of KS3 students. to be used everyday in tutor time for KS3; English staff to support with a lesson per week. AR has worked well for us in the past but our management of it did not allow it to flourish. New leadership and system should get the scheme back on track. for our disadvantaged cohort. Total budgeted cost £14850.00 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 To accelerate the literacy progress of all students working below expectations (based on entry data). For all disadvantaged students to close their literacy gap and achieve beyond expectation. To provide additional learning opportunities after school on Tuesdays for KS4 (HT 2). PP progress data for English shows an improving picture through the year groups: PP English Progress 2017: -0.37 Y11: -0.16 Y10: 0.0 More data to be finalised and included. After school sessions are now a popular fixture for Y11 students. These will continue but with a greater emphasis on monitoring and evaluation to ensure the provision is as effective as we think. Totals for each target presented here with breakdown of cost at end of doc.
That groups within our disadvantaged cohort make as good, if not better progress than groups (HATS/ MATS/ LATS/ GIRLS/ BOYS/ SEN/ NON-SEN). Non-negotiable teaching, learning and assessment strategies have been introduced: staff to have seating-plans identifying PP students; PP students targeted with aspirational goal and differentiated resources; PP to be a priority for catch-up, questioning and marking. Our PP cohort have low starting points (an average KS2 gap of -0.4 between them and non-PP). We have been focusing on intervention for our PP HATs; those with the highest targets are making progress but not yet hitting the 7-9 they need to. The strategies are getting positive feedback from staff and observers and may need more time to embed and greater impact on final outcomes. training gained positive feedback from exit evaluations but learning walks evidence that impact is not evident in the classroom PP progress gaps: groups This suggests our HAT gap is beginning to improve but highlights the MATs as a focus going forward. The non-negotiable strategies introduced this year need to continue but also need to be developed alongside a greater emphasis on differentiation, stretch and challenge and metacognition. The latter needs follow-up training and student workshops (similar to our growth mindset approach last year). Staff need to ensure that curriculum planning for next year draws upon AS level work for the brightest PP students but also a greater level of support and extra-curricular learning opportunities. HATs should remain focus but MATs should also access some of the intervention offered this year. Totals for each target presented here with breakdown of cost at end of doc. £8271.30
That parents are more engaged with the school, our students and the role they have to play in improving the success of their child. ST sent letters home to PP parents inviting them to engage with student’s learning by ensuring attendance at parents’ evening. Y10 parents were invited to attend an Outward Bound meeting before their child could go. Parental attendance at Parents’ Evening for PP students is beginning to improve; this is the first year we have tracked this data and so comparators remain the non-PP cohort. That the governing body will have close oversight of the impact of pupil premium resourcing on raising attainment and closing the gap in achievement between disadvantaged students and their peers. Governor appointed PP governor and link to PP SLT. Regular meetings to monitor and evaluate PP progress and strategy using 100 day plan. The achievement of disadvantaged students has been an agenda item at governor meetings, link meetings and staff briefings; as a result it has given the strategy prominence and has helped to begin to close the gap. Having an external person scrutinising the strategy has improved process and developed the long term embedding of key strategies. Due to an AET wide shake up of governance, we have lost our PP governor lead and are currently seeking someone to take on this role. JS will continue to report and communicate on all matters relating to the strategy to enable all future governors to explore impact and value for money.