Impact assessed through reluctant to contribute and who Use diagnostic data to student voice and have poorer attendance. identify target Y10 and improved progress and Y11 PP students. attainment of these Impact to be evaluated students. through voice surveys and by reviewing progress of learners at assessment points. Enable all disadvantaged Provide resources for Sutton trust work on Discussion with students’ A Review termly as children to have the same students along with training. Metacognitive strategies, one of focus groups/ student Galletly part of ongoing opportunities to revise as Subject teachers will teach the largest impacts on student voice will capture how review of PP all students. students effective revision progress. effectively this is taking strategy. techniques through lessons. place across the academy. Ensure all disadvantaged Run an alternative provision Experience of alternative Monitoring of student M Review termly as children at risk of within school which enables provision suggests that students progress reported to SLT Shenton part of ongoing exclusion continue to have students to continue to will attain best outcomes based on a weekly review of PP as much access to the access as much of the here with staff with whom they Quality of provision strategy. curriculum as possible. curriculum as possible. have relationships and who are reviewed annually as part P8, A8 and within school accountable for their progress. of academy QA systems. measures show improved progress and attainment. Enable any student at risk Buy up to two places in APP offsite now offers good Visit pupils and QA M Behaviour lead to of Permanent Exclusion to alternative off site provision curriculum choice and provision provision off site. Shenton review progress on continue to make to provide additional for any student behaviour Monitor progress of an ongoing basis. progress. capacity based on numbers may be difficult to manage in our students accessing off site or behaviour. own provision. AP.
Impact assessed through student voice and improved progress and attainment of these students. reluctant to contribute and who have poorer attendance. Use diagnostic data to identify target Y10 and Y11 PP students. Impact to be evaluated through voice surveys and by reviewing progress of learners at assessment points. Enable all disadvantaged children to have the same opportunities to revise as all students. Provide resources for students along with training. Subject teachers will teach students effective revision techniques through lessons. Sutton trust work on Metacognitive strategies, one of the largest impacts on student progress. Discussion with students’ focus groups/ student voice will capture how effectively this is taking place across the academy. A Galletly Review termly as part of ongoing review of PP strategy. Ensure all disadvantaged children at risk of exclusion continue to have as much access to the curriculum as possible. P8, A8 and within school measures show improved progress and attainment. Run an alternative provision within school which enables students to continue to access as much of the curriculum as possible. Experience of alternative provision suggests that students will attain best outcomes based here with staff with whom they have relationships and who are accountable for their progress. Monitoring of student progress reported to SLT on a weekly Quality of provision reviewed annually as part of academy QA systems. M Shenton Review termly as part of ongoing review of PP strategy. Enable any student at risk of Permanent Exclusion to continue to make progress. Buy up to two places in alternative off site provision to provide additional capacity based on numbers or behaviour. APP offsite now offers good curriculum choice and provision for any student behaviour may be difficult to manage in our own provision. Visit pupils and QA provision off site. Monitor progress of students accessing off site AP. M Shenton Behaviour lead to review progress on an ongoing basis.
2017-18-Pupil-Premium-Strategy-Statement.docx