Desired outcome Chosen action/approach What is the evidence & rationale for How will you ensure it is Staff When will you this choice? implemented well? lead review implementation? a Progress and Teacher to work with identified EEF research suggests positive Improved progress to JS with Termly attainment data show intervention groups across the impact on progress of Small Group milestones evidenced by KE/SS diminishing gaps in curriculum, as identified by need. Tuition (+4 months), Mastery assessment data and work English and Maths (£14,200) DJ Learning (+5 months), One To One scrutinies of targeted Tuition (+4 months) pupils. Monitored through Evidence of success when trailed Health checks and Line 2016-17, particularly in Maths management meetings (based on Mastery Learning model) b Increased attendance Development of Welfare officer to ensure Attendance rates for eligible pupils Attendance closely BW/ SH Termly rates for that target pupils are monitored closely are below that of their peers monitored trough half disadvantaged pupils and intervention with families and particularly children in receipt of termly RAB meeting with particularly SEN Pupils outside agencies is effective and timely. Free School Meals (FSM) HOY and those in receipt of (£4300 ) SH Ofsted’s research ‘The Pupil FSM Premium-How schools are spending the funding’ shows the success schools have had with similar initiatives c Improved levels of Weekly, structured, cross-age tutoring EEF research suggests positive Improved progress to JS with Half termly health Literacy and Numeracy activities of Peer Reading and Peer Maths impact on progress of Peer tutoring milestones evidenced by KE/SS checks and for Year 7 pupils for identified students. (+5 months) includes a range of assessment data. fortnightly Line Learners work in pairs or small groups to approaches in which, an older Improved reading ages of management Improved levels of provide each other with explicit teaching learner takes the tutoring role and is identified pupils meetings. reading and support. paired with a younger tutee Improved basic numeracy engagement with (£1500) resources and staff time (SS) skills of identified pupils Annual reading age reading for pleasure evidenced through testing assessment and work scrutiny Assessment weeks
Desired outcome Chosen action/approach What is the evidence & rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? a Progress and attainment data show diminishing gaps in English and Maths Teacher to work with identified intervention groups across the curriculum, as identified by need. (£14,200) DJ EEF research suggests positive impact on progress of Small Group Tuition (+4 months), Mastery Learning (+5 months), One To One Tuition (+4 months) Evidence of success when trailed 2016-17, particularly in Maths (based on Mastery Learning model) Improved progress to milestones evidenced by assessment data and work scrutinies of targeted pupils. Monitored through Health checks and Line management meetings JS with KE/SS Termly b Increased attendance rates for disadvantaged pupils particularly SEN Pupils and those in receipt of FSM Development of Welfare officer to ensure that target pupils are monitored closely and intervention with families and outside agencies is effective and timely. (£4300 ) SH Attendance rates for eligible pupils are below that of their peers particularly children in receipt of Free School Meals (FSM) Ofsted’s research ‘The Pupil Premium-How schools are spending the funding’ shows the success schools have had with similar initiatives Attendance closely monitored trough half termly RAB meeting with HOY BW/ SH Termly c Improved levels of Literacy and Numeracy for Year 7 pupils Improved levels of reading and engagement with reading for pleasure Weekly, structured, cross-age tutoring activities of Peer Reading and Peer Maths for identified students. Learners work in pairs or small groups to provide each other with explicit teaching support. (£1500) resources and staff time (SS) EEF research suggests positive impact on progress of Peer tutoring (+5 months) includes a range of approaches in which, an older learner takes the tutoring role and is paired with a younger tutee Improved progress to milestones evidenced by assessment data. Improved reading ages of identified pupils Improved basic numeracy skills of identified pupils evidenced through assessment and work scrutiny JS with KE/SS Half termly health checks and fortnightly Line management meetings. Annual reading age testing Assessment weeks
PP-Report-2017-18-V3.docx