Education and Careers activities. £500 resources week to prepare activities. Period 6 interventions with priority given to targeted PP students Priority given to targeted PP students Evidenced that extending the school times makes a positive impact on academic outcomes. A 4-Matrix focus group will be created to monitor the impact of these sessions. Student Voice and registers will also be monitored every six weeks. PLE Every six weeks Form revision sessions for Y11 with priority given to targeted PP students Evidenced that extending the school times makes a positive impact on academic outcomes. English and Maths progress data to be closely monitored. PLE Every six weeks Meta-cognition curriculum for Y7 with priority given to targeted PP students Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. AP data for Y7. NPO Every half term Developing high-quality feedback through new feedback policy Many different evidence sources, e.g. 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. Feedback studies tend to show very high effects on learning - Evidence in learning walks, lesson obs and book looks. AWA After each collection of lesson obs/book trawl data, every half term
Pre and There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective - Regular staff CPD on this approach, followed by lesson obs. CHI / AWA Every six weeks Accelerated Reader for with priority given to targeted PP students £4149.60 The EEF found that Accelerated Reader appears to be effective for weaker readers as a catch-up intervention at the start of secondary school. Analysis of data produced by AR. RDI / NSQ / CHI / HLTA Every half term Literacy £7699 TLR NFER research identified through the 7 building blocks to supporting the attainment of disadvantaged pupils highlights the need for “clear responsive leadership” where staff are held to account and strategies are identified to drive improved outcomes for pupils: Working alongside DVG, SENDCO and Head of English to ensure appropriate deployment of literacy strategies. NSQ Meet fortnightly C) High Prior Attaining disadvantaged students make progress in line with their peers Wider reading lists for HPA students £1000 resources and HPA library Research shows that on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above). Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge. Evidence of wider reading to be monitored by tutors using Passport to Excellence. CHI / NSQ Every half term Subject Champions (HPA disadvantaged students) leading transition activities, primary visits and peer Research has shown that peer tutoring approaches appear to have a positive impact on learning, with an average positive effect of approximately five additional months’ progress. In the EEF Attainment Gap 2017 report, it states that the transition between phases of education – notably early years to primary, and primary to secondary – is a risk-point for vulnerable learners. Schools need to diagnose pupils’ needs as soon as possible in order to put in place effective support to help those falling behind to catch up. Transition lead to request feedback from primaries. Transition lead After each transition event across the year
Oxbridge and Top 20 University Pathways targeting HPA students To use our partnership with NEACO to inspire our HPA students (disadvantaged and to aim for Higher Education, preferably at Oxford, Cambridge or a Top 20 university. This will include myth-busting sessions for both students and parents and university taster activities. Student and parent feedback. CHI After each session. HPA PP English Intervention group In the EEF Attainment Gap 2017 report, it states that targeted small group and one-to-one interventions have the potential for the largest immediate impact on attainment Focus group on 4 Matrix to monitor progress data. RDI / CHI Every half term Total budgeted cost £57,346.66
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) Improved behaviour across the school, both in lessons and in corridors. Students (both PP and non-PP eligible) demonstrate kindness and compassion more consistently. Passport to Excellence Awards £1000 To celebrate and reward KS3 and KS4 students (disadvantaged and non-disadvantaged) for achievements including attendance, attainment, progress, extra-curricular endeavours, acts of kindness and leadership. DVG to lead purchase of prizes as incentives. All staff to be involved in nomination process. CHI Rewards will be termly and the entire process will be reviewed at end of year. ‘Heard a Wispa’ Challenge £400 for bars To reward acts of kindness spotted in corridors and classrooms. Nominations from faculties with postcards sent home. DVG to regularly update displays and publicise on website/social media/newsletter. CHI Every six weeks School Psychologist To provide professional support and expertise for students experiencing mental health challenges. The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils. DVG, SENDCO and Inclusion Lead to investigate this post and evaluate cost vs outcomes for our disadvantaged students experiencing mental health and SEND challenges. Should we proceed, impact will be judged by attendance, well-being feedback and lesson outcomes. CHI / JLE Fortnightly meetings between DVG, SENDCO, Behaviour/Inclusion Lead Positive Points on Class Charts To recognise and reward effort and achievement. SLT link for Attendance and Behaviour Lead to monitor staff usage and impact on behaviour/attendance. DVG to compare DBE JLE CHI All staff Every half term
More parents, carers and students (both PP and non-PP eligible) demonstrate a positive attitude towards the school. disadvantaged students, supported by Super Faculties (parents invited) one of the most effective mechanisms for helping disadvantaged pupils to achieve more. super faculties to provide support to HW Club one day per week. Attendance and lesson outcomes to be monitored closely to gauge impact. Parental invites to awards ceremonies, HE guest lectures and lesson time To engage a greater proportion of parents with school life. The Education Endowment Foundation has researched the positive benefits of improving parental engagement on learning DVG to monitor parent attendance at key events through registers. parents will then be prioritised for alternative contact. CHI Attendance of parents at key events to be monitored after every event. Positive Parent Contact Scheme To provide positive messages to targeted parents about their child on a weekly basis. The Education Endowment Foundation has researched the positive benefits of improving parental engagement on learning DVG to establish record for staff to log all positive communication home. CHI Log to be reviewed every six weeks. A,D,E) Disadvantaged students demonstrate increasingly positive attitudes towards learning and wider opportunities. Duke of Edinburgh for Y9 £3000 Research from the EEF suggests that outdoor adventure learning and outdoor experiences consistently show positive benefits on academic learning. On average pupils who participate in adventure learning interventions make approximately four additional months’ progress over the course of a year. DofE leads to establish regular communication home and identify individual needs of disadvantaged students (equipment, transport, etc) where appropriate. AWA, API Percentage of disadvantaged students to complete Bronze Award vs to be reported at the end of the programme. Uniform and equipment provision for disadvantaged students £1000 Strategies to meet individual pupil needs is seen as one of the 7 Building Blocks for Success when supporting the attainment of disadvantaged pupils - Where uniform or equipment issues are a barrier to attendance, this will be monitored by TFR following the provision of items. CHI TFR Every two weeks attending