of staff CPD with focus on enquiry-led research into strategies to include within T&L in the classroom. Extra-curricular activity funding. Development of consistent line management agenda to include regular focus on PP progress and interventions Review of lesson planning and lesson observation protocol to focus on PP additionality – key phrase: “how are we advantaging disadvantaged students” Use of SAM learning to support and enhance out of class learning for PP students, with discrete intervention groups £2, 300 Parent workshops for GCSE maths, English, science £46,199 (proportion of salary costs) teachers to tailor learning to meet needs of each student To support specific activities in-school which may require funding to enable them to have resources to enable the activity to be offered. To support middle leaders to identify and eliminate barriers to learning for individual students. To enhance ability of teachers to tailor learning to meet needs of each student To provide structure, organisation and immediate feedback to motivate and engage To give greater understanding to parents of new specifications and enable their involvement in their child’s education Registers of extra-curricular activity kept and analysed Notes of line management meetings to be shared between middle and senior leadership Lesson observations and learning walks by senior and middle leaders Monitoring of use by Curriculum Leaders and communication with parents Feedback from parent surveys KRO MSN SWA MSN MSN of extra-curricular activities. Attendance data at clubs Regular and frequent focus on PP progress and interventions Lesson observations show increase proportion of effective and exemplary teaching Increased use of SAM learning for homework tasks Enhanced understanding of new specifications by parents
Total budgeted cost £49,994 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 Evidence of impact Enhancing achievement outcomes for PP students. Development of Access Plus (Alternative Learning Provision) £32,870(proportion of salary costs) Additional staffing, targeted towards PP students – small group and 1 to 1 tutoring in Ma/En Departmental funding bids – provision of specific equipment for PP students £7000 Development of Alternative Provision (Access Plus) is for PP students if required, so students who have access to Alternative Provision can develop their personalised learning. To increase the capacity for supporting small group work and in class support in literacy and numeracy. Also includes behaviour management and inclusion specialists. Includes specific support for Y7 Catch-up students and mentoring. Departments can bid for specific resources that will increase engagement and attainment of students, although the impact the initiative will have on PP students will be paramount in the bid. To increase the capacity for AHT (Inclusion) to oversee. AHT (inclusion) to oversee. Evaluation report to SLT to review. Curriculum leaders with line managers. Monitoring of PP support through line BRE BRE MSN KRO/
disadvantaged tracker with all staff. PP case conferences (including departmental conferences and weekly student briefing Regular targeted revision sessions for PP students (lunch, after school, holidays) Weekly academic mentoring of high ability PP students by SLT Maths/English Summer Conferences teachers to identify and eliminate barriers to learning for individual students. To increase the capacity for teachers to identify and eliminate barriers to learning for individual students. So barriers to learning for individual students are overcome so that achievement is enhanced. To provide structure, organisation and immediate feedback to motivate and engage To provide structure, organisation and feedback to enhance sense of and belonging To provide additional structure, organisation and immediate feedback to motivate and engage management with focus on impact/outcomes Line Management meetings, fortnightly. Feedback from participants alongside feedback from class teachers and statistical data. Discuss progress in SLT meetings with focus on outcomes Ensure time and resources in place and use of data to ensure appropriate students targeted DAN SLT/ CLs SLT/ CLs SLT MSN/ CLs Improvement in attendance for PP students Personalised attendance improvement plans for targeted PP students Disadvantaged students have their attendance monitored and ultimately supported to ensure that they are not disadvantaged further by their attendance & punctuality not meeting national standards. Regular weekly meetings to discuss progress ACH
Weekly attendance case conference: attendance officer, AHT, SENCO and Heads of Year track attendance and identify specific student needs. Attendance competitions (including house competitions) Year group noticeboards EIS (Early Intervention Strategy) for vulnerable students Reflection Time delivered by tutor teams Formalised attendance letters/penalty warning route Home visits for PA students £11,549 (proportion of salary costs) Staff awareness of social / emotional issues which are affecting attendance and can follow up or support families accordingly. SLT line management meetings Regular assemblies/FT notices to maintain high profile of attendance and competitions Regular analysis of data to identify vulnerable students HoY briefing meetings to plan and review Reflection Time Use of data to trigger penalty warning letters Ensure attendance officer has time and capacity to make home visits DAN DAN/ HoYs ACH DAN ACH/ MSN ACH Total budgeted cost £51,419 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 Evidence of impact Appropriate targeted interventions to support PP students with SEMH difficulties Development of core team (PIVOTAL) to develop, share and promote strategies to support disadvantaged students, especially around issues relating to SEMH. Staff awareness of social / emotional issues which are affecting learning and can follow up or support students accordingly Regular meetings of, and training for, the Core Team with feedback to whole staff as part of CPD SWA/ DAN
£34,348 (proportion of salary costs) Linked projects which include post cards home, phonecalls from SLT, mentoring, 1:1 work, attendance monitoring and buddying to build resilience and regulation. Students involved in a diverse and inclusive extracurricular programme. Use of external agencies to provide mentoring, guidance and mental health support to targeted vulnerable students (e.g. Vince Bilcliffe, Steven Ryan, Mindfulness) The Girls Network Evidence suggests that social and emotional interventions are high impact for low cost. This is fixed in extensive research. To provide structure, organisation and feedback to enhance sense of and belonging Evidence of these interventions from EEF and from previous work shows high impact around engagement, resilience and wellbeing. An identified need around girls aspirations and support required. Regular meeting of Core Team and of HoY to monitor and review progress of projects Monitoring of registers and student voice surveys Regular meetings with the agencies to discuss progress, in addition to student voice Regular meetings and monitoring of impact. DAN/ Core Team DAN DAN SWA Total budgeted cost £34,348 Review of expenditure 2016/17 Quality of teaching for all Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if Lessons learned (and whether you will continue with this approach) Cost