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? Teachers improve students levels of oracy and literacy in lessons by giving opportunities to discuss responses to questions before taking feedback. Improve “Talk for Learning” in classrooms By improving opportunities for student talk in the classroom, all disadvantaged students will have the opportunity to articulate their responses before they respond to questions. This will develop vocabulary and model written responses to questions. CPD and INSET; learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors. C Wake, M Brailsford At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. Teachers use questioning to effectively monitor learning throughout lessons. Ensuring questioning is effective in the classroom By using questioning to check that students have understood, teachers will be able to offer additional support where needed and re-shape the lesson in order to respond to that feedback. Disadvantaged students will be targeted from seating plans CPD and INSET; learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors. C Wake, M Brailsford At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. Teachers improve quality of individual support through their verbal and written feedback. Ensuring written feedback is prompt and effective and that students receive verbal feedback during lessons. When written feedback is a “dialogue” between teacher and student all students are able to receive individual support to help them progress. Teachers should aim to give PP students verbal feedback at points throughout the lesson. CPD and INSET; learning walks; lesson observations; work scrutinies; Quality Assurance documentation provided by Curriculum Directors, regular ‘book checks’ by SLT. C Wake, M Brailsford At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. CPD & staff cost: £75 000 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? Improve outcomes in English, Maths, Humanities and Add/Core Science for PP students (Additional Diagnostic Support) Hone the Academy’s identification of students and develop bespoke intervention in English, Maths and Humanities Through diagnostic testing and identification of gaps in skills, subsequent teaching and additional support will target areas where the student does not have a secure understanding to enable them to achieve at least their expected level Monitor progress from initial diagnostic test to re tests. Learning walks, work scrutiny. J Schiavone, L Passmore At the end of each intervention cycle – intervention to be based on evidence from mock exams. PiXL membership - £6k Intervention costs - £40k Improve Progress 8 score for currently underachieving PP students. (Targetted Mentoring) Houses to support progress of key underachievers through assertive mentoring; engagement with parents All tutors will act as mentors for their tutees. For those students with lowest Progress 8 scores, the House will assertively mentor, engaging with parents and setting specific targets for improvement. This will be cross referenced with PP students. Each underperforming disadvantaged student will receive their own Individual Education Plan based on the interventions which will enable them to make rapid progress – these will be developed and monitored by house teams Directors of House M Shenton After each assessment points. Staff time and resourcing for specific interventions: £20k Improved outcomes for PP students (Raising staff awareness) Ensure all staff are aware of who their PP students are through identification on seating plans and in staff rooms. Visualisation of PP students provides instant reminders and holds staff accountable for the progress of PP students in their subject. Monitor seating plans; learning walks; work scrutinies; student trails. J Schiavone C Wake At each assessment point. Reprographics - £1000
Improved levels of literacy among all disadvantaged students. Expand small group literacy support programme for disadvantaged students in KS3. Improved literacy levels of students lower down the school have led to overall improved outcomes for PP students. A team of staff led by our specialised teacher works closely with small groups of Y7 and 8 students in order to rapidly improve literacy levels. J Schiavone N Hill Use of catch-up finding to support this activity: (Catch-up funding – £15k) Costs – £51K Difference - £35k Ensure all Curriculum leaders are aware of the progress of PP students and have detailed plans to maximise progress of these students On all data review meetings, DoLs must prepare progress response for PP students with actions recorded. Students will be revisited at next meeting and DoLs will demonstrate impact of interventions. Meetings are timetabled throughout year and attended by head and deputy. M Brailsford K Gritton At each meeting PP students will be discussed individually. Progress of action will be fed back at SLT review points 13/12, 31/01, 07/03. Total budgeted cost £102 000 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?
offering a personalised approach to the curriculum. include ECDL, additional MFL qualifications for students whose first language is not English and vocational courses where required. students boosting self-esteem. Following this we are expanding the number of courses on offer for any students who are at risk of not achieving across other aspects of their curriculum. responsibility for PP students and the Curriculum. Planned curriculum changes for part of student IEPs as part of ongoing review of PP strategy. Teaching and exam registry £30k Identified group of low self-esteem students to become re-engaged with learning Establish a programme of external mentoring using links with employers/ Derby University Discussion of current group of 78 PP students identified a small group who are reluctant to contribute and who have poorer attendance – all have low self esteem and a lack of aspiration. SLT member will be accountable for setting up and Impact will be evaluated at identified points in the year at SLT meetings – feedback to governors. J Schiavone Designated points in the year in PP checklist. Cost of staff and mentor time £4k Enable all disadvantaged children to have the same opportunities to revise as all students Provide resources for students along with training. Subject teachers will teach students effective revision techniques through lessons. Sutton trust work on Metacognative strategies, one of the largest impacts on student progress. Discussion with students focus groups/ student voice will capture how effectively this is taking place across the academy. J Schiavone At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. Cost of reprographics, revision materials, revision guides. £10k Ensure all disadvantaged children at risk of exclusion continue to have as much access to the curriculum as possible. Run an alternative provision within school which enables students to continue to access as much of the curriculum as possible. Experience of alternative provision suggests that students will attain best outcomes based here with teachers they have relationships with and who are accountable for their progress. Monitoring of student progress will be fed back to SLT on a weekly basis. Quality of provision will be reviewed annually as part of academy QA systems. M Shenton A Muldoon At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. Cost of staffing – Damascus staff and English teaching proportionate to no of PP students: £40k
Enable any student at risk of Permanent Exclusion to continue to make progress towards achieving Buy up to two places in alternative off site provision to provide additional capacity on the basis of numbers or behaviour. APP offsite now offers good curriculum choice and provision for any student whose behaviour may be difficult to manage in our own provision. Visit pupils and QA provision off site. Monitor progress of students accessing off site AP. M Shenton Behaviour lead to review progress on an ongoing basis. Costing of AP off site for PP student(s): £50k – 2 places Have a robust and consistent system across Houses to improve attendance and reduce persistent absence of PP students. Put in place attendance monitoring system and weekly attendance updates to leadership team with att of groups (inc PP) reported. Improved attendance of PP students will lead to improved outcomes. Deputy Headteacher to monitor with House Leaders weekly and to report back to SLT. M Shenton At the following review points: 13/12, 31/01, 07/03 as part of ongoing review of PP strategy. Cost of EWO and staff time as a proportion of PP students with high persistent absence: £22k Reduce class sizes in KS4 English and Maths to enable more targeted support for Disadvantaged students. Create additional staff capacity in both subjects to create 6 sets across each half of the year group. Sutton Trust EEF toolkit shows that this strategy can add can add Monitor choice of students in these groups. Ensure setting based on prior attainment for disadvantaged, not recent testing or attitude to learning. Monitor quality of teaching. M Brailsford J Schiavone Monitor through school quality assurance systems. Cost: £23k Total budgeted cost £196 000 Total PP send – teaching + targeted support + other: £373 000