they are short, regular sessions with SMART targets. Mathletics is in use across Key stage 3 and Key stage 4. It has encouraged the development of maths concepts and the pupils are motivated by the programme and can see how they are progressing. i) Improve To reduce the in Embed SEN specific Data tracking of these students Termly progress analysis attainment and school gap by 6% software and programmes to show impact of the Spring data demonstrates that the achievement for Key stage 4 in that draw on visual learning programme. difference in attainment in Literacy pupils by: skills EEF. Analysis of results from Literacy at key 4 for pp pupils has – A Evidence for digital intervention programmes and diminished by 3% since last Embedding SEN technology states that software. academic year. specific apps where technology has been including and used to supplement other Assessment leads to hold Summer data indicates that the ‘See to support the teaching, clinics’ for subject difference in progress has “different ‘achievement development of technology has the leads to analyse and address widened by 10%. literacy skills: and potential to enable changes gaps in attainment for specific B in teaching and learning cohorts of pupils. Supporting the interactions, by enabling quality of teaching more helpful representations English lead to monitor student and learning in to be used or simply by progress through BHA literacy through 1:1 motivating students to assessment system and using intervention practice [skills] more”. analysis of performance on applications. Evidence for 1:1 see above – as for maths 1:1 intervention.
they are short, regular sessions with SMART targets. Mathletics is in use across Key stage 3 and Key stage 4. It has encouraged the development of maths concepts and the pupils are motivated by the programme and can see how they are progressing. i) Improve attainment and achievement To reduce the in school gap by 6% for Key stage 4 in Literacy pupils by: A Embedding SEN specific apps including ‘See and to support the development of literacy skills: and B Supporting the quality of teaching and learning in literacy through 1:1 intervention Embed SEN specific software and programmes that draw on visual learning skills – EEF. Evidence for digital technology states that where technology has been used to supplement other teaching, “different technology has the potential to enable changes in teaching and learning interactions, by enabling more helpful representations to be used or simply by motivating students to practice [skills] more”. Evidence for 1:1 – see above as for maths 1:1 intervention. Data tracking of these students to show impact of the programme. Analysis of results from intervention programmes and software. Assessment leads to hold ‘achievement clinics’ for subject leads to analyse and address gaps in attainment for specific cohorts of pupils. English lead to monitor student progress through BHA assessment system and using analysis of performance on applications. Termly progress analysis Spring data demonstrates that the difference in attainment in Literacy at key 4 for pp pupils has diminished by 3% since last academic year. Summer data indicates that the difference in progress has widened by 10%.
BHA%20PP%20strategy%20review%2016-17.docx