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Intended use of the Pupil Premium

Pupil Premium & Year 7 Catch up Intended Spend

2019-20 (Academic Year)

The achievement of Pupil Premium students is a major school priority. Research shows that Quality First Teaching a key factor in improving outcomes for educationally disadvantaged students.

During 2019-20 Pupil Premium funds are being used to improve student achievement either directly or by increasing student engagement in education. We aim to maximise the impact of the Pupil Premium and ensure that entitled students receive the opportunity for additional support.

The funding will therefore be used to support several strategies and interventions to improve outcomes for disadvantaged students:

  • Staff training such as the TEEP Teacher Effectiveness Enhancement Programme (Quality First Teaching) to maximise outcomes for disadvantaged students.
  • Graduated Response Plan has been implemented to monitor student progress across KS3 & KS4.
  • A dedicated member of staff to support children in care.
  • Marking; assessment and feedback have been improved.
  • Staff training has focussed on: effective use of feedback; improving independent learning; strategies for supporting students and sharing insights.
  • There has been a programme of sharing best practice across the school.
  • Collaboration with other schools in the area has enabled broader sharing of best practice.
  • Pupil premium students have been more closely tracked, facilitating swift intervention.
  • Seating plans indicating vulnerable groups of students are in place and shared with teaching assistants who are supporting in lessons.
  • Additional support has been provided to pupil premium students during exams.
  • Continued CPD with Marc Rowland to ensure the school is up-to-date on best practice for disadvantaged students.
  • Monitoring & evaluation of interventions used across the school to ensure progress is being measured accordingly and the interventions used provide good value for money.
  • 1:1 interview with our independent careers consultant.
  • Additional transition programmes for Year 6 students identified as vulnerable on transition.

Our robust graduated response of interventions includes: 1 to 1 tuition in maths and English; group tuition in maths and English; Corrective Reading; Year 11 mentoring; Spelling by Morphographs and a range of interventions which help to support SEMH needs.

Pupil premium funds are also being used to support programmes that aim to improve student engagement in education. They include: primary liaison work; careers advice and guidance; vulnerable intervention support; parental support and the Villiers Park programme. By raising aspirations and engagement, these programmes allow students to improve their learning.

Year 7 Literacy and Numeracy Catch-Up Premium

The literacy and numeracy catch-up funding is used to support year 7 students who did not receive the expected standard in reading or maths at the end of Key Stage 2.

Students who did not reach the expected standard at the end of KS2 will receive an appropriate intervention to meet their needs. These interventions could include:

• Corrective Reading Programme
• Spelling by Morphographs
• 1:1 English lessons
• 1:1 Maths lessons

Quality First Teaching & Intervention

The Commonweal School recognizes the importance and individuality of every student, and we understand that some students require additional provision to ensure an inclusive and equal learning experience for all. At The Commonweal School, we ensure that all staff are highly trained and have access to an ongoing and effective CPD programme.

The Commonweal School is mindful that the key to success for all students is ensuring that all day-to-day teaching is tailored to the needs of each learner. Our staff are committed to ‘The Commonweal Toolbox for Learning’ which includes successful Wave 1 tips for working with vulnerable/Pupil Premium students.

As a school we track students termly and reasonable adjustments such as a support and interventions are made in a timely fashion. The use of ongoing assessments and ‘The Green Pen of Power (GPOP)’ allow teachers, students and peers to provide effective feedback so each student is mindful about how they can make progress.

During the academic year 2017-2018, the Graduated Response Plan (GRP) was a school priority to improve outcomes of our underachieving students. The GRP model tracks KS3 & KS4 students. This process continued into 2018-19.

The Teacher Effectiveness Enhancement Programme (TEEP) continues to be a whole school focus for 2019-20. TEEP is an effective whole staff continuing professional development programme which will supports teaching and learning.