Desired outcome Chosen What is the evidence and rationale for How will you ensure it Staff lead When will you action/approach this choice? is implemented well? review implementation? B. To accelerate the 1 to 1 With the current curriculum we are targeting the Triangulation of data, Deputy Head B. April 2018 capabilities of the lowest ability to CTG without observation and book scrutiny. and Literacy progress of PPG Small group additional support. Over the year LA and SEND can across the pupils who are low drift further, we feel that a focus on Basic Skills Monitoring of intervention curriculum Interventions interventions will improve this. This arrangement provision and tracking its coordinator. ability/ SEND in enables the teacher to focus exclusively on a small outcome. order to close the in Provide mini school number of learners, usually on their own in a TA provision for PPG SEND separate classroom or working area. Monitoring of group 2s. interventions school attainment pupils, including SEND monitored by gap for this group support in PM topic This combines many of the most effective EEF Data analysis and DM and to perform in Sessions. research strands and will allow our pupils with comparisons with national specific needs to be challenged and pushed data. SENDCO line with national forwards. Historically this has been a very effective monitoring. expectations. provision for our school- with 90% of Mini School Monitoring of LA, SEND PPG SEND CO Pupils from last year catching up and reintegrating pupils and intervention to back into class. rectify this. The ability of PPG C. C. November 2017 to spell and orally Support in the Topic PM sessions will not only use new language support our SEND PPG to diminish the difference but also act a way to role model best practice with develops to be in LA pupils for the topic teacher. line with whole Including 1 to 1 sessions: +5 One to one tuition is A. Summer 2017 school expectations where a teacher, teaching assistant or other adult gives a pupil intensive individual support. It may be To diminish the A. undertaken outside of normal lessons as additional teaching, for example as part of extending school difference in time or summer schools, or as a replacement for attainment of PPG other lessons by withdrawing the pupil for extra pupils in Maths teaching.
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? B. To accelerate the progress of PPG pupils who are low ability/ SEND in order to close the in school attainment gap for this group and to perform in line with national expectations. C. The ability of PPG to spell and orally use new language develops to be in line with whole school expectations A. To diminish the difference in attainment of PPG pupils in Maths 1 to 1 Small group Interventions Provide mini school provision for PPG SEND pupils, including SEND support in PM topic Sessions. With the current curriculum we are targeting the capabilities of the lowest ability to CTG without additional support. Over the year LA and SEND can drift further, we feel that a focus on Basic Skills interventions will improve this. 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. This combines many of the most effective EEF research strands and will allow our pupils with specific needs to be challenged and pushed forwards. Historically this has been a very effective provision for our school- with 90% of Mini School Pupils from last year catching up and reintegrating back into class. Support in the Topic PM sessions will not only support our SEND PPG to diminish the difference but also act a way to role model best practice with LA pupils for the topic teacher. Including 1 to 1 sessions: +5 One to one tuition is 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, for example as part of extending school time or summer schools, or as a replacement for other lessons by withdrawing the pupil for extra teaching. Triangulation of data, observation and book scrutiny. Monitoring of intervention provision and tracking its outcome. Monitoring of group 2s. Data analysis and comparisons with national data. Monitoring of LA, SEND PPG pupils and intervention to rectify this. Deputy Head and Literacy across the curriculum coordinator. TA interventions monitored by DM SENDCO monitoring. SEND CO B. April 2018 C. November 2017 A. Summer 2017
donnington-wood-strategy-detail-2017-2018-final.docx