Pupil Premium Grant 2019-20Strategic Aims, Action Plan and Provision Statement.

DISADVANTAGE (DA) AND PUPIL PREMIUM GRANT (PPG) - LINKS

Disadvantaged refers to those students in Years 7 to 11 who qualify for the Pupil Premium Grant:

o Children who are currently entitled to Free School Meals or who have been at any point in the past six years (Ever6) o Children currently in Local Authority Care or who have been for one day or more (LAC) o Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child

arrangements order or a residence order

Children in receipt of the Services Premium are not classified as Disadvantaged.

Prospect School: OVERRIDING PRINCIPLES

o At Prospect School we believe in equity; we recognise that some disadvantaged students need more support than others and we aim to use the Pupil Premium to give everyone what they need to be successful, rather than treating all students equally.

o Being disadvantaged does not mean that students are not able. o The profile of disadvantaged students must be high for all staff. o Small wins are important. o Disadvantaged students need aspiration, achievement and attendance. o Some disadvantaged students need to make better progress than non-disadvantaged students, due to their start point being further behind. o Parental engagement is crucial. o What works to raise the aspirations and achievement of disadvantaged students, will raise the aspiration and achievement of all students. o We ensure the progress of these students is at the forefront of our planning and delivery of learning activities in the classroom and outside. o The progress of all students, from their starting points, is monitored after ach assessment point but there will be particular emphasis in

departments on the disadvantaged students and particularly those who are more able.

PROFILE OF DISADVANTAGED COHORTS BY PRIOR ATTAINMENT

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13FSM 24.20% 53 28.07% 48 23.08% 33 25.60% 43 21.50% 43 16.98% 18 2.27% 1PP 38.36% 84 46.20% 79 43.36% 62 41.67% 70 44% 88 25.47% 27 9.09% 4

At Prospect School, the proportion of disadvantaged students who are classified as more able is generally lower than among their non-disadvantaged peers (based on KS2 outcomes) but our aim is that they do as well or better than their peers. This is to mitigate for disadvantaged students, on average, falling behind as they go through school.

7NPP 7PP 8NPP 8PP 9NPP 9PP 10NPP 10PP 11NPP 11PP0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

PROFILE OF DISADVANTAGED COHORTS BY PRIOR ATTAINMENT

N/A Lower Middle Upper

ACADEMIC POSITION AT SEPTEMBER 2019

Year 8:

Year 9:

No % AP6 M%Difference to Target M% Target AP6 M-S%

Difference to Target

M-S% Target AP6 M-D%

Difference to Target

M-D% Target AP6 M-E%

Difference to Target

M-E% Target

Pupil Premium 69 47.92 5.30 -0.90 6.20 29.20 -14.50 43.70 70.50 -11.00 81.50 98.00 -2.00 100.00Non Pupil Premium 75 52.08 10.60 -3.80 14.40 42.60 -19.70 62.30 76.90 -14.80 91.70 99.70 -0.30 100.00

6 4.17 5.3 2.9 8.2 13.4 5.2 18.6 6.4 3.8 10.2 1.7 1.7 0

Female 29 42.03 6.10 -1.00 7.10 38.60 -4.00 42.60 80.30 -11.70 92.00 98.30 -1.70 100.00

Male 40 57.97 4.80 -0.70 5.50 22.50 -22.00 44.50 63.40 -10.30 73.70 97.80 -2.20 100.0011 15.94 1.3 0.3 1.6 16.1 18 1.9 16.9 1.4 18.3 0.5 0.5 0

No KS 2 Data 2 2.90 0.00 0.00 0.00 11.50 11.50 0.00 57.70 57.70 0.00 96.20 96.20 0.00Lower 17 24.64 0.50 0.50 0.00 6.90 6.90 0.00 36.90 7.90 29.00 95.10 -4.90 100.00Middle 34 49.28 3.00 3.00 0.00 28.30 -15.40 43.70 77.80 -21.70 99.50 98.60 -1.40 100.00Upper 16 23.19 15.50 -11.70 27.20 55.10 -38.20 93.30 89.90 -10.10 100.00 100.00 0.00 100.00EHC Plan/Statement 4 5.80 0.00 0.00 0.00 2.40 2.40 0.00 16.70 16.70 0.00 92.90 -7.10 100.00Not/No Longer SEN 57 82.61 6.30 -1.20 7.50 33.80 -19.30 53.10 77.20 -11.40 88.60 98.80 -1.20 100.00SEN Support 8 11.59 0.00 0.00 0.00 6.30 4.40 1.90 42.70 -31.30 74.00 94.80 -5.20 100.00Non EAL 56 81.16 5.90 -1.40 7.30 30.30 -14.90 45.20 71.70 -9.70 81.40 98.10 -1.90 100.00EAL 13 18.84 3.00 2.30 0.70 24.40 -12.00 36.40 65.20 -16.60 81.80 97.60 -2.40 100.00

43 62.32 2.9 3.7 6.6 5.9 2.9 8.8 6.5 6.9 0.4 0.5 0.5 0

Below Average 22 31.88 7.80 -2.60 10.40 31.70 -13.70 45.40 75.80 -4.20 80.00 98.20 -1.80 100.00

Good Attendence 28 40.58 5.40 1.70 3.70 33.90 -16.80 50.70 71.80 -9.70 81.50 98.90 -1.10 100.00Persistent Absence 19 27.54 2.20 -3.10 5.30 18.90 -13.10 32.00 61.80 -21.20 83.00 96.50 -3.50 100.00

SEN

EAL

Difference

Atten

denc

e Gr

oup

PP

% Difference

Gend

er

Difference

Abilit

y Ba

ndin

g

Year 10:

No % AP6 M%Difference to Target M% Target AP6 M-S%

Difference to Target

M-S% Target AP6 M-D%

Difference to Target

M-D% Target AP6 M-E%

Difference to Target

M-E% Target

Pupil Premium 83 46.37 3.40 2.10 1.30 16.90 8.90 8.00 60.70 -1.70 62.40 98.30 7.10 91.20Non Pupil Premium 96 53.63 6.50 6.40 0.10 32.10 5.20 26.90 75.20 -3.60 78.80 99.50 1.00 98.50

13 7.26 3.1 4.3 1.2 15.2 3.7 18.9 14.5 1.9 16.4 1.2 6.1 7.3

Female 35 42.17 3.10 3.10 0.00 18.60 12.70 5.90 69.60 -0.30 69.90 99.00 1.90 97.10

Male 48 57.83 3.70 1.40 2.30 15.70 6.10 9.60 54.10 -2.50 56.60 97.90 11.20 86.7013 15.66 0.6 1.7 2.3 2.9 6.6 3.7 15.5 2.2 13.3 1.1 9.3 10.4

No KS 2 Data 23 27.71 0.30 0.30 0.00 4.60 4.60 0.00 30.20 30.20 0.00 95.40 95.40 0.00Lower 49 59.04 1.60 1.60 0.00 15.70 15.70 0.00 69.40 69.10 0.30 99.60 31.00 68.60Middle 2 2.41 0.00 0.00 0.00 19.20 18.60 0.60 57.70 -26.70 84.40 92.30 -7.70 100.00Upper 9 10.84 21.60 9.10 12.50 53.60 -20.50 74.10 88.00 -12.00 100.00 100.00 0.00 100.00EHC Plan/Statement 7 8.43 0.00 0.00 0.00 2.30 2.30 0.00 14.90 14.90 0.00 90.80 61.90 28.90Not/No Longer SEN 57 68.67 4.70 2.80 1.90 21.80 10.20 11.60 72.60 -7.70 80.30 99.40 1.20 98.20SEN Support 19 22.89 0.80 0.80 0.00 6.90 6.50 0.40 39.60 5.90 33.70 97.70 3.30 94.40Non EAL 69 83.13 3.50 2.00 1.50 16.80 8.90 7.90 59.30 -2.90 62.20 98.20 5.60 92.60EAL 14 16.87 3.10 3.10 0.00 17.70 9.20 8.50 67.20 3.80 63.40 99.00 16.60 82.40

55 66.27 0.4 1.1 1.5 0.9 -0.30 0.6 7.9 6.7 1.2 0.8 11 10.2

Below Average 21 25.30 1.10 1.10 0.00 11.00 10.30 0.70 51.20 -5.60 56.80 96.10 0.90 95.20

Good Attendence 49 59.04 4.90 2.70 2.20 20.50 9.50 11.00 66.30 -2.00 68.30 99.10 7.70 91.40

Persistent Absence 13 15.66 1.70 1.70 0.00 13.00 3.50 9.50 54.20 4.20 50.00 98.90 15.60 83.30

SEN

EAL

Difference

Atten

denc

e Gr

oup

PP

% Difference

Gend

er

Difference

Abilit

y Ba

ndin

g

Disadvantaged PP Non PP PP Female PP Male PP LAP Male PP MAP Male PP HAP Male PP LAP Female PP MAP FemalePP HAP FemaleStu Count 77 96 38 39 21 14 3 10 22 5A8 Points 28.04 38 -9.96 33.61 22.61 -11 15.18 27.43 53.67 21.1 34.41 55.2Eng A8 6.58 8.26 -1.68 7.63 5.56 -2.07 4.33 6.43 11.33 5.6 7.91 11.2Mat A8 7.35 9.81 -2.46 8.32 6.41 -1.91 4.1 8.43 14 5.2 8 14.8EBacc A8 6.93 10.57 -3.64 9.04 4.87 -4.17 2.48 5.93 16.33 4.9 9.34 15.8Open A8 7.18 9.35 -2.17 1.27 2.07 0.8 4.27 6.64 12 5.4 9.16 13.4Basics 9-5 % 15.6 37.5 -21.9 18.4 12.8 -5.6 0 14.3 100 0 13.6 80Basics 9-4 % 32.5 58.3 -25.8 44.7 20.5 -24.2 4.8 28.6 100 20 40.9 100EBacc APS 2.36 3.44 -1.08 2.92 1.81 -1.11 1.1 2.25 4.83 1.7 2.97 5.17

PP Gender GapPP GAP

Year 11:Disadvantaged PP Non PP PP Female PP Male PP LAP Male PP MAP Male PP HAP Male PP LAP Female PP MAP FemalePP HAP FemaleStu Count 96 104 40 56 12 31 9 13 18 8P8 -0.606 -0.526 -0.08 -0.241 -0.88 -0.639 -0.929 -0.936 -0.623 -0.347 -0.199 -0.165A8 Grade 3.05 3.72 -0.67 3.5 2.73 -0.77 1.16 2.9 4.86 1.89 3.89 5.32Eng P8 -0.728 -0.418 -0.31 -0.115 -1.189 -1.074 -1.255 -1.253 -0.877 -0.524 0.031 0.223Mat P8 -0.219 -0.229 0.01 -0.088 -0.317 -0.229 -0.405 -0.382 0.028 0.187 -0.252 -0.168EBacc P8 -0.48 -0.495 0.015 -0.12 -0.75 -0.63 -0.849 -0.829 -0.346 -0.346 0.036 -0.103Open P8 -0.909 -0.907 -0.002 -0.549 -1.18 -0.631 -1.141 -1.199 -1.162 -0.586 -0.551 -0.4829-4% 40.6 49 -8.4 32.1 40.6 8.5 0 29 100 15.4 61.1 1009-5% 17.7 27.9 -10.2 8.9 17.7 8.8 0 3.2 44.4 7.7 22.2 87.5Ebacc APS 2.63 3.28 -0.65 3.11 2.29 -0.82 0.88 2.34 4.57 1.51 3.46 4.92

PP GAP PP Gender Gap

BARRIERS TO FUTURE ATTAINMENT (FOR PUPILS ELIGIBLE FOR PP INCLUDING HIGH ABILITY)

1. Attendance: 2018/19 DA attendance 84% v 92.0% for their non-DA peers /persistent absence of DA 12% v 6% for non-DA peers. 2. Behaviour and/or attitudes to learning: which may mask ability/potential in some cases. 3. Low aspirations: which may mean that some PP students coast or settle for ‘okay’. 4. Inherited KS2 performance, especially in core subjects: which means progress is slower in the core and wider access is harder. 5. Low cultural and education capital: can limit some students’ ability to access higher level learning and/or maintain resilience with more challenging work (especially in the context of an academically high performing school).

RESEARCH AND EVIDENCE USED Here are some key elements of research used to determine our strategy:

The building blocks of Pupil Premium success Written by: Dorothy Lepkowska | Published: 06 January 2016 Drawing on the work of more than 1,300 schools, new research into the Pupil Premium has identified the common successful strategies and the key ‘building blocks’ for their implementation.

Sir John emphasises 12 commonly found characteristics of effective Pupil Premium practice in successful schools:

PUPIL PREMIUM GRANT ALLOCATION FOR 2019/2020

Action Cost Benefit (in months; see EEF Toolkit)

Teaching and LearningAdditional Sets in Core SubjectsAccelerated ReaderMaking Every Lesson CountMeta Cognition and self Regulation

65,0005,0001,325*635*

3 months9 months

InterventionIntervention teachers in Core SubjectsResidential Trip in Year 11/9Ufton CourtLearning MentorsJoshua Academy

65,0005,0005,00040,0006,000

5 months2 months2 months5 months8 months

Social, Emotional and Cultural CapitalTeaching Heads of House RewardsEnrichment ActivitiesFamily Liaison OfficerAlternative ProvisionSummer SchoolPivotal

25,00010,0003,00025,00030,00010,0003,000

5 months2 months2 months5 months5 months3 months8 months

Careers ProvisionIndependent Careers AdvisorWork Experience for targeted students

15,0003,000

5 months5 months

Hardship FundUniformSchool Curriculum TripSchool Enrichment TripsEmergency Funding

2,0003,0003,000

1 month2 months2 months

AttendanceWPA – provision of 3 day a week EWO serviceAttendance Officer

15,00011,000

3 months3 months

Free Breakfast 8,000Total 358,000

Prospect carefully ring-fences the funding at the beginning of the academic year so that it is spent on a targeted group of students. As a result of the Pupil Premium Action Plan and Review 2018-2019 and detailed Exam Analysis of Pupil Premium students’ performance during 2018-19, the strategies will be implemented and embedded during 2019-2020. The projected expenditure is detailed to the left. Guidance is also taken from the Education Endowment Fund Pupil Premium Toolkit.*Funded through NLE Grant

HOW PROSPECT SCHOOL HAS CONSIDERED THE EFF AND OTHER ACADEMIC RESEARCH:

Quality First Teaching EEF The Attainment Gap “Pupil Premium funding is a valuable focus to support senior leaders in raising the attainment of disadvantaged young people. But it is vital that schools (as well as early years and post-16 settings) consider how all their resources can be used to achieve this goal. Good teaching for all pupils has a particular benefit for disadvantaged pupils.” Hattie: Collective Teacher Efficacy +1.57 Classroom discussion +0.82 deliberate practice +0.79 professional development programmes +0.41

CPD Lead Practitioners

CPD: questioning, challenge, academic literacy, book workMaking Every Lesson Count – Durrington Research School

Use of prior knowledge and learning and concept of learning over time (cognitive load theory)

Core classroom strategies: o Priority seating. o Priority marking. o Priority questioning. o Priority Learning Conversations (with tutors and teachers).

Supporting parents to help: Information Evenings, Curriculum Booklets and web pages

Feedback EEF + 8 month progress Hattie +0.70

ASL i/c Disadvantage PupilsPupil Premium Champion CPD

FFT 20 targets that pupils will be made aware of.D.I.R.T is embedded as standard across school. CPD – ‘Making Every Lesson Count’

Meta-cognition and self-regulation EEF + 7 months Hattie: self-reported grades 1.33 evaluation and reflection +0.75 metacognitive strategies +0.6 self-regulation strategies 0.52

Student bursaries Inclusion Learning Mentor CoachBrightPivotalDurrington Research School

Students have ownership of their academic targets. They review and monitor their progress every half term (post-reports) Response to feedback by students whereby they action their EBI’s – D.I.R.TGuided independent reading and study Behaviour and attitudes to learning strategies

Reading comprehension strategies EEF + 6 months Hattie: exposure to reading +0.43 repeated reading programmes +0.75 comprehension programmes +0.47

Pupil Premium Champion in English

Wider Key Skills pathways for lowest ability on arrival Accelerated reading raises reading age Small group intervention for EAL students Whole school focus on academic reading - DEARReading lesson in year 7 and 8 once a week as part of English curriculum allocation Lexia Catch Up

Mastery learning EEF + 5 months Hattie: mastery learning +0.57 working memory strength +0.57

CPD allocation Pupil Premium Champions in English and Maths CoachBright

Cognitive Load Theory and memorisation techniques Teacher development regarding literacy and numeracy across the curriculum Worked examples Peer tuition Peer assessment and Self reflection Maths Mastery through BBO Maths HubScience Learning Partnership with Kendrick School

Tutoring/Coaching/MentoringEEF + 5 months progress

Sixth Form Tutoring scheme. Peer Mentoring scheme

Focus on English and Maths through targeted tutoringBespoke interventions on needs basis delivered by teachers or older

Hattie: peer tutoring +0.53 1:1 tutoring Students in Schools CoachBrightJoshua Academy

students.

Homework EEF + 5 months Hattie: +0.29

Students in Schools Peer and 1:1 tutoring

Teachers set meaningful homework and follow up non-completion. Show My Homework/Class ChartsMyEd App

Cultural capital and feeling of belonging Hattie: enrichment programmes +0.53 extra-curricular +0.26

Ufton Court Nurture groupsStudent bursary Learning mentors Attendance Officer and EWO support Coach BrightThe Joshua Academy

Academic, sporting, arts and social activities so that students feel part of the community but also have shared experiences at different levels.

Attendance support – regular attendance increases academic success but also community involvement. House System. Weekly aspirational assemblies.

Aims Actions Outcomes

Objective 1 To develop and communicate a clear vision which will raise the profile of disadvantaged students and enhance the school’s inclusive ethosEnsure that the profile of disadvantaged/bursary students remains high in school.

Data available regarding all disadvantaged students by prior attainment and additional needs: September and updated as necessary (September 2019 as part of SIMS Mark Sheets)

Provide training and induction for new staff so that they understand our ways of working with disadvantaged students (see induction programme)

Introduction of Class Charts to consolidate use of SIMs, MINTClass and SMHW

All teaching staff can identify disadvantage students and have them in mind when planning, delivering and marking. Evidence: o Lesson observations o SEF reviews o Meeting minuteso ClassCharts seating plans

Ensure that staff recognise that disadvantaged students are not a homogeneous group but require personalised provision and an understanding that they are likely to have underperformed previously, thus “over-expecting” must be the norm.

Staff briefings/CPD to continue to reference DA students to reinforce key messages about profile and priorities, potential barriers to learning, the need to “over-expect” and strategies to address these (on-going)

HAP/DA kept in the spotlight via briefings and CPD etc

Ensure that removing differences in performance between disadvantaged students and their non-disadvantaged peers remains high profile in Department Development

Lesson observations, book work and formative assessment demonstrate staff understanding of the students’ personal needs and their work to meet them. Evidence: o Lesson observations o SEF reviews o Meeting minutes

Focus work with and by disadvantaged students on effective strategies.

Key strategies to improve learning and progress over time of disadvantaged students (and by extension, all students are supported by research e.g.: Embedded

o Peer tutoring (Sutton Trust, EEF, Hattie) o Personalised feedback (EEF, Hattie, Dylan Williams) o Mastery learning (EEF, Hattie) o Reading comprehension (Sutton, EEF) o Meta-cognition (EEF, Hattie)

Differences between disadvantaged students and their peers with same starting points are further reduced (internal tracking data and examination outcomes). Evidence:

o SEF reviews o Data analysis of teachers after each ½

term/ assessment point

Disadvantaged progress and learning over time is monitored through departmental analysis line management meetings and with ASL in charge of disadvantage students

DA students is a key focus for both HOHs and subject leaders when analysing AP data. Co-ordinated response put in place, liaising with Inclusion staff when appropriate. Embedded practice:

o Differences between groups identified during standards meetings. Outcomes cascaded at curriculum team level thus keeping profile high.

Minutes of departmental analysis line management meetings and with ASL in charge of disadvantage pupils meetings continue to confirm the approach.

Differences between disadvantaged students and their peers with same starting points are further

o Standards discussions drill down to comparators of prior attainment groups.

o Focus on multiple needs Disadvantaged to support streamlined and coordinated strategies put in place.

reduced (internal tracking data and examination outcomes). Evidence:

o SEF reviews o Departmental line management meeting

minutes o Differences between disadvantaged

students and their peers with same starting points are further reduced (internal tracking data and examination outcomes).

Evidence: o SEF reviews o Meeting minutes

Objective 2 To close the gap between non-disadvantaged students and disadvantaged students in both Progress 8 and Attainment 8 key performance indicators

To ensure that Quality First Teaching is of the highest quality for all students, especially Disadvantaged.

All departments have a focus on Quality First Teaching using strategies from CD session ‘Making Every Lesson Count’

School focuses on bookwork, reading and questioning Staff receive on-going training at department and school level. School monitoring systems include focus on impact on Disadvantaged students

Impact is monitored termly through: o Lesson visitso Book/work reviews o Department Development Plan reviewso Assessment reviews.

There is a continued focus on reducing differences in the core subjects.

ASL and PP Champions in English and maths will have specific strategies for Disadvantaged students. This will be in place in the first half term.

Key students who are identified as underachieving in English and/or maths contacted with their parents (outside parents’ evenings) to agree partnership actions to support the student.

Peer or 1:1 mentoring offered explicitly to these students

Small group tutoring for identified students in English and Maths (Year 11 initially)

SEF half termly reviews show: o Attainment gaps in maths will reduce

further relative to prior attainment. o Attainment gaps between Disadvantaged

boys and girls in English will reduce further.

o Attainment gaps between Disadvantaged more able and their more able peers in English and Maths will reduce further.

All Disadvantaged students identified as underachieving have access to appropriate interventions to support them.

Intervention menu developed including existing provision e.g.: o Intervention groupso External mentoring groupso Homework club

1-2-1 meetings and reviews show gaps are identified and intervention actions early. Interventions are seen to be effective (AP data and final results).

o Counselling o Inclusion Study o Ufton Court residential visits in Years 7,9,11o Joshua Academyo CoachBrighto Personal Trainer

Objective 3 To improve attendance and resilience for disadvantaged students and reduce the numbers for persistent absence

Further development of work with families and students to (a) improve rates of attendance of Disadvantaged students (b) reduce rates of persistent absence among Disadvantaged students (especially those currently eligible for Free School Meals) (c) improve resilience and PMH for disadvantaged students

o Attendance Officer closely monitors attendance and develops range of responses and interventions with absentees and those DA students late.

o Inclusion and pastoral staff work with students (and families) to help them to overcome barriers to attendance

o We will actively engage with the EWS to support Parents o Short-term incentives in place by HOHs and Attendance

Officer o Counselling available through RBC/NHS MHST pilot

projecto Develop Inclusion study for those students for whom

disapplication is appropriate o Free breakfasto Family Liaison Officer

SEF half termly attendance tracking data shows termly improvements, especially in individuals with significant attendance issues.

Persistent absenteeism to be below 10% in each year group

Objective 4 To improve/raise aspiration for disadvantaged students

Aspiration is embedded across the curriculum for all students

Students are allocated careers appointments for post-16 transition and guidance with mentors.

Inclusion staff work with any students vulnerable to NEET.

Disadvantaged students supported with college visits and applications

Disadvantaged students supported with apprenticeships applications and interviews.

Disadvantages students supported with UCAS applications and interviews.

Further develop ways to raise aspiration on an individual basis eg:

Evidence: o Zero NEETS (May 2019) o ½ termly meetings with Careers Officer

and ASLo Student surveys positive for careers

provision (Spring 2019).

o Work experience o University/college visits o Use of Students in Schools o Visiting speakers/mentors o External mentoring groups

Opportunities provided for Disadvantaged students outside the classroom

All staff running trips and clubs to be reminded to encourage Disadvantaged students’ participation (and that they can use some of their bursary for it). Enrichment Guarantee – every disadvantaged student is entitled to £250 towards school trips during their enrolment. Students offered the opportunity to open a bank account through Berkshire Credit Union

All disadvantaged students take part in at least one extra-curricular activity.

All Disadvantaged students have a clear supported plan to make the transition into the next stage of work/education/training

The Disadvantaged Pupil Premium Passport enables each student to have a progression plan linked to their aspirations and talents.

o Discussions take place with parents where necessary. o Year 11 students have independent careers

advice/appointments as necessary. o Year 11 students have support for sixth form, college

and apprenticeship applications and interviews (including accompanying them on visits as required)

o Year 8 students have individual guidance to ensure aspirational and appropriate KS4 pathways.

o Y13 students have support with UCAS/Apprenticeship applications

Evidence: o Zero NEETS (May 2019) o SEF reviews (half termly) o Student surveys positive for careers &

options provision.

Objective 5 To raise achievement for disadvantaged students through a sharp focus on “Quality First Teaching” we will:

Continue to provide continuous professional development that focusses upon the needs to individual teaching to ensure all make progress.

CPD programme for teaching and support focuses on developing and sharing best practice in Quality First Teaching especially:

o Formative (accurate) assessment o Priority seating, questioning and marking o Feedback o Mastery learning

CPD focus of ‘Making every lesson count’

See use of Department Meetings to share good practice and ideas

Outcomes of lesson observations and book reviews Evidence of new approaches being adopted and evaluated (with on-going sharing of best practice)

Ensure that funding is available for staff to buy resources and equipment for disadvantage students

Teacher Premium fund ring-fenced in order that individual departments/teachers to have access to resources that support QFT for disadvantaged students.

Spending is audited and impact evaluated (April 2020).

Evidence shared so that this is spent even more

effectively going forwards (July 2019). Objective 6To deliver a curriculum with intent that meets the needs of our students, providing a range of aspirational pathways, whether vocational or academic

To ensure that all students are following a curriculum that meets their needs, and provides aspirational routes to success

Pathways programme in Years 7&8o Regular reviews of students on each pathway to ensure

that DA students are represented according to potential ability, and have aspirational role models in all their classes

Alternative routes at KS4o Provision of both academic and vocational pathways to

ensure that all students have a route that will enable them to be successful

o Analysis of students on each pathway to ensure that DA students are appropriately represented on all pathways

Comprehensive Level 2 and 3 Year 6th form offer

All students are following curriculum routes that will enable them to be successful and make progress towards the next stage of their education.