colonel frank seely academy pp focus plan 2020 to 2021
TRANSCRIPT
Colonel Frank Seely Academy PP Focus Plan 2020 to 2021
Academy overview: Number of students on roll: 671 Number of students eligible for PP funding: 205 (30.05%)
Progress 8 trends 2017-18 (actual results)
2018-19 (actual results)
2019-20 (predicted)
2020-21 (predicted results)
All students -0.375 -0.34 0.144 -0.01
Pupil Premium -0.934 -0.68 -0.312 -0.33
Non-Pupil Premium -0.267 -0.22 0.268 0.12
Gap (PP v nPP) 0.667 0.46 0.58 0.45
Year 7 34
Year 8 54
Year 9 52
Year 10 30
Year 11 35
Date of most recent PP review: March 2021 Expenditure overview:
Pupil Premium Income 2020-2021
£165,215
Total Projected Spend 2020-2021
£164,326
Barriers to future attainment:
In School Barriers Other: In English and Maths higher numbers of students eligible for PP will be below the expected standard on entry compared to non-PP students.
Reading rates for students eligible for PP are generally below those of non-PP students. Poor literacy skills have been observed during QA processes
Rates of progress in Maths for students eligible for PP are lower than those of non-PP students.
Lack of opportunities, knowledge, skills and support limit career choices of students eligible for PP and restrict their access to extra-curricular provision.
Attendance rates for students eligible for PP are significantly below the rate for non-PP students.
Persistent absentee rates for students eligible for PP are significantly higher than non-PP students.
Access to an adequate learning environment / equipment
Poor/disruptive behaviour
Social/emotional/health issues
Low income/lack of resources
Parental engagement
Total Projected Spend: £164,326
Gaps and Priorities
Strategies Success Criteria
Funding allocation
Rationale & evidence (Previous experience and EEF toolkit)
Measuring
impact
Evaluation Autumn
Spring
Summer
Teaching:
Revisit
fundamentals
of curriculum
taught online
during school
closure
(EG)
Improve
Progress 8
Improve
Attainment 8
Increase % of
Grade 5+ in
English and
Maths
(RG/ HOS/ TR)
Memory and Retrieval programme of Teaching
and Learning, including flying start quizzing and
rota of techniques across the whole academy
Staff CPL on Memory and Retrieval techniques
Year 11 daily revision programme –extra tutor
time 20 minutes of supervised revision each day
Daily Year 10 period 0 from March (Maths x 3
weekly sessions, General revision x2 weekly
sessions)
Year 11 period 6 and lunchtime revision classes
(compulsory for some targeted groups)
Year 10 targeted period 6 and lunchtime
programme from March
Access to GCSE examination questions
vocabulary and establishing an enjoyment of
reading.
Purchase revision guides for Year 10/ 11
Catch up revision lessons for Year 13 (period 6)
in Maths. History and Media
Use of TimesTables Rockstars/ Heggarty Maths
for Year 7 homework to revisit lost Year 6
learning
Student
attainment and
targets met in
GCSE exams
Staff becoming
expert in
teaching these
strategies
Strategies
evident in every
lesson
Resources - £1200
Revision guides -
£4,000 Estimated
(Non-PP)
Teachers engage in an ongoing programme of
CPL to ensure that teachers are fully skilled in a
range of Quality First Teaching strategies: Oracy,
Literacy, Memory and Retrieval, Feedback and the
tutor reading schedule.
Evidence shows that outcomes are positively
affected when students are provided with high
quality, small group tuition. The EEF estimates that
this strategy can contribute to adding 4 months’
progress to students who take part. At CFS, core
subjects have been overstaffed with subject
specialists, in order to facilitate small group tuition
and also provide flexibility in the timetable to
implement small group intervention.
At every opportunity, CFSA has maximised any
opportunity to benefit from staggered start times
for pupils and to optimise the use of this necessary
extension to the school day. Before school sessions
offering opportunities to revise is of particular
benefit to PP students who can benefit from being
in a school environment with resources and their
form teacher/ a member of teaching staff on hand
to advise and offer feedback on revision strategies.
In school lunch sessions and targeted period 6 and
period 0, allows for PP students to access vital
resources and feedback in a timely and regular,
consistent way.
It’s widely recognised that effective revision plays a
vital role in maximising student achievement and
progress. EEF evidence shows that teaching
Daily SLT
classroom
visits
Dept QA
Dept Reviews
Daily tutor
time visits –
SLT/ HOH
Student
survey
Attendance
period 6
students the skills to unpick theory and content as
well as having a sound understanding of how to
approach writing answers to exam questions
(alongside systematic and thorough revision) is the
key to success with up to 7 months’ progress made
by some students. Homework provision is
concentrated on quizzing and revision which for PP
students is supported by the provision of revision
guides.
High quality
teaching for
all
(EG/ SLT)
High quality modelling techniques in all
classrooms
Senior Leaders to support with covering lessons
in order to double up classes if staff are absent
to minimise cover of lessons by non-subject
specialists
Strategies
evident in every
lesson
Majority of cover
lessons taught
by a subject
expert
Visualisers for
every classroom -
additional cost
£1,000 in addition
to those already in
departments £4,250 - CPL
Evidence shows that having access to subject
specialists and therefore targeted feedback in
lessons, has an impact of up to 8 months progress
to students. Having a Senior Leader to cover lessons
for pupils affected by staff absence allows for good
learning environments to be maintained, allowing
all pupils consistency and the best opportunities to
learn.
According to the EEF, effective use of technology
has proven to have up to 4 months progress for
students. The use of visualisers allows subject
specialists to model in real time, good practice and
techniques which are subject specific. The
resources created as a result can be used by staff
to model WAGOLL examples which can be stored
and accessed at a later date by PP students.
Daily SLT
classroom
visits
SIMs review
of cover
data
Create robust
systems to
cope with
future school
closure/
student self-
isolation
absences
and protect
against lost
learning
(RG/ TR)
(EG)
Clear two-week packages of learning available
on school website for all year groups and
subjects for students self-isolating
Home technology surveys to check technology
access at home, followed up by phone calls
home to those needing support
Distribution of laptops and dongles to
disadvantaged students
Show My Homework portal to be used by all
teachers for setting work, sharing resources and
awarding achievement points
ICT support and training for students to ensure
they can all access Show My Homework
Staff CPL on Microsoft Teams
Work clearly
labelled and
accessible to all
All students have
home access
Website updates
Laptops (provided
by DfE)
Licence for SMHW
- £2,200
Webcams - £700
Having access to essential digital technology has
become even more important following the
pandemic. The EEF has found that students who
have appropriate digital technology can gain up
to 4 months progress.
For teaching staff, the provision of cameras and
headsets and training on the use of TEAMS allows
for the best inline provision of Live lessons to be
delivered in the event of another Lockdown or
group bubbles having to self isolate.
Given that SMHW is an online platform, access to
pcs can be problematic for some PP students.
Parental surveys to check access and home and
follow up phone calls, allow to resources to be
allocated where there is most need.
CFSA employs an attendance officer whose sole
focus is to raise student attendance; this is achieved
Work/
website
scrutiny
Spreadsheets
logging
home
contact
Log of home
technology
access
Weekly SLT
review of
SMHW
CL review of
SMHW
(RG/TR)
(JH/AP)
Purchase cameras, microphones and headsets
for teachers/ classrooms
In the event of a school closure/ year group or
class bubble isolation, lessons to be delivered
remotely by Teams
Create a system to track the completion of
work by student who is isolating
Attendance officer to use technology to make
contact with students who are persistently
absent and monitor work completed
All staff able to
deliver lessons
by Teams
Full timetable
delivered by
Teams in the
event of
students learning
form home
Headsets/ mics -
£800
£9,140
half salary for
AEP
Edulounge
licence - £1,600
through a range of intervention methods including
student and parent contact in school and at home.
PP student attendance has shown a positive
increase in the last two years and this can be
attributed to the work that the attendance officer
and staff as a whole do, day-to-day to ensure
students are in school to access the teaching and
learning provision on offer. The mentoring group
with targeted individuals will continue to operate in
the next academic year.
Online learning: Effective tracking of access to
lessons and completion of work allows for students
to maintain the discipline required by online
learning, whilst being supported by staff in school.
Regular checks on students allow for behaviour
interventions to be maintained, despite the
possibility of some students perhaps not being on
site.
Bluesky CPL
impact
reviews
QA of Teams
lessons
Student/
parental
survey
Targeted Academic Support:
Ensure all
students fully
access the
depth and
breadth of the
full curriculum
and catch up
on lost learning
during school
closure March
to July 2020.
Prioritise closing
gaps in literacy
and numeracy
Increase % of
Grade 5+ in
English and
Maths
(RG)
Employ tutors in English (2 days) and
Maths (FT) to plan, deliver and review
small group tailored intervention
sessions (withdrawal from English and
Maths lessons, as well as core PE and
Citizenship for Year 11
Engage in the National Tutoring
Programme to establish 15 week
blocks of tuition in English and maths
for target students- Years 7, 8, 10, 11
(7, 8 and 10 from March)
Lexia literacy programme for students
with Reading Ages significantly below
their chronological age
Extra staffing in English and Maths to
create small targeted intervention
classes
Standing agenda items for senior
leaders with subject leaders to discuss
catch-up and create match funding
to bespoke subject needs
Lesson 5 work in Year 13 to focus on
revision for every subject
Teacher review of year 10
engagement with learning to inform
process of targeting students for
intervention
Launch new style Zorba for Year 10
Data collection
points show positive
progress from last
collection point
Increased number
of students with
Reading Ages of 15
by end of year 9
Lesson Progress
Reports
demonstrate
increased levels of
progress and
engagement
Lexia Tracker
demonstrates
strengthening of
skills
Students attaining
GCSE target grades
£15,000 English
£31,420 Maths
ARTI tests - £2,185
£12,500
£5,500 (including TA
salary, licence fees,
resources)
Evidence shows that outcomes are positively
affected when students are provided with high
quality, small group tuition. The EEF estimates that
this strategy can contribute to adding 4 months’
progress to students who take part. The use of tutors
in English and maths allow for reduced class sizes
for those identified as most in need.
As the EEF notes, reading comprehension strategies
have a positive impact on progress by around 6
months. Equally, small group tuition students make
on average 4 months’ progress on top of what is
expected. Additional classes in literacy have been
part of the literacy support at CFSA for the past two
years, to excellent effect, significantly improving
reading ages and improving the proportion of
students who could read at or above their
chronological age.
There will be a primary focus on PP students in the
first instance in 2020-2021, following teacher reviews
of student engagement.
Fortnightly Zorba meetings between SLT and HoS
will focus on progress in Year 11 primarily and target
underachievement at each data collection point.
This sharing of information allows teaching and
support staff to best target barriers to pupils’
learning and put into place strategies to overcome
them.
Intervention
tracking logs
Tutor student
progress
reports
Reading
‘Zorba’ round
table review
and action
meetings Year
7 and 8
‘Zorba’ round
table action
and review
meetings for
Years 7, 10, 12
and 13 after
each data
collection
‘Zorba’ round
table action
meeting
fortnightly for
Year 11
Zorba review of
actions for
Year 10
Ensure the most
vulnerable
students,
including SEND
and Pupil
Premium are
fully equipped
and supported
Carefully match Year 11 Assertive
Mentors to Pupil Premium and SEND
students
Regular parental contact
Gaps between
disadvantaged,
SEND and non-
disadvantaged/
SEND are shown to
be narrowing in
academy data
collection and
Revision guides
(estimated costing
above) and
equipment (Pencil
cases - £1,280)
Homework club
staffing - JT £3,500
The assertive mentoring programme at CFSA has
been developed to be much more rigorous in
holding students to account and putting the onus
on them to take responsibility for their learning. A
team of experienced staff are mentors and they
meet students each half term in order to support
and set targets to raise student achievement and
progress. EEF research suggests mentoring has a
low impact, however, this initiative has been used
Data reviews
Year 11
Zorba
Year 11 and
10 English/
in order to
close the gap
between them
and their peers
(RG/IC/ JT)
(RG/ GE/ TR)
Target most vulnerable students for
Lexia and other literacy/ numeracy
intervention
Lexia lessons continue virtually during
Jan to March lockdown
Extra revision guides/ equipment/
technology as required
Purchase laptops where needed
Library homework club daily (target
most vulnerable students for this)
Collection of school uniform for a
school uniform shop to support
families affected financially
(Preloved)
Provide equipment/ shoes/ uniform
items for vulnerable students returning
to school where needed
Relaunch Assertive Mentoring with a
focus on disadvantaged Year 10
students
SSC (Student Support Centre) offers
targeted intervention to improve
behaviour and remove potential
barriers to learning, progress and
achievement.
GCSE mock and
final examinations
All students have
the technology to
access learning
from home
extensively across the Redhill Trust and has proven
highly successful in contributing to raising student
achievement and progress.
Given that SMHW is an online platform, Homework
Club is open to all students in school, but specific
focus is aimed at PP students. Text messages will
continue to be sent home regularly to remind PP
students and their families about the provision. This
facility provides a quiet space for successful
completion of homework, which their home
environments sometimes lack.
The SSC at CFS has been developed for the last
two years and will continue to offer students
targeted intervention to help to improve behaviour,
attendance and other barriers to students making
expected progress. Evidence suggests that this
type of intervention has a moderate impact on
student progress with moderate cost implications.
The SSC at CFS plays a vital role in support students
with behavioural and/or social/emotional needs.
The team works closely with students, parents and
teachers in order to ensure that students maximise
their achievement whilst receiving the support they
need. The Academy also liaises closely with
external agencies to support students in the SSC;
including: CAMHS, Stronger Families, Targeted
Family Support, Kooth, Young Carers, Equation,
Women’s Aid and Sharp.
Maths match
up
Reading
ages
Mentoring
logs
PP tracker
Wider Strategies:
Supporting
students’ well-
being and
emotional
needs
(HSA/ HOH/
SSC)
Increasing
Parental
engagement
(RG)
(TR)
Student safe and well checks during
any school closure
House Support Assistants to regularly
contact home for emotionally
vulnerable students
Daily check ins with students who are
self-isolating via Teams/ phone calls
Head of House mentoring for
targeted students
Year 11 Assertive Mentoring
Double staffing of tutor groups to
allow for tutor one to one mentoring
Staff CPL
Activities targeting emotional well-
being incorporated into tutor time
programme
Conscious use of positive language
strategy training for staff. Positive
welcome back sessions led by SLT for
all students
Utilise lesson time for building up year
11 and 13 portfolios of work. Ensure
classroom based assessments are well
spread out over the seven week
period until data collection
Use of Parents’’ Evening booking
system to track engagement and
attendance.
All students have a
key adult/ mentor
to talk to
Decrease in
behaviour incidents
One to one
conversations with
students not in
school on a regular
basis
Students supported
and prepared for
GCSE examinations
and mocks
Growth mindsets
developed in
students
Staffing - 1 x HSA
£19,559 CPL -
estimated £5,000
Pastoral staff support
£5,000
Regular contact and encouraging dialogue
between school and home has been proven to
have up to 3 month’s impact on students’ progress.
Despite a low impact recorded by the EEF for
mentoring, our experience at CFSA has been that
through effective mentoring relationships, PP
students in particular, can become more
responsible for their learning and have higher
aspirations when encouraged by mentors.
Mentoring
logs
Feedback
from parents/
students –
safe and well
checks
Self-isolating
students
contact with
home log
‘Zorba’ round
table
discussions –
action
minutes
Create regular
opportunities
for reading in
addition to the
academy’s
existing
strategy in
order to
address gaps
by through
school closure
(RG/ IC/ JT)
Rewards
Character
Pledges
(DU)
Extra 20 mins of tutor time per day
(staggered 8.30am start) for
collaborative reading.
Purchase class sets of texts chosen to
challenge and develop cultural
awareness
Staff CPL on different ways to read
collaboratively
Librarian CPL – Accelerated Reader/
Reading Cloud
Relaunch Inspired Readers and
reward system for completing
challenge
Library Click and Collect supported
by developed Reading Cloud
ordering system
Librarian PP reading health check
mentoring
Launch of digital library
Daily virtual reading videos created
by librarian and online quizzes to
keep Year 7 and 8 tutor reading
programme going during March
school closure
All year 7 to 9 daily
DEAR
All Y7 and Y8 daily
collaborative
reading
All students weekly
tutor time DEAR
Increased number
students
participating in
Inspired Readers
Challenge
Increased numbers
of books borrowed
from library
Prizes for Inspired
Readers - £500
Class sets of books
£3,000
£2,000 mentoring JT
£4,300 updating titles
Rewards materials/
character – e.g.
badges £6,250
It’s widely reported that children’s reading age has
a huge impact on their ability to access and perform
well in national assessments such as GCSEs and this
is supported by the EEF’s evaluation. Reading
strategies can prove highly successful in raising
student outcomes, with up to 6 months’ progress
being added in some cases. CFS has recognised this
and runs a targeted reading programme with the
support of TAs, the Librarian and all teaching staff in
order to achieve the objective of all students having
a reading age of 15 years old by the end of Year 9.
This is an aspirational target but crucial in ensuring
that the Academy supports students in being able
to access and perform well in their GCSE
examinations at the end of Year 11. Students read
for 15 minutes every day in a rotation of lessons and
have one dedicated reading lesson in the library,
with their English teacher and the librarian. CFS
invests in the Accelerated Reader programme to
help monitor reading ages and develop students’
love of reading.
ARTI testing
Reading
Zorba Termly
Library
records of
books
borrowed
Accelerated
Reader data
Keeping
students
focused on
future
aspirations
through a
careers and
guidance
programme
Careers interviews with Careers
Advisor, with a priority for
disadvantaged students. To include
KS3, 4 and 5.
Year 8 & 9 Aspirations Programme to
focus PP students on possible career
pathways. Follow up one to one
interview with Careers Advisor
Increased numbers
applying to 6th form
(60% year 11)
All leavers in
education or
training
1.5 days of Careers
Adviser £10,432
Registration and
Licences £900
The Careers Professional will arrange a wide
programme of activities e.g. Speed Networking day
for year 8 with local businesses and professionals
(tbc), Careers Week activities, work experience with
a priority for finding aspirational placements for PP
students. In addition, the Careers Professional with
operate one to one careers’ mentoring session for
all PP students. High quality work experience makes
a real difference to all students in helping them to
decide on an appropriate career path. It also
Careers
Advisor
trackers
PP tracker
(GE) (RG)
Virtual Careers Programme
Virtual Sixth Form Open Evening and
recorder subject talks available on
line
Rugby Centurions Future Leaders
Programme Years 12 and 13
supports students in making the right post-16 options
choices based on their future career aspirations. The
EEF considers this type of intervention as having low
impact, however, the programme has been well
received by students, parents and employers and
we believe it support them in their transition to post-
16 study and/or vocational courses such as
apprenticeships. (Futures) (tbc)
Develop
cultural capital
in the absence
of trips and
visits
Music Tuition
(RG/GE/ TR)
Music Tuition for PP students
Create virtual experiences for
students e.g. virtual trips, DofE at
home, online book club
Use of the Reading Cloud and Click
and Collect Service to access the
school library
E Library launched whole school –
promotion of Sora app through World
Book Day assemblies and social
media
Delivery of instruments to
disadvantaged students at home and
music lessons developed virtually
Virtual cultural experiences e.g.
Hamilton Musical workshop
Online lessons
continued
Experience
available for each
department
Greater access to
broader range of
titles that are
updated regularly
£2,160
£1,500 Licence
According to EEF evidence, access to individual or
group music tuition can have up to 2 months
impact on student progress, but can also have a
positive impact on student perception of learning
and their cultural aspirations. Providing access to
instruments during Lockdown allows for
continuation of music study and practice. Access
to the virtual school library and the click and
collect service are both available to provide for
continued access to school resources at a time
when local services can not.
The D of E scheme offers students from all
backgrounds the opportunity to broaden their
horizons and challenges them both physically and
mentally. The skills developed here can be utilised to
help develop resilience and determination to
succeed. Overall, the scheme enables students who
may otherwise never experience such challenges to
take part, breaking down barriers
Student and
parental
feedback
Additional strategies form second school closure period (Jan to March) identified in blue
Proposed activities to be reinstated post Covid Restrictions:
Activity Intended outcomes Funding allocation
EEF Measuring impact
Breakfast Club
(RG/GE/TR)
to increase PP attendance AM and support a
calm, healthy start to the day. £1000 Breakfast Club was piloted in 2018-2019 and was
available to all KS3 PP students. Individual cases were
positive although attendance was relatively low for
the whole PP cohort. For some of those who did
attend, there was a remarkable difference in their
attitudes to learning and their ability to concentrate
during lesson 1 as observed in On-Call data. It also
provided a calm start to the day with familiar routines
for those whose home backgrounds can be
unstructured. It also provides an opportunity for social
interaction with staff and other students in a relaxed
setting. We aim to extend provision this year with
regular texts to remind PP students of the provision
and some older PP students are now assisting in
running Breakfast Club for the younger students.
(Provision tbc)
attendance/ on call data
Homework Club provision
daily
(GE)
Increase PP completion of homework in suitable
environment, with access to appropriate facilities. Given that SMHW is an online platform, access to pcs
can be problematic for some PP students. Homework
club is open to all students in school, but specific focus
is aimed at PP students. Text messages will continue to
be sent home regularly to remind PP students and
their families about the provision. In 2019-2020, the
sessions will be supported by Year 10 prefects to assist
the younger students in their learning and providing
role models for them to emulate. It also provides a
supportive, relaxed atmosphere in which students
can study, which their home environments sometimes
lack.
attendance in the library of PP
students
The CFSA Baccalaureate
Scheme
(CH)
Increase aspirations of PP students. Develop key
transferrable skills. Increase resilience and
motivation of PP students.
£2,000
The Baccalaureate offers students from all
backgrounds the opportunity to broaden their
horizons and challenges them both physically and
mentally. Sixth form students deliver sessions in MFL,
Science, English, Maths and Geography. Year 7 and
8 students attend sessions and complete project-
based activities which are not part of their KS3
curriculum. All these skills can then be utilised in school
to help develop resilience and determination to
succeed. Overall, the scheme enables students who
% PP uptake of scheme
may otherwise never experience such an adventure
to take part, breaking down barriers. EEF evidence
supports initiatives such as this, suggesting it has the
potential to improve progress by up to 5 months for
some students. Participation is such schemes enables
students to write well rounded UCAS applications,
enabling PP students to compete with students from
more privileged backgrounds. (TBC)
Sports Coaching
(PE)
Provide additional expertise to develop hobbies
and interests outside the classroom.
Nurture and harness sporting talent.
£1,000
Engaging with additional sports coaching is valuable
for both the growing number of students choosing to
study GCSE PE and those students in the Academy
who wish to develop a skill or hobby. With a varied
extra-curricular offer within the PE department,
additional sports coaching enables our students to
really develop their talent in addition to trying new
sports that they may not have previously played.
Examples of sports coaching within the Academy are
within trampolining; handball; girls’ football and table
tennis. EEF evidence suggests that for some students,
this type of activity can boost progress by up to 4
months.
% PP uptake of scheme
D of E provision
(KB) To provide learning opportunities outside the
classroom and to encourage character traits in
a real-world context.
£1,000
This scheme offers students from all backgrounds the
opportunity to broaden their horizons and challenges
them both physically and mentally. The skills
developed here can be utilised to help develop
resilience and determination to succeed. Overall, the
scheme enables students who may otherwise never
experience such challenges to take part, breaking
down barriers.
% PP uptake of scheme
Financial support for
residential visits
(TR)
Present students with a broad range of
opportunities.
Further develop a sense of community and
involvement within the Academy.
£6,000
CFSA is committed to developing student
experiences after the end of the school day. With a
range of activities on offer many students
demonstrate the commitment to pursue activities to
learn new skills, meet others with similar interests or
simply for fun. The Academy also offers a range of trips
and residential visits each year which prove very
popular. Many of these trips compliment the
curriculum together with a range of enrichment visits
also. Residential visits include a year 7 camp where
students engage in outdoor pursuits and team
building activities; performing arts visit to London,
History residentials to Ypres and Berlin and MFL
residentials to France and Spain. EEF evidence
suggests that for some students, this type of activity
can boost progress by up to 4 months.
Increased number of PP students
accessing cultural capital in visits.
Grade Booster Parents’
meetings
(RG/GE)
Parents can support their children in revision
activities at home
To increase PP parent attendance at these
events
£700
All year 11/ 10 students and their parents are invited
to an evening of presentations about the
importance of attaining good GCSE grades and the
link to future financial and emotional wellbeing. In
addition to this, core subject workshops ensure
parents fully understand the structure and rigour of
expectations.
Memory and retrieval techniques explained and free
resources distributed to aid revision.
attendance at evening sessions
increased number of PP
Rewards Celebration
evenings
(DU)
Further develop an ethos of celebrating success
and raising aspirations. Although the EEF suggests that this type of
intervention has lower impact than other
interventions, CFSA believes that celebrating student
success and using a range of reward strategies
contributes to raising student morale, motivation and
ultimately, outcomes. A range of initiatives are used
including the use of House points (tracked via
SMHW), post cards home, celebration events
throughout the year, learner of the week
(celebrated in House assemblies) and an annual trip
to Drayton Manor for students with 100%
attendance.
House Points, postcards home,
certificates
Use of Trust Reintegration
Centre
(DU/CR)
Support the reintegration of students.
Reduce PX of PP students to below the national
average.
A key priority for the Academy is to reduce the
number of students who are excluded from school
whilst at the same time, improve the behaviour and
engagement within lessons. The Redhill Academy
Trust allows all academies within the MAT to utilise the
Reintegration Centre with the purpose being to re-
engage students and parents with learning in
addition to improving behaviour. The Reintegration
Centre is staffed by teachers and teaching assistants;
students complete structured work that links with the
curriculum being delivered in the main school. Upon
successful completion of a visit to the Reintegration
Centre, students are readmitted back into the
Academy where they receive further support to try to
prevent any repeat behaviour. The EEF research
shows that behavioural interventions such as this can
improve student progress by up to 3 months.
PX PP below national average
Transition Activities
(DU/ SF)
Initiatives run from September to July and include
projects and activity days linked to the faculty
areas of English, maths and science
£2,000
Effective transition from KS2-3 and also from 4-5 is
imperative in ensuring that students’ aspirations
alongside their progress is maximised. A wide range of
activities are provided to local primary school
children in order to prepare them to start secondary
school. Initiatives run from September to July and
include projects and activity days linked to the faculty
areas of English, maths and science. In addition,
Taster Sessions in KS4-5 transition have been planned
for all students in the Academy. EEF research suggests
this type of intervention has low impact, however,
experience tells us that KS2 and KS4 greatly benefit
from this support.
Successful integration into KS3/ KS5
setting.
Department bids
(RG/GE/TR) PP focus for department bids to raise PP
aspiration and provide cultural capital. £2,000
The Academy is committed to supporting innovative
and targeted curriculum development driven by
individuals and departments that raise the bar of
what can be achieved. For this reason, a bids
process has been set up to provide additional funds
to provide support for innovative practice/
developments that without financial support may
not come to fruition. The process allows for bids of up
to but not exceeding £250 and match funding is
viewed positively when deciding which
developments to take forward. The bids have a clear
Raised focus on cultural capital and
raising aspirations in departments.
aim of delivering developments/ interventions that
support pupils who are socially disadvantaged in
meeting their full potential and widening their
cultural experience and knowledge. (TBC)