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 B. Levels of progress for maths year 11 outcomes are in line with those of English Lit/Lang Action plans for all PP students in lessons Round of observations every term with PP as focus AM & PM targeted interventions Additional P/T teacher to work with small allocated groups to boost progress (LHM) Support for the maths team in devising and implementing strategies to raise achievement with relatively new HOD. Learning walks and observations PPE test results (Nov ’16 and Feb ‘17) Intervention impact reports Termly data for each PP student KWA At each LM meeting (weekly) Termly C. Students have clear ideas about post-16 study and understand the subject requirements for their post-16 goals Assertive mentoring programme with dedicated mentors removed from the tutor team. Following a 6 week programme with ‘review of impact’ report. Meta-cognition and self-regulation are high impact interventions (EEF). Combined with guidance on post-16 study and aspirations this can be very powerful. Written programme to follow so clear guidance. Dedicated time – timetabled for mentors. Requirement of report to review impact. Student survey. KWA & PP CPD group After each 6 week phase, coinciding with data drop. Other approaches 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?
D. Decreased absence rates Raise profile of importance of attendance through assemblies Increased monitoring of PP absence through tutor attendance reports Same day calls/texts from attendance officer for PP absence Meeting with progress team once absence goes above 5% without sound medical evidence We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing absence as a key step. Progress Leader monitors PP attendance weekly and sends out lists for report to progress tutors Weekly meeting with AO and KWA checks on consistency of same day calls. Personalised support and assertive mentor assigned to each PA pupil eligible for PP with falling attendance. Letters about attendance to parents / guardians. Meetings with attendance officer and progress leader for concerns KWA/LMA Weekly/Termly D. Decreased absence rates School counsellor to work with vulnerable children and their families (7-11) Multi-agency coordinator to liaise with outside providers and book meetings. Mental health ambassador for years 10&11. Absence rates for vulnerable PP students and concerns about eventual school refusal/exclusion, Absence rates and behaviour of vulnerable PP students. Lack of communication from outside agencies about intervention start/stop and impact. Falling absence rates/behaviour incidents for PP students working with counsellor. Leading to improved rates of progress. Falling absence rates and negative behaviour points for vulnerable year 10s and 11s on priority list. Leading to improved rates of progress. KWA Termly