A. Gaps narrowing in CPD group for T&L/PP We want to invest some of the PP in longer CPD group given time to plan and launch MCA Dec all subjects term by term change which will help all pupils. Many strategy. term across the year different evidence sources (including Johan Report back on work and progress to MCA and the EEF Adjustment of department marking and Hattie’s Visible Learning Toolkit) suggest high quality feedback is an feedback policies to reflect best practise effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Targeted support Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff When will you action/approach for this choice? implemented well? lead review implementation? A. Gaps narrowing in PP students not on track to Feedback and one-to-one tuition both have Email communication with parent to advise KWA End Feb 17 following all subjects term by meet target grades will impact according to EEF research. Taking of meeting copying in Progress Leader and progress review day term across the year attend a meeting for time with the individual will also build a KWA feedback on positive relationship. skills/knowledge gaps A. Gaps narrowing in Year 11 We want to provide extra support to maintain Engage with parents and pupils before KWA Following each 6 week – all subjects term by Intervention with core high attainment. Small group interventions intervention begins to address any concerns. phase reports – term across the year subjects during form time with highly qualified staff are known to be Baseline testing and report on impact from submitted twice a week, on rotation. effective (EEF). designated tutors (subject specialists) Dedicated AM intervention Track attendance of targeted students at tutors from core subjects. sessions Intervention with core Intervention map records all targeted subjects after school students and others by arrangements
A. Gaps narrowing in all subjects term by term across the year CPD group for T&L/PP We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources (including Johan Hattie’s Visible Learning and the EEF Toolkit) suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. CPD group given time to plan and launch strategy. Report back on work and progress to MCA Adjustment of department marking and feedback policies to reflect best practise MCA Dec 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? A. Gaps narrowing in all subjects term by term across the year PP students not on track to meet target grades will attend a meeting for feedback on skills/knowledge gaps Feedback and one-to-one tuition both have impact according to EEF research. Taking time with the individual will also build a positive relationship. Email communication with parent to advise of meeting copying in Progress Leader and KWA KWA End Feb 17 following progress review day A. Gaps narrowing in all subjects term by term across the year Year 11 – Intervention with core subjects during form time twice a week, on rotation. Dedicated AM intervention tutors from core subjects. Intervention with core subjects after school and others by arrangements We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff are known to be effective (EEF). Engage with parents and pupils before intervention begins to address any concerns. Baseline testing and report on impact from designated tutors (subject specialists) Track attendance of targeted students at sessions Intervention map records all targeted students KWA Following each 6 week phase – reports submitted
Pupil-Premium-Strategy-2016-17.docx