Planned expenditure Academic year The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Action Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? MINT Context sheets- Identification of PP students. Bespoke CPD – School and Trust Quality first teaching which is differentiated and based on Data to inform teaching and learning. CPD planned to support the development of our 5 key Principles Modelling Explanation Feedback Challenge Questioning EEF research shows the actions identified deliver the most impact with low cost. Feedback Mastery Learning Learning styles Meta Cognition and School Context Regular QA of Teacher Folders Post Data collection with TL DHT. CPD will be bespoke to the 5 principles based. DHT TL QA of Teaching and Learning development programs New Teacher Induction, Take 9 and Progress 10. GNW WAR VVA Data Collections 1,2,3 and 4 QA associated with Teacher Development programs. Weekly for Identified colleagues. Literacy Coordinator (LC) Literacy Strategy 7-11 Reading Age Data and regular testing Literacy – part of Catch up strategy. Literacy marking Literacy Champions- Student leaders 7-11 Tutor Time Literacy Focus Debating- whole school and Trust involvement To improve the reading ages of students to be ‘GCSE ready’ EEF research shows the actions identified deliver the most impact with low cost. Reading Comprehensive strategies Oral Language Interventions Small group interventions Teaching Assistants School Context- EAL % of PP Reading ages are assessed twice a year to measure progress. Tutoring QA half termly. DHT, SENCO, HOE and LC review progress of students/ strategy Literacy Coordinator WAR VVA Data Collections 1,2,3 and 4 QA associated with Teacher/ Catch up Tutor QA half termly Reading Age assessment Nov and March
Total budgeted cost 52,220 Targeted support Action Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Intervention for PP students Foundation Provision. Academic Support Catch up- Literacy and Numeracy Mentors Support provided to the PP students on the SEN register is appropriate. Teaching Assistance Period 6 PCSO Safer Schools Officer Close the achievement gap and accelerate progress between PP and Non PP EEF research shows the actions identified deliver the most impact with low cost. Extending school time Individualised Instruction Small group tuition QA Catch up mentors Teaching Assistant QA Registers of Period 6 Student Manager Pastoral report at each Data collections WAR VVA ATC RIA Data Collections 1,2,3 and 4 QA associated with Teacher/ Catch up Reading Age assessment Nov and March Pastoral Support- ATL/ Attendance interventions and Rewards Student Manger/ Student meetings- specifically for PP Parental meetings Student Self Review day Subject Consultation evenings Engagement events for Subjects. Breakfast Club Diminish the differences in limiting external factors and opportunities between PP and Non PP. Provide support and challenge pastorally for our DV students. EEF research shows the actions identified deliver the most impact with low cost. Behaviour Interventions Aspirations Intervention Parental engagement Social and Emotional Learning Registers of Period 6 Student Manager Pastoral report at each Data collections MID VVA Data Collections 1,2,3 and 4 Behaviour report at SLT meeting per half term ATL Data Attendance Data Exclusions
Total budgeted cost 105,250 Other approaches Action Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? CEIAG- Aspire Program PP students will actively meet all 8 Benchmarks through: A stable careers program. Exposure to accurate. local and global LMI. Bespoke opportunities. Linking curriculum subjects to Careers. Encounters with employers and Employees. Work experience. Encounters with FE and HE. Bespoke Advice and guidance. Intensive Careers Advisor. Diminish the differences in limiting external factors and opportunities between PP and Non PP. Increase Aspiration and Ambition. EEF research shows the actions identified deliver the most impact with low cost. Aspiration Interventions Social and Emotional learning ‘Every young person needs career guidance to make informed decisions about their future. Good career guidance is a necessity for delivering technical education reforms and is a vehicle for social justice: those young people without social capital or home support suffer most from poor career guidance’. Gatsby ‘Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them’. Gatsby Appointed CEIAG Lead Teacher to work alongside AHT- Personal Development. Review against Aspire Program half termly. VVA SLO- CEIAG lead teacher Half termly against- Aspire Program/ Bench marks. 100% PP students meet all 8 BM July 2019 100% PP students Complete Work Experience. June 2019 Extended Learning strategy- Home and Period 6 Provide students with quality targeted resources and homework to support the learning in the classroom. EEF research shows the actions identified deliver the most impact with low cost. Digital Technology Extending learning time PP money is allocated based on an Impact bid. Reviewed by AHT Faculty leaders target specific resources for PP students. VVA Data Collections 1,2,3 and 4 QA or Period 6 Registers for attendance and ATL.