they are short, regular sessions with SMART targets. Mathletics is in use across Key stage 3 and Key stage 4. It has encouraged the development of maths concepts and the pupils are motivated by the programme and can see how they are progressing. i) Improve attainment and achievement To reduce the in school gap by 6% for Key stage 4 in Literacy pupils by: A Embedding SEN specific apps including ‘See and to support the development of literacy skills: and B Supporting the quality of teaching and learning in literacy through 1:1 intervention Embed SEN specific software and programmes that draw on visual learning skills – EEF. Evidence for digital technology states that where technology has been used to supplement other teaching, “different technology has the potential to enable changes in teaching and learning interactions, by enabling more helpful representations to be used or simply by motivating students to practice [skills] more”. Evidence for 1:1 – see above as for maths 1:1 intervention. Data tracking of these students to show impact of the programme. Analysis of results from intervention programmes and software. Assessment leads to hold ‘achievement clinics’ for subject leads to analyse and address gaps in attainment for specific cohorts of pupils. English lead to monitor student progress through BHA assessment system and using analysis of performance on applications. Termly progress analysis Spring data demonstrates that the difference in attainment in Literacy at key 4 for pp pupils has diminished by 3% since last academic year. Summer data indicates that the difference in progress has widened by 10%.
OT has worked effectively with teachers to manage their expectations of the child and facilitate an effective learning environment. i) Improve attainment and achievement ii) Support for social and emotional wellbeing to improve engagement with learning To support alternative educational provision for those students requiring more vocational opportunities, such as mechanics and bike maintenance EEF evidence states “studies of adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as Stephenson lead to analyse the impact on attainment, progress and engagement of those pupils who are offered alternative education opportunities Analysis of the pupil premium population who accessed alternative education provision (10% of pp population) 75% of these pupils met or exceeded their end of year targets in English and Maths i) Improve attainment and achievement ii) Support for social and emotional wellbeing to improve engagement with learning iii) Improved attainment of key stage 2 and To support the delivery of outdoor education provision to provide an experiential curriculum for all our students to consolidate understanding and application of basic skills in a wider environment and to enhance pupils Ongoing evidence of the value of outdoor education, residential opportunities and the delivery of after school specialist provisions (such as Kayaking club) on pupil engagement in education. EEF evidence further supports this, stating “perseverance and resilience are developed through adventure learning and that these skills have a Termly analysis by departmental and assessment leads on impact of outdoor education provision on pupils who are eligible for pupil premium funding. 49% of the pupil premium population received outdoor education as an intervention. 88% of pupils accessing outdoor education support made good or better progress in English, with 64% exceeding their good progress target. 94% of pupils accessing outdoor education support made good or better progress in maths, with 61% exceeding their good progress target.
key stage 4 PP pupils in maths engagement in education. knock-on impact on academic outcomes”. budgeted cost 61,625 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Impact i) Improve attainment and achievement iii) Improved attainment of key stage 2 and key stage 4 PP pupils in maths Employ the services of an Educational Psychologist to assess the changing needs of SEN pupils who are eligible for PP and facilitate effective strategies for children who need support to access the curriculum. Brokering a private agreement with a chosen EP service has resulted in improved referral time to EP services and reduced incidents of inappropriate behaviours and improved engagement and attainment. PP co-ordinator to oversee effective communication and referral to private to education psychology service. 15 pupils have accessed Educational psychologist support. This has enabled pupils to be diagnosed correctly so that appropriate SEN strategies can be used to maximise their potential. i) Improve attainment and achievement iii) Improved attainment of key stage 2 and key stage 4 PP pupils in maths In house Speech and Language Therapist employed to develop communication and interaction skills of pupils with SEN who are eligible for pupil Improved referral times for pupils through employment of in house SALT. School staff have developed their teaching and learning strategies through a programme of training- instructional Data will show improved attainment in speaking and listening. Data analysed by English lead. PP co-ordinator to oversee effective communication and referral to in house SALT 20% of pupil premium population received SALT as an intervention. 100% of pupils accessing SALT support made good or better progress in English, with 61% exceeding their good progress target.
PP funding and support liaison of LAC pupils. support social and emotional 90% of pupils accessing Family worker support made good or better progress in English, with 40% exceeding their good progress target. 95% of pupils accessing Family worker support made good or better progress in maths, with 56% exceeding their good progress target. Total budgeted cost £80, 474 Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Impact i) Improve attainment and achievement Administration support required to ensure a clear and comprehensive tracking of pupil premium resources. Evidence that timely recording and monitoring of resources spent on each pupil premium student has resulted in effective allocation of resources, Half termly meetings with PP to ensure that data is effectively gathered and analysed. As a result of the support of admin support, BHA have been able to quantify the impact of pupil premium spending across the school and ensure that targeted approaches, with a clear in house evidence base, is used to refine the strategy for the following academic year. Total budgeted cost £4000