Teachers improve quality of individual support through verbal and written feedback. Resulting pupil progress is evident in pupil books. 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 learning walks; lesson observations; work scrutinies; Quality Assurance documentation provided by Curriculum Directors, regular ‘book checks’ by SLT. V Hall M Brailsford Review termly as part of ongoing review of PP strategy. Reduce 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 EEF toolkit shows that this strategy can add can add Monitor choice of students in these groups. Ensure setting on prior attainment for disadvantaged, not recent testing or attitude to learning. Monitor quality of teaching. M Brailsford A Galletly Monitor through school quality assurance systems. % salary AHT % salary DHT % salary supernumerary English and maths teachers £9,840 £42,675 £28,984 CPD & staff cost: Total budgeted cost £81, 499 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 P8 and A8 score for currently underachieving Y11 PP students. (Targeted Mentoring) and parent voice data. Houses to support progress of key underachievers in Y11 through assertive mentoring and engagement with parents. Specialist bespoke mentoring of PP students based on need identified through diagnostic testing. All tutors will act as mentors for their Y11 tutees. For those students with lowest Progress 8 scores, the House will assertively mentor, engaging with parents and setting specific targets for improvement. Support will be targeted to PP students. Three staff to train to deliver specialist mentoring during weekly sessions. 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. Monitor implementation to ensure consistency of approach and sharing of best practice. Positive Support team to deliver short-course interventions in small groups. Directors of M Shenton A Galletly At each assessment points. Improved attainment and progress of PP students; gap narrowing throughout year groups. Impact assessed through A8 and P8 scores in Y11 and within school measures for Y7-10. Ensure all are aware of who their PP students are through identification on seating plans and on lesson planners. Maintain database of shared teaching advice for individual underachieving students. Visualisation of PP students provides instant reminders and staff accountable for the progress of PP students in their subject. Sharing of best practice that is highly personalised for each student. Monitor seating and lesson planners; learning walks; work scrutinies; student trails. A Galletly M Brailsford V Hall At each assessment point.
Improved levels of literacy all disadvantaged students. Expand small-group literacy support programme for all students including disadvantaged, EAL and SEN students in KS3. Interventions designed based on data from diagnostic testing Improved literacy levels of students lower down the school have led to overall improved outcomes for PP students. A team of led by our specialised teacher works closely with small groups of Y7 and 8 students in order to rapidly improve literacy levels. A Galletly N Campbell A Johnson At each assessment point, progress compared to baseline data on reading and spelling. Ensure all Curriculum and House 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. Department Improvement Plans and House Improvement Plans must include specific strategies to improve progress of PP students. Students revisited at each subsequent data review meeting and DoLs will demonstrate impact of interventions. Meetings are timetabled to periodically throughout year and attended by Head teacher and Deputy Head teacher. M Brailsford K Gritton M Shenton At each meeting, PP students discussed individually. Progress of action will be fed back at SLT termly as part of ongoing review of PP strategy. All PP students receive personalised careers advice. They are aware of the full range of options and how to access them. Impact measured through student voice data. Prioritise PP students for careers advice. By having clear vision of what career possibilities lie ahead, PP students can make informed decisions to make the most of the opportunities available to them. Aim to increase motivation and engagement with the curriculum. Students prioritised for careers advice and support. A Galletly N Campbell Review termly as part of ongoing review of PP strategy.
Impact assessed through student voice and improved progress and attainment of these students. reluctant to contribute and who have poorer attendance. Use diagnostic data to identify target Y10 and Y11 PP students. Impact to be evaluated through voice surveys and by reviewing progress of learners at assessment points. 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 Metacognitive 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. A Galletly Review termly as part of ongoing review of PP strategy. Ensure all disadvantaged children at risk of exclusion continue to have as much access to the curriculum as possible. P8, A8 and within school measures show improved progress and attainment. 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 staff with whom they have relationships and who are accountable for their progress. Monitoring of student progress reported to SLT on a weekly Quality of provision reviewed annually as part of academy QA systems. M Shenton Review termly as part of ongoing review of PP strategy. Enable any student at risk of Permanent Exclusion to continue to make progress. Buy up to two places in alternative off site provision to provide additional capacity based on numbers or behaviour. APP offsite now offers good curriculum choice and provision for any student 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.
Have a robust and consistent system across Houses to improve attendance and reduce persistent absence of PP students. Improved attendance and persistent absence figures on the previous year in all year groups. Gap closing between Pupil Premium and non-Pupil Premium students. Put in place attendance monitoring system and weekly attendance updates to leadership team. Attendance of groups (including PP and SEN) reported. Improved attendance of PP students will lead to improved outcomes. Deputy Head teacher to monitor with Leaders weekly and to report to SLT. Impact assessed through attendance and absence figures. M Shenton Review termly as part of ongoing review of PP strategy. Develop a robust and transparent system for tracking and monitoring impact of interventions and funding Software to link interventions, funding and progress Collate centrally all interventions and progress of disadvantaged students Implement one year group at a time to assess accuracy and level of detail required. A Galletly A Muldoon Report to SLT and Governors. % salary Achievement Managers Damascus centre Alternative Provision teaching % salary Achievement Manager (Attendance responsibility) Costing of AP off site for PP student(s): £50k – 2 places Sub-total £38,870 £4,610 £23,705 £6,424 £50,000 £123,609 Additional budgeted costs to support the delivery of the above strategies % salary Librarian Reprographics % Salary School Nurse % salary campus support Revision guides, in Families, PiXL membership, transport costs, rewards systems, numeracy support £3,100 £4,957 £7,524 £5,657
Review of expenditure Previous Academic Year 2016-2017 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 type
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 Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence some improvements in students’ levels of oracy and literacy; the Academy focus on “think-pair-share” strategy was especially effective, with this in evidence in most of observed lessons. We will continue with this strategy to improve students’ levels of and literacy so that we might be more consistent and challenging in our delivery of this within all areas of the curriculum. We will refine it in two key ways: 1. Staff training and development on teaching and learning strategies to develop and express depth of understanding in response to challenges of new curricula and examination reform 2. Students will be trained in oracy skills in a programme led by tutors. 12 Teachers use questioning to effectively monitor learning throughout lessons. Ensuring questioning is effective in the classroom Programme of school-wide CPD to develop skills in questioning was delivered and was successful as evidenced by post-training department action plans. Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence improvements in teacher questioning to monitor learning throughout lessons. QA evidence shows that the quality of teacher questioning has improved overall, however teachers need a range of strategies to ensure deep and lasting understanding. We will continue with this teaching and learning strategy, refining our approach through further staff training and development. Effective questioning will be a corner stone of our teaching and learning foci for 2017-2018. This will be reflected in our Teaching and Learning strategy for 2017-2018. 12 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. Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence steady improvement in quality of written feedback form teachers. The quality of written feedback has improved overall with students responding and making progress in response in many cases, although this was not consistent. We will continue with this approach, refining our practice to ensure that students respond well to feedback and boost their progress as a result. This will be reflected in our Teaching and Learning strategy for 2017-2018 12 Targeted support
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. PP students are identified on all seating plans. All classroom staff have contributed to database of teaching advice for individual PP students throughout the school. Lesson observations indicate increased staff awareness of PP students and their individual learning needs. We will continue with this strategy of emphasising the need for individual classroom teachers in every department to be aware of PP pupils through seating plans. We will extend it so that all staff produce detailed plans outlining teaching and learning strategies they will employ with individual PP learners in each of their classes. For this, they will draw on the teaching advice database developed with input by all classroom staff in summer term 2016-2017. 12
Improved levels of literacy among all disadvantaged students. Expand small group literacy support programme for disadvantaged students in KS3. Year 7 literacy support was successful as pupils made progress. We will continue with this strategy, however, on recommendation of Pupil Premium review, we will re-consider from where intervention should take place. 1,7,16 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. Data review meeting minutes evidence routine focus on progress of KS4 and KS5 PP students. Following Pupil Premium review, all departments have plans to maximise progress of PP students. We will continue with this strategy and extend emphasis to include KS3 students. In 2017-2018, all Directors of Learning and Directors of House will produce detailed plans to maximise progress and remove barriers to learning for PP students. 11 Other approaches 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 type
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. Revision guides supplied for English, Maths, and Science and RE. Maths equipment supplied for all disadvantaged students. Feedback from students: provision of resources appreciated and utilised. Homework club twice a week in the school library with free late bus provided for pupils who stay late in school. We will continue to provide revision materials to PP students. 10, 4, 6 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. Students in our alternative provision were successful in achieving GCSEs and access to the curriculum was assured so that they could progress to post-16 education. This was an important strategy for individual disadvantaged children. We will continue with this strategy of running an alternative provision within school. 13, 14 Have a robust and consistent system across Houses to improve attendance and reduce persistent absence of PP students. Put system in place and report weekly attendance to leadership team including attendance of groups (including PP). Attendance a key in all House line management meetings as evidenced in house line management minutes. Attendance monitoring system in place and reduction in number of students whose attendance is of concern. While progress has been made, there is still a gap between the attendance of PP and non-PP students. Therefore, improving attendance remains a cornerstone of our Academy strategy to improve outcomes for PP students. We will develop the strategy through the appointment of new internal EWO for 2017-2018 whose objective will be to respond to the data to improve attendance and reduce persistent absence of PP students. 8
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. Class sizes were reduced in these areas to allow for flexibility in setting of students and more targeted support for disadvantaged students. Outcomes have improved with gaps narrowing between progress of PP and students. We will continue with this strategy, monitor progress of individuals and intervene necessary. Where teaching does not meet the standard, it will be challenged and support to improve will be put in place. Develop a robust and transparent system for tracking and monitoring impact of interventions and funding Software to link interventions, funding and progress A robust and transparent tracking system is now in place for tracking and monitoring interventions and funding. We will continue to use this tracker, nominating one member of associate staff to take responsibility for the administration and upkeep of the tracker under supervision of AHT. All staff will be required to keep accurate records of revision, interventions, spending and extra-curricular sessions so that the tracker will be maintained successfully. 9