Challenge the Gap planning tool (PPO) Plan St. Ambrose Barlow High School Leaders Issue statement 1. To raise awareness amongst staff of the pupil premium cohort and the Challenge the Gap initiative. Need to highlight pupils and outline pupil need and the purpose/ focus of the Challenge the Gap initiative. Currently vulnerable pupils are supported through a range of interventions. PP cohort should be targeted and specific funding allocated to PP to raise attainment and evidence impact. Activity name Get to know our ‘Pupil Premium’ pupils. Year 8 PP cohort to be specifically funded and supported as a distinct target group. Progress Activity description Ensure that all staff know who the PP children are in school, and have current and detailed information about levels of attainment, targets and learning profiles. Expected Significantly raised profile of PP and vulnerable pupils .All staff to be fully aware of the individual needs of PP learners throughout the school. Discuss pupils and the Challenge the Gap initiative in the staff ‘Development Group’ Whole staff awareness of Challenge the Gap objectives and the drive to raise standards and have a significant impact on the gap in attainment. Funding to be identified and spending clearly targeted and planned with Headteacher & Business Manager. Planning and funding of activities/resources and support for PP leaners to be put into place and fully established throughout the school. Regular basic skills and reading improvement small group work for PP cohort. Measurements All teachers refer to pupils in the PP cohort in their lesson plans. Lesson plans to include differentiation of approach, resources and outcome for PP pupils where appropriate. Updates info re: pupil premium cohort available on SIMS and tracking pupil progress for this group in place through provision mapping. Funding ring-fenced for PP cohort. Provision mapping (Blue Hills) to provide an outline of funding and impact. Interventions mapped on provision map and impact on attainment monitored through pupil data, SIMS and teacher assessment. Small group additional support in place before and after school. Outcomes This term This year 2. Parents are not all aware of the pupil premium status or the ‘Challenge the Gap’ drive. Parents to be kept fully informed of PP activities and support in school. Attendance and lateness can hinder the learning of some pupils in the PP cohort. Contact and on-going liaison with parents of PP focus group. All parents to have access to information about PP focus in school, including an outline of ‘working together to raise attainment’. Parent survey to be carried out re: support from school & working together with school to support children’s enjoyment & attainment. Pupil Premium information and Challenge the Gap initiative to be clearly outlined on school website. SENCo to speak to individual parents of PP focus group. Parents will be encouraged to further support pupils at home with reading and numeracy activities. Attendance and lateness issues to be addressed with some pupils & parents. Parents fully informed about the Challenge the Gap initiative and on board with initiatives to support pupils’ attainment through a working partnership. Attendance and punctuality significantly improved and no longer a barrier to attainment. Parents informed via letter and phone calls re: activities and initiatives for PP cohort. Information re: pupil premium outlined on the school website. Attendance register used to track punctuality/attendance of PP pupils, this is followed up by contact with home and EWO where appropriate. 3 Tracking Pupil Progress and Evidencing Impact: We need a detailed analysis of the needs, progress and attainment of PP pupils compared with all other pupils in school and other PP pupils nationally. School must develop focused analysis of data to establish progress and attainment of sub groups within PP and comparisons between non PP cohorts and Track pupil progress and initiate a deep data analysis of PP cohort. Create a detailed learning profile analysis for each pupil in the focus group. Assess each pupil with Dyslexia Screener and diagnostic reading tests. Evidence support and progress on school’s provision map, Blue Hills. Keep an ongoing record of Track and monitor PP pupils’ reading age, verbal and non verbal CATS scores, levels of attainment, targets and aspirations & attitudes to self and learning throughout the year. Conduct an analytical assessment of pupils’ current learning profiles and strengths/needs through Dyslexia Screener, diagnostic and comprehension reading tests, verbal Each PP pupil in the focus group to have a detailed learning profile which includes current levels of attainment, reading and spelling ages and analysis. Outcomes and targets discussed with pupils and parents, and a personal action plan for raising attainment put in to place for each pupil in the group. Progress to be tracked throughout the year and a portfolio of Track progress, and analyse groups within this cohort through SISRA & RAISE as well as teacher targets. PP cohort levels of attainment and targets to increase, reducing the gap between this group and non-pupil premium. School data to include analysis of sub groups within PP. All analysis to show a marked increase in PP pupils attainment and this to be measurable through impact of support national schools. attainment to ensure optimum impact of interventions. and non verbal quotients, learning profiles and attitudinal surveys. Build our evidence of what works to raise the attainment of disadvantaged pupils in school. Compare reading ages with non verbal quotients and attainment. Create a detailed learning profile for each PP pupil. . . Teachers 1.Many pupils in the PP cohort lack self esteem, drive and motivation, they can be overlooked if making expected Develop consistent whole school planning for lessons and all school activities to show awareness of and Teaching staff to ensure that all pupils in the PP cohort are differentiated for where appropriate in achievement and evidence will highlight areas of progress and impact, as well as where support needs to be focussed. strategies. Reading, spelling and comprehension ages of PP pupils will improve in line with cognitive ability. Pupils in the focus group will show a marked improvement in a range of higher order reading skills and reading fluency and confidence. Young Spelling,NFER Nelson reading and comprehension tests used to show accelerated and consistent improvements in reading and spelling ages. All lesson plans to include reference to Pupil Premium cohort and outline appropriate differentiation and Lesson plans to include a clear outline of the support/differentiation in place for pupil premium cohort. progress. Planning does not always reflect differentiation of strategies, approach, resources and learning experiences specifically for this focus group. differentiation for PP cohort, and groups within that cohort such as SEN and EAL. lessons, and that this is clearly evidenced in lesson plans. PP groups to be highlighted in departmental meetings and Challenge the Gap strategies and support to be firmly established in wave 1,2 and 3 teaching throughout school. It is imperative that we highlight, engage, challenge and track the progress of all of our vulnerable and under achieving pupils. Focus on impact of Challenge the Gap strategies.. learning experiences. Focus group pupils’ levels of attainment to increase to reflect ability and as barriers to learning are diminished. Pupils are making excellent progress in line with levels of ability as planning, tracking and strategies impact on attainment and aspirations. Interventions linked directly to need illustrating good awareness of individuals in this cohort. 2. Teaching staff need to ensure that day to day teaching meets the needs of the learner, thus a sound knowledge and understanding of each of the PP pupils is imperative. School needs to further develop a systematic focus of clear feedback to pupils to help them to improve their work through an on-going dialogue of support and challenge. 3. Excellent teaching and learning strategies should be in place for small groups of vulnerable learners, particularly in maths and English to raise attainment and confidence throughout the curriculum. Develop robust feedback and mentoring systems to raise attainment and self esteem amongst the PP group. Teaching staff to focus on raising attainment amongst PP cohort through a system of verbal and written feedback. Pupils to respond to feedback resulting in raised attainment and clear, helpful communication. Identified PP teaching group to each mentor a small number of pupils in the PP focus group. Distribute booklets for subject specific vocabulary to PP group. Ensure that strong and outstanding teachers are in place where possible to accelerate PP progress. Small classes which include vulnerable pupils to have access to excellent teachers and teaching & learning experiences. High quality teaching to be in place , supported by additional one to one and small group interventions. There is a robust, effective and ongoing process of feedback between pupils and teachers in all areas of teaching and learning. Individual and group feedback enables PP pupils to make accelerated progress which can be evidenced in levels, reading age and attainment. Teachers working with groups with high numbers of PP cohort to be judged as good or outstanding. Pupils are evidently succeeding at their level of ability and surpassing teachers targets in some cases. ‘feedback' is an established part of lessons and includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc), clarifying goals. Assessment criteria is included in feedback. Feedback is given against explicit criteria Pupils in cohort present as more confident with higher aspirations and the skills to achieve these. Small group sessions in place and a measurable impact evidenced. Strategies used to compliment small group teaching. Y8 PP pupils receiving additional support before and after school. PP pupils’ reading, spelling and thinking skills to significantly increase, impacting on attainment throughout the curriculum. Para professionals 1. . PP focus group pupils may need additional pastoral and organisational support in school, as well as focussed and specific maths and English one to one and small group intervention from appropriately trained and experienced teaching assistants. 2. Para professionals should be highly trained and practised in supporting vulnerable pupils in a range of one to one and group work activities, with appropriate, CPD and support from link professionals. Promoting the use of evidence based practice through projects, strategies, events and resources Additional and specific training courses and INSET for teaching assistants to effectively support PP cohort. Pupils more focussed on learning, aware that they are supported and needs monitored. Barriers to learning are more quickly identified and addressed. Training courses for teaching assistants this academic year include: ‘Motivational & Independent Learning’ ‘Supporting EBD in mainstream secondary’ Para professionals have developed enhanced skills for supporting pupils to achieve higher levels of attainment, overcome barriers to learning and improve behaviour. Focus group experience a wide range of additional activities and learning experiences through school and outside industries and professionals. Effective intervention makes a positive impact on attainment. Pupils more engaged with their learning, turning up for support sessions and making good progress in school. All teaching/support assistants attending additional training both in school and through outside training courses to become more skilled in raining attainment and offering pastoral support. Skills and strategies put in to place through school ‘ Challenge the Gap’ Some pupils have little confidence in their own abilities and lack opportunities to mentor and support other younger pupils in school. ‘Supporting pupils with ASD and ADHD’ ‘Level 3 TA NVQ’ ‘Supporting & Enhancing Writing’ PP cohort are regularly supporting and mentoring younger pupils as part of the morning support group. PP cohort demonstrate a noticeable increase in self esteem and confidence. Pupils are evidently achieving at their levels and motivated to achieve next steps. Homework not always completed on time or to a good standard. Appropriate parental support with homework not always available when needed. 3. Pupils in the PP cohort focus group may lack a range of experiences and have limited support from Homework clubs to be available after school. Enrichment and social/emotional support activities focussing on Draw on research evidence and our own experience of activities and impact to plan a range of Effective intervention makes an impact on pupil attainment and social skills. PP group are motivated, support. Pupils demonstrate increased confidence and self esteem in school. Consistent commitment from pupils including regular completion of homework on time and too a good standard. Pupils receiving additional enrichment and pastoral support on a regular basis. Outside professionals families in some instances. There is a lack of engagement with hard to reach families. A robust system of providing well targeted activities and extending our links to families where behaviour, social needs or attendance are barriers to learning. enjoyment, achievement, challenge and impact. activities, experiences and practical support to drive progress, performance and confidence, including: Visits to local cultural and media centres, working with people from industry, talks from members of the emergency services, cpr qualification, making a short film, new sports activities at various venues. Small group and one to one support with our therapeutic counsellor and/or educational psychologist and trained TA to support pupils through appropriately responding to need. Please use one row for each activity. You may be using more than one activity to address an issue; please add rows as necessary What is the overall issue and specific barriers that you are trying to address? Name of the activity Description of the activity confident and happy learners with a range of new experiences and challenges. Pupils gain confidence when talking and working with a range of people from different areas of work, industry and services. involved in organised support and activity groups. Increased well being and self esteem in amongst pupil premium focus group. Evidence of additional activities for pupils and resulting increased attainment in school. Pupils emotional needs are supported by trained staff in school working with a professional counsellor for small group work. Needs identified and discussed with PPCs, parents and support staff. Pupils feel happier and more able to overcome personal difficulties. What changes do you expect to see as a result of the activity? How are you going to measure those changes? What changes have you seen as a result of the activity? Update in January and June What impact on attainment do you expect to see as a result of this activity? What impact on attainment have you seen as a result of this activity? Update in January and June
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