Teaching How well do class teachers plan for disadvantaged pupils within lessons and for targeted interventions? Lesson observation/ How effective are teaching assistants in implementing strategies learning walks, to and raising attainment and progress of disadvantaged pupils? include work scrutiny and discussion with Are parents/carers and multi professionals involved in these teachers discussions? Observation of out of class interventions How well does the school plan for and achieve quality first teaching Current progress data for disadvantaged pupils? Where out of lesson interventions take place, how does the school evaluate impact? Behaviour & safety How well is the school using Pupil Premium funding to support pupils to develop positive attitudes to learning and a thirst for knowledge Learning walk and across all learning contexts? discussion with PPCo Where support is focused on wider issues in and their Scrutiny of behaviour pupils’ and / or to widen opportunity, is there evidence that records families’ lives this support is improving engagement and contributing to closing performance gaps?
Teaching Lesson observation/ learning walks, to include work scrutiny and discussion with teachers Observation of out of class interventions Current progress data How well do class teachers plan for disadvantaged pupils within lessons and for targeted interventions? How effective are teaching assistants in implementing strategies and raising attainment and progress of disadvantaged pupils? Are parents/carers and multi professionals involved in these discussions? How well does the school plan for and achieve quality first teaching for disadvantaged pupils? Where out of lesson interventions take place, how does the school evaluate impact? Behaviour & safety Learning walk and discussion with PPCo Scrutiny of behaviour records How well is the school using Pupil Premium funding to support pupils to develop positive attitudes to learning and a thirst for knowledge across all learning contexts? Where support is focused on wider issues in pupils’ and their families’ lives and / or to widen opportunity, is there evidence that this support is improving engagement and contributing to closing performance gaps?
PPR-guide-Spring-2016-refresh-FINAL-2-1.docx