improve from these bench marks. progress in mathematics. Improved frequency of reading with the effect of improving reading ages and access to the curriculum Average reading age at start of programme to show improvement. Focused intervention through the Paired Reading Scheme in Year 7. Using the Year 7 screening data for reading all PP pupils whose reading ages is 12 months below chronological age are allocated a Year 12 Paired Reader. All Paired Readers are trained on the required techniques and are prepared to give up 15 minutes a day, two days a week to work with their readers. Regular reading for pleasure is an important way of improving the reading ages of all pupils but especially those whose reading has fallen behind that of their peers. Our paired reading scheme makes use of the enthusiasm of our Year 12 students who give readily of their early morning time to support pupils whose reading age is low. Results from this scheme have proved to be highly effective in driving up performance and generating warm and supportive mentoring relationships between mentor and mentee. The programme lasts 15 weeks and pupils are tested at the beginning and end of the programme to measure progress. Parents will be invited to the initial training session to extend the effectiveness of the programme through paired reading at home. Rachel Hope £5000 Programme to run from October 2017 until March 2018 with review of outcomes in April 2018. Average improvement of Reading Ages for those PP pupils involved in this 15 week programme was 28 months. B. Improved rates of progress across KS3 for middle/low attaining pupils eligible for PP. The most vulnerable PP students will be well supported so that their confidence grows and they are more likely to be Organise a mentoring scheme for our most vulnerable pupils at KS3 Identify our most vulnerable KS3 pupils using Free School Meals analysis. Recruit a group of experienced staff from Last year in KS3 we identified 15 very vulnerable pupils in this group. The majority tend to go on into KS4without the confidence to succeed in their external examinations. We believe that a targeted mentoring scheme involving key staff over the period of KS3 and into KS4 will help to build confidence, improve attendance and generate better progress to prepare Measured by number of referrals / behaviour logs to HOY. Attendance for these pupils will improve to at least the average for that year group. Asst Head November 2017 – ongoing with a review of outcomes in July 2018. Currently there are 7 active mentoring pupils in 9 and 6 in Y8. 2017 evidence showed significant impact
successful in KS3 and KS4 within the school who possess good skills in mentoring such pupils. Organise weekly contact between these staff and the pupils they are to support. Create ongoing records of progress to trigger further actions from literacy and numeracy programmes. Involve parents in the discussion about the progress of these pupils. pupils for examination courses later in their school lives. on behaviour. Reduced Behaviour Logs from 2.35 to 1.2 per week. Average Attitude to Learning grade improved from 3.3 to 3.1 Low and middle ability PP pupils will complete GCSE courses and have a clear career /education/training plan – We will maintain our 100% of PP student avoiding being NEET Introduce early one to one interviews for PP pupils to establish a clear link between progress at school and career expectations. PP pupils have an Inspira meeting every year from year 9. Our most vulnerable KS4 pupils often lack the confidence to plan appropriate futures beyond school and this limits their progress at KS4 because they are not confident in taking the risk of success at GCSE in order to achieve appropriately ambitious futures. Our experience of mentoring in the school has been extremely positive and outcomes for students reflect this. Pupils eligible for Pupil Premium funding will be allocated a mentor from the Senior Team/Pastoral managers. Regular meetings between mentor and mentee will be scheduled. Discussions to include progress data and career plans in addition to Access requirements for exams if appropriate. Our Y10 and Y11 mentoring scheme has proved to be highly effective in transforming attitudes to learning. Asst Head Heads of Year 10 & 11 November 2017 – ongoing with a review of outcomes in July 2018.
Improved progress and attendance of PP students at KS4. Introduction of a tutor group for students whose disengagement and attendance is cause of concern. Analysis of previous initiatives shows that without good attendance PP students will finish KS4 with poor outcomes. One of the other barriers is the negative perception of school from parents. The setting up of a small tutor group with one of our strongest tutors to personally mentor the students, will we hope, transform the attitude of both parents and pupils. Link senior member of staff with tutor to oversee and support with issues. Monitoring of attendance. HAH and CP Jan 2018 and summer term 2018. 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? Increased attendance rates for pupils eligible for PP at all key stages. Year 8 (88.7%) Year 9 (90.9%) Year 10 (88.5%) to improve from benchmarks in brackets. Specific focus on disadvantaged pupils in the work of the Student Services team. This will include; From 2017: 1. The Attendance and Student Support Manager identifies PP students alongside HOYs and the AHT (Pastoral) on “alert lists” and these students are prioritised for monitoring on a daily basis. Overall Pupil Premium attendance in 2017 is 89.5% compared to 93.9% for the remainder of the cohort. This beaks down as follows Y7 86.5% cp to 95.0% Gap -8.5% Y8 94.0% cp to 94.9% Gap -0.9% Y9 89.1% cp to 94.1% Gap -5.0% Y10 87.1% cp to 93.1% Gap -6.0% Y11 90.7% cp to 91.9% Gap -1.2% This means that identified students receive phone calls home and home visits with a view to bringing these students to school. The rationale of the Attendance Team is to provide support for disadvantaged students. This involves use of staff to mentor disadvantaged students and to initiate and contribute to This team is under the direct line management of the Assistant Head teacher (Pastoral) who will oversee the strategy and report back on progress in regular fortnightly line management meetings with the Head teacher. Asst Pastoral £17000 October 2017, December 2017, And July 2018
2. Mentoring of disadvantaged students by attendance team. 3 .Increase use of the Attendance Panels and LEA Inclusion Officer. support as part of the Early Help Process. Maintain small group provision at KS3 & KS4 for pupils who require additional support to maintain good progress in all core subjects Ensure that the school curriculum continues to provide small group provision for all pupils who require additional support to achieve expected levels of progress. small groups Our curriculum provision is very broad to enable pupils of all abilities and interests to choose an area of study which suits their abilities and interests. The core subjects also provide small group provision with specialist teaching to ensure that these pupils make expected levels of progress. Small group timetables in all core subjects across KS3 & 4. SENCO timetable for small groups in English and suitably trained staff timetabled for these groups in mathematics and science. Although this is an expensive provision it is essential if the school is to provide equitably for all pupils whether they qualify for PP funding or have multiple and profound learning difficulties. Deputy Head & School £138,000 September 2017 – July 2018 Narrow the gap between PP students and in maths and english Provision of a literacy and numeracy group for students for whom the EBacc suite is not appropriate. For a small cohort of students the EBAC suite would lead to disaffection and poor outcomes at the end of KS4. These students will be supported with additional lessons in maths and English. Monitoring data at each juncture and in intervention meetings. HODs of maths and english At each data input. HODs review with LM.