Progress of PP students to be more closely matched to that of non PP students.
Aii. Personal Development
|Focus on Quality First Teaching with strategies to engage disadvantaged learners at the forefront of staff training and quality assurance. This will include a focus on key classroom strategies and best practice.
Increase the number of sets in both English and Maths to enable smaller class sizes resulting in increased focus on underachievement of this cohort.
Focus on high aspirations for Post 16 and Post 18 Pathways for all but especially disadvantaged students.
Targeted support of those who have come into Y7 below the expected standard in English.
Targeted support of those who perform poorly in the Y7 Maths baseline assessment at the start of Year 7.
Develop the knowledge and understanding of disadvantaged students beyond the curriculum.
Personal Development to be explicitly introduced across all Key Stages and delivered through Form Time.
|1. John Dunford: ‘unerring focus on Quality Teaching’.
2. Sutton Trust: HQ Teaching = 1.5 years learning.
3. EEF Research shows quality teaching equates to wise spending of pupil premium funding
4. EEF Family of schools show that disadvantaged students do well where every student does well.
Smaller class sizes inevitably means that teachers are able to build stronger relationships with those in their class and understand the needs of their learners in greater depth. Thus enabling teachers to adapt their teaching to the specific needs of the cohort in their class.
Evidence from other successful schools, universities and academic research suggests that early intervention and accurate targeting means that students can be placed on aspirational, yet achievable pathways.
Evidence and research undertaken by the Head of English found that this scheme was the best choice for our context.
Evidence tells us that those who have intensive intervention and for whom aspirations are high will make the greatest amount of progress.
DfE, Ofsted and the Sutton Trust have all produces research which highlights the needs for all students and especially the disadvantaged to engage with a broader and wider knowledge than provided in the curriculum.
The rationale behind this priority is linked to the fact that for some students, school years are seen in isolation rather than a learning pathway upon which key decisions at the end of Y9 and Y11 lead to the opening of specific doors and opportunities. By providing all students with a learning pathway and an understanding of what they are aiming towards, and why, we can ensure that all, including the disadvantaged have a coherent understanding of where they are and what they should be aiming towards.
|Design, implement and monitor the progress of a whole school disadvantaged strategy
o Pull together all disadvantaged strands in one strategy document
o Roll out 5 key elements of positive discrimination
o Produce booklet to support staff with practical ideas for classroom strategies
o Monitor impact through LG QA
o Share outstanding practice through discussion points at HODs
o Address areas for development through SL meetings
o Ensure more effective use of data to inform intervention
o Deepen staff understanding of the disadvantaged cohort
Ensure that HoDs in English and Maths carefully set/group classes to ensure the best outcome for disadvantaged students.
Create a comprehensive and coherent package enabling the disadvantaged to be placed on the correct pathways for Post 16 and Post 18.
‘Fresh Start’ Scheme has been implemented this year to assess each pupil’s literacy and comprehension individually. Following this a bespoke scheme has been implemented for each student. There are two teachers in this class providing intensive input enabling those who are most academically challenged in English to achieve.
The Mathematics department implement an early baseline assessment for Year 7 all of whom are grouped as a result of this. Where appropriate, and in the main, disadvantaged students are ‘overpromoted’ in their groupings to raise aspirations and confidence levels.
Students in the bottom two groups receive additional ‘catch-up’ teaching in basic numeracy to support their learning and achievement.
Cultural Capital to be embedded across all schemes of learning, across all departments. By explicitly teaching students about knowledge we may mistakenly assume we are providing all students with an opportunity to learn about the wider context, meaning and purpose of the information they are being taught about.
All students to understand the learning journey that they are on at St Mary’s and to recognise and understand the opportunities available to them in order to raise aspirations through awareness of the experiences offered here.
|Disadvantaged/non disadvantaged gap to be <0.20, with both values being positive.
Increase of 15% in proportion disadvantaged students enrolling for 6th form (≤ 55%)
T&L reports demonstrate that positive discrimination strategies are firmly embedded across the school
The gap between PP and non PP will be addressed and reduced in English and Maths.
All those in the disadvantaged cohort will be appropriately guided and supported onto the right pathways.
A higher number of disadvantaged students will have achieved places at elite/Russell Group Universities.
The disadvantaged within this cohort and indeed the whole cohort will have improved their literacy as a result of working through this scheme.
The Mathematics department, through careful targeting and accurate testing will support the least able and most disadvantaged through this approach and as a result will decrease the gap between the progress of the non PP and PP.
Cultural Capital will have been embedded and Senior Link meetings will show evidence of this.
Students will have completed their learning journey for their relevant year group and have discussed their progress with their Form Tutor.