Targeted support Desired outcome Chosen What is the evidence and rationale for this How will you ensure it is Staff When will you action/approach choice? implemented well? lead review implementation? The proportion of PP Pre learning strategy for We took part in the Challenge The Gap The approach will be monitored by the Half termly pupils achieving the programme as part of an EEF trial. The impact Provision manager and impact will be Mathematics for Year Expected Standard+ from the pre learning approach was measured through Sandwell and X2 sessions per week in reading, writing overwhelmingly positive with measurable intervention assessments. with follow up work in and maths will progress on pupil’s achievement in maths. This HLTAs and a qualified teacher TA will class. increase. will now be rolled out to Years 1-5 lead the interventions and will have sessions timetabled. The proportion of PP Follow on feedback for The EEF evidence shows that feedback is one of The approach will be monitored by the Half termly pupils achieving the the most effective strategies schools can use. Provision manager and class teachers. PPG pupils x2 a week. Expected Standard+ PPG pupils will receive extra detailed feedback Monitoring of books and pupil in reading, writing after lessons by Teaching Assistants to support discussions will help with the and maths will their learning by improving their work and evaluation of impact. increase. addressing misconceptions. The proportion of PP Small group work for High quality interventions with proven success The approach will be monitored by the Half termly pupils achieving the have been chosen. The restructuring of TA Provision manager and class teachers. targeted interventions. Expected Standard+ deployment is more efficient and effective to Monitoring and recording the impact of Blocked out afternoons in reading, writing ensure better quality interventions and more the interventions to document their for TAs to complete and will taking place. effectiveness. interventions with TAs increase. having a specific focus Research from the EEF states that on “Research and specialism. The proportion of PP TAs delivering targeted interventions in pupils achieving the or small group settings shows a consistent expected standard impact on attainment of approximately three to in the phonics four additional months’ progress.” They also state screening that should use structured interventions “Schools assessment will with reliable evidence of effectiveness.” This improve. supports our approach and the intended outcomes.
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? The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. Pre learning strategy for Mathematics for Year X2 sessions per week with follow up work in class. We took part in the Challenge The Gap programme as part of an EEF trial. The impact from the pre learning approach was overwhelmingly positive with measurable progress on pupil’s achievement in maths. This will now be rolled out to Years 1-5 The approach will be monitored by the Provision manager and impact will be measured through Sandwell and intervention assessments. HLTAs and a qualified teacher TA will lead the interventions and will have sessions timetabled. Half termly The proportion of PP pupils achieving the Expected Standard+ in reading, writing and maths will increase. Follow on feedback for PPG pupils x2 a week. The EEF evidence shows that feedback is one of the most effective strategies schools can use. PPG pupils will receive extra detailed feedback after lessons by Teaching Assistants to support their learning by improving their work and addressing misconceptions. The approach will be monitored by the Provision manager and class teachers. Monitoring of books and pupil discussions will help with the evaluation of impact. Half termly The proportion of PP pupils achieving the Expected Standard+ in reading, writing and will increase. The proportion of PP pupils achieving the expected standard in the phonics screening assessment will improve. Small group work for targeted interventions. Blocked out afternoons for TAs to complete interventions with TAs having a specific focus and specialism. High quality interventions with proven success have been chosen. The restructuring of TA deployment is more efficient and effective to ensure better quality interventions and more taking place. Research from the EEF states that “Research on TAs delivering targeted interventions in or small group settings shows a consistent impact on attainment of approximately three to four additional months’ progress.” They also state that “Schools should use structured interventions with reliable evidence of effectiveness.” This supports our approach and the intended outcomes. The approach will be monitored by the Provision manager and class teachers. Monitoring and recording the impact of the interventions to document their effectiveness. Half termly
St-Andrews-PPG-statememnt-2017-18-Final-impact-report.docx