Pre and There are a number of meta-analyses which indicate that, on average, mastery learning Regular staff CPD CHI / Every six weeks approaches are effective - on this approach, AWA followed by lesson obs. Accelerated The EEF found that Accelerated Reader appears to be effective for weaker readers as a Analysis of data RDI / Every half term Reader for catch-up intervention at the start of secondary school. produced by AR. NSQ / with priority CHI / given to HLTA targeted PP students £4149.60 Literacy NFER research identified through the 7 building blocks to supporting the attainment of Working alongside NSQ Meet fortnightly disadvantaged pupils highlights the need for staff are DVG, SENDCO and “clear responsive leadership” where held to account and strategies are identified to drive improved outcomes for pupils: Head of English to £7699 TLR ensure appropriate deployment of literacy strategies. C) Wider reading Research shows that on average, reading comprehension approaches improve learning Evidence of wider CHI / Every half term lists for HPA by an additional five progress over the course of a school year. These reading to be NSQ High Prior months’ students approaches appear to be particularly effective for older readers (aged 8 or above). monitored by tutors Attaining Successful reading comprehension approaches carefully select activities for pupils using Passport to disadvantaged £1000 according to their reading capabilities, and ensure that texts provide an effective, but not Excellence. students make resources and overwhelming, challenge. progress in line HPA library with their peers Subject Research has shown that peer tutoring approaches appear to have a positive impact on Transition lead to Transition After each transition Champions learning, with an average positive effect of approximately five additional request feedback lead event across the year months’ (HPA progress. from primaries. disadvantaged In the EEF Attainment Gap 2017 report, it states that the transition between phases of students) education notably early years to primary, and primary to secondary is a risk-point for leading – – transition vulnerable learners. Schools need to needs as soon as possible in order diagnose pupils’ activities, to put in place effective support to help those falling behind to catch up. primary visits and peer
Pre and There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective - Regular staff CPD on this approach, followed by lesson obs. CHI / AWA Every six weeks Accelerated Reader for with priority given to targeted PP students £4149.60 The EEF found that Accelerated Reader appears to be effective for weaker readers as a catch-up intervention at the start of secondary school. Analysis of data produced by AR. RDI / NSQ / CHI / HLTA Every half term Literacy £7699 TLR NFER research identified through the 7 building blocks to supporting the attainment of disadvantaged pupils highlights the need for “clear responsive leadership” where staff are held to account and strategies are identified to drive improved outcomes for pupils: Working alongside DVG, SENDCO and Head of English to ensure appropriate deployment of literacy strategies. NSQ Meet fortnightly C) High Prior Attaining disadvantaged students make progress in line with their peers Wider reading lists for HPA students £1000 resources and HPA library Research shows that on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above). Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge. Evidence of wider reading to be monitored by tutors using Passport to Excellence. CHI / NSQ Every half term Subject Champions (HPA disadvantaged students) leading transition activities, primary visits and peer Research has shown that peer tutoring approaches appear to have a positive impact on learning, with an average positive effect of approximately five additional months’ progress. In the EEF Attainment Gap 2017 report, it states that the transition between phases of education – notably early years to primary, and primary to secondary – is a risk-point for vulnerable learners. Schools need to diagnose pupils’ needs as soon as possible in order to put in place effective support to help those falling behind to catch up. Transition lead to request feedback from primaries. Transition lead After each transition event across the year
Pupil-Premium-Strategy-201819-Sept19.docx