flight path), and each PP student in year 11 is making rapid progress towards their target from their term 1 starting point. Levels of progress for maths year 11 outcomes are in line with those of English Lit/Lang 90% of pupils eligible for PP make expected progress and 50% meet their target grades in both subjects Students have clear ideas about post-16 study and understand the subject requirements for their goals Students will have received one-to-one guidance through interview/ meeting/mentoring and will have a clear pathway and goals Increased attendance rates for pupils eligible for PP. Overall attendance among pupils eligible for PP improves from 82% to 95% (for every year group) in line with non-PP pupils. Planned expenditure Academic year 2016/17 The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all 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? A. Gaps narrowing in all subjects term by term across the year Staff CPD: Relationships T&L Targeted approaches for key groups i.e. check on PP students first, question, mark work first, feedback first Ensuring that PP are high profile as a group and ensuring staff understand the factors that impact negatively on engagement, behaviour and progress. Delivered by LT Action plans submitted following each data collection Target students observed and a focus of learning walks and observations – actions evidenced Feedback to staff MCA/KWA Following each data drop and round of observations. Targeted training for individuals in term 2. Training for new staff as part of induction. A. Gaps narrowing in all subjects term by term across the year Line Management with KWA focusing on PP Heads of department must prepare for and focus on this one area for all year groups therefore progress across all year groups can be addressed without solely focusing on year 11. HOD to oversee implementation of PP strategy and action plans across all year groups and regularly report on progress with evidence. KWA November 16 16
A. Gaps narrowing in all subjects term by term across the year CPD group for T&L/PP We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources (including Johan Hattie’s Visible Learning and the EEF Toolkit) suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. CPD group given time to plan and launch strategy. Report back on work and progress to MCA Adjustment of department marking and feedback policies to reflect best practise MCA Dec 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 When will you review implementation? A. Gaps narrowing in all subjects term by term across the year PP students not on track to meet target grades will attend a meeting for feedback on skills/knowledge gaps Feedback and one-to-one tuition both have impact according to EEF research. Taking time with the individual will also build a positive relationship. Email communication with parent to advise of meeting copying in Progress Leader and KWA KWA End Feb 17 following progress review day 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) Absence rates for vulnerable PP students and concerns about eventual school refusal/exclusion, Falling absence rates/behaviour incidents for PP students working with counsellor. Leading to improved rates of progress. KWA Termly