved progress to Transport provided to enable gaps in learning activities proved effective mainly due milestones evidenced by attendance (£4000) to provision of free transport assessment data and work Revision and support books and Revision and independent study scrutinies resources provided to support home/ resources yielded positive outcomes. independent study(£1000)* EEF research suggests positive impact Provision of ‘Catch up’ session for KS4 of extending the school day (+2 students (£1500) months), arts participation (+2 months), sports participation (+2 months) and homework (+5 months) c Further embedding of EEF research suggests parental Monitor and evaluate BW / HoY Termly staff training for teacher-led the positive ethos with involvement programmes are often incidents (white slips, pink behavioural interventions in the improved discipline associated with improvements in slips, detentions, internal and classroom (£1000) across the whole school school ethos or discipline as external exclusions) for additional support Including targeted which supports greater alternatives to direct behaviour eligible pupils interventions for those diagnosed or engagement in learning interventions. at-risk of emotional or behavioural Approaches such as improving disorders (more effective use of teachers’ behaviour management and support staff ) pupils’ cognitive and social skills are (£20 000) suggested by EEF to be equally Introduction of Behaviour System to effective record incidents allowing quicker Reducing challenging behaviour in response and intervention (£500) schools can have a direct and lasting effect on pupils’ learning Research shows behavioural interventions have a positive impact on progress (+4 months progress) Total budgeted cost £30 500 Targeted support
b Eligible pupils will be encouraged to access additional support / catch-up to complete homework and close any gaps in learning Priority places at lunchtime catch up and homework clubs Extended provision of afterschool activities targeting specific groups Transport provided to enable attendance (£4000) Revision and support books and resources provided to support home/ independent study(£1000)* Provision of ‘Catch up’ session for KS4 students (£1500) After school and lunch time provision for homework support was well received in 2016-17. Registers show high engagement form DA group Strategies to promote participation in activities proved effective mainly due to provision of free transport Revision and independent study resources yielded positive outcomes. EEF research suggests positive impact of extending the school day (+2 months), arts participation (+2 months), sports participation (+2 months) and homework (+5 months) Monitor and evaluate attendance at after school and lunchtime clubs Quality of homework and improved progress to milestones evidenced by assessment data and work scrutinies NB/ML Termly c Further embedding of the positive ethos with improved discipline across the whole school which supports greater engagement in learning staff training for teacher-led behavioural interventions in the classroom (£1000) additional support Including targeted interventions for those diagnosed or at-risk of emotional or behavioural disorders (more effective use of support staff ) (£20 000) Introduction of Behaviour System to record incidents allowing quicker response and intervention (£500) EEF research suggests parental involvement programmes are often associated with improvements in school ethos or discipline as alternatives to direct behaviour interventions. Approaches such as improving teachers’ behaviour management and pupils’ cognitive and social skills are suggested by EEF to be equally effective Reducing challenging behaviour in schools can have a direct and lasting effect on pupils’ learning Research shows behavioural interventions have a positive impact on progress (+4 months progress) Monitor and evaluate incidents (white slips, pink slips, detentions, internal and external exclusions) for eligible pupils BW / HoY Termly Total budgeted cost £30 500 Targeted support
PP-Report-2017-18-V3.docx