teaching and accuracy of assessment. C. Revision guides and resources purchased for PP students Purchase guides for English, maths and science for all PP students. Calculators provided for PP students to ensure they have full access to all materials delivered. Students that are better resourced have increased potential to improve their attainment. Students will not necessarily purchase the items, and if they do, be specifically matched to the correct specification PP Co-ordinator to review students’ subjects, liaise with HoD’s for correct materials to support students. EDT Jun 17 D. Provide support for PP to ensure all aspects of school life are improved and further develop personal well-being To provide support for students beyond that of the academic arena. To ensure that they feeld supported socially and further for their development and readiness for post-16 provision Low self esteem and confidence transcends to lower levels of attainment. Counsellor support, youth worker and work experience support for targeted students. Includes using In2Ambition to improve opportunities post-16 College Leaders Jun 17 E. Increased attendance rates Student services, particularly Attendance Officer, employed to monitor pupils and follow up quickly on truancies. First day response provision. We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Thorough briefing meetings with CL’s and Attendance Officer about existing absence issues. Same day calls about progress for target students and reduced timetable integration programme to ensure students attend on a regular basis, building to full timetable.. Attendance and progress discussed at least fortnightly with CL and Attendance Officer. Letters about attendance to parents / guardians. Attendance Officer to visit all PA at home to discuss attendance with parents / guardian and explore barriers where issues exist. Attendance Officer Jan 17 Total budgeted cost £48, 460 Review of expenditure Previous Academic Year 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 appropriate. Lessons learned (and whether you will continue with this approach) Cost A. The quality of teaching across the academy to be improved so that PP students are taught by good and outstanding teachers Staff received programme of personalised CPD; observation cycle; adopting key levers for Teaching. Teaching improved across the whole school, with school wide lessons being judged 81% good or better. Success criteria: not fully met. Approach shows promise as evident from staff developing questioning technique as seen in lesson observation – best practice shared in briefings. However, Progress 8 data shows that PP students did not make expected progress. Staff were positive about the training and believe it has affected attitudes of students. We will continue to implement key levers, making them higher profile 12 SLE days £4200 impacting all PP students Trust leads for English and Maths used to support intervention Mathematics delivered focussed intervention for students during PE lessons (Thursday) and English provided further in lesson support for students within the timetabled curriculum time. Success criteria mixed impact: English P8 -0.83 for PP, -0.15 for non-PP, mathematics P8 -0.33 for PP, 0.32 for non-PP. Attainment figures 6.4, 9.1 and 5.9 and 9.4 respectively Mathematics focussed lessons did have some impact and helped target specific students with key misconceptions. Likewise with English, however in both cases the intervention resulted in the same style of lesson delivery. Use of trust leads will continue as this does provide the extra support needed to engage hard to reach students Two days per week for maths at a cost of 350 per day (SLE costs). £27300 (78 x 350) impacting 17 PP students.
Improving the quality of assessment and the use of assessment routines in the classroom across the school. Whole school and trust inset to deliver assessment methods Standards walks show an improvement in the use of feed forward across the school, with some variation highlighted between departments. Improved use of green pens. School wide action to ensure PP students’ books marked first. Whilst the practise has improved, there still remains the gap in PP and non-PP students in progress measures Partly met Students are able to respond to assessment and good practise seen, especially in the core departments. Further action to be implemented with a review in assessment methods trust wide. One day for all staff £2050. Impact on all PP student, across all subjects. B Literacy skills are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress. Use of librarian during tutor time and mentors to deliver reading and literacy programme Targeted reading programme, Lexia, delivered during focussed time in tutor time and targeted English lessons for PP students, including the purchase of Rosetta Stone for EAL students. Homework clubs provided for students to support with homework. Regular attendees every week, average 6, for support. Librarian supported tutor time in implementing and delivering Lexia programme. Students were engaged, but due to targeting large groups at a time, impact has been reduced. To continue next year with a focus on smaller group size. Continue use of Rosetta with EAL student due to his improved language skills throughout the school year; English attainment levels increased. Librarian 39 weeks @ £25 £4875 impact 50 PP students. Rosetta Stone license £1500 (one student) Macbeth workshop for year 11 to provide alternative approach to the studied literature programme. Not all students are able to learn through reading alone. An alternative approach, visual play, enables all learners to engage with the works of Macbeth. Attainment levels of 61% for literature compared to 56% 4+ in language show positive impact Students were fully engaged with the alternative approach to the works of Macbeth. Attainment levels of 61% for literature compared to 56% 4+ in language show positive impact £300 towards total cost (proportional cost). Impacted all students yr 11
Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Delivery of extra activities to support students within the community Resources purchased for students on personalised curriculum to provide a deeper enrichment and provide opportunities to them that they would not otherwise be able to access. This included music lessons, Ukele club, Llanrig and Art trips PP students were able to access school trips otherwise unable to attend, therefore providing enrichment in their learning. Curriculum resources provided upstart of a new course (BTEC food) for 11 students (3 PP) which resulted in P8 of 0.67. Music lessons for PP students also had positive impact, P8 1.49 Supporting students in all subjects has positive impact to their learning providing skills that can be enhanced. Supporting Extra-curricular activities also enable students to belong to the community at TGAR. Curriculum resources £277 (2 PP students) Ukele £240 (3 PP students) Music Lessons £640 (2 PP students) Trips £550 (6 PP students) Total Expenditure : £108 476