skills through extensive Create lesson plans with clear practise. objectives Additional tuition that is explicitly linked with normal lessons Connections between out-of-class learning and classroom teaching Total budgeted cost £11842 Targeted support Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff lead When will you action/approach for this choice? implemented well? review implementation? C. Improve attainment One to one tuition where EEF conclude there is extensive and Extra teaching time and HT/DHT June 2018 of pupils eligible for PP a teacher, teaching consistent evidence from at least 6 preparation time funded from PP Maths Lead/ identified as having assistant or other adult and reviews, involving pupils budget, not on a voluntary basis. English difficulties becoming gives a pupil intensive aged 7-11, of the impact of structured Impact overseen by class teachers Lead positively engaged in individual support. It may interventions and intensive one to one as well as Math Lead and English education be undertaken outside of support. Lead. normal lessons as Well organised timetable to ensure additional teaching, or as staff delivering provision have a replacement for other sufficient preparation time in lessons by withdrawing consultation with class teachers the pupil for extra and delivery time. teaching. Appropriate space in school to work. Small group tuition led Greater feedback from the teacher, more Use of tracking evidence to by a teacher or sustained engagement in smaller groups, measure impact for groups and professional educator or work which is more closely matched to individuals. working with two, three, the positive learners’ needs explains four, or five pupils. This impact. arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area.
skills through extensive practise. Create lesson plans with clear objectives Additional tuition that is explicitly linked with normal lessons Connections between out-of-class learning and classroom teaching Total budgeted cost £11842 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? C. Improve attainment of pupils eligible for PP identified as having difficulties becoming positively engaged in education One to one tuition where a teacher, teaching assistant or other adult gives a pupil intensive individual support. It may be undertaken outside of normal lessons as additional teaching, or as a replacement for other lessons by withdrawing the pupil for extra teaching. Small group tuition led by a teacher or professional educator working with two, three, four, or five pupils. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. EEF conclude there is extensive and consistent evidence from at least 6 and reviews, involving pupils aged 7-11, of the impact of structured interventions and intensive one to one support. Greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains the positive impact. Extra teaching time and preparation time funded from PP budget, not on a voluntary basis. Impact overseen by class teachers as well as Math Lead and English Lead. Well organised timetable to ensure staff delivering provision have sufficient preparation time in consultation with class teachers and delivery time. Appropriate space in school to work. Use of tracking evidence to measure impact for groups and individuals. HT/DHT Maths Lead/ English Lead June 2018
PP%20strategy%20statement%202017-18.docx