| Year Focus |
Strategy and EEF impact in months |
Impact |
Evidence |
Cost £ |
| 7-11 |
QUESTIONING Staff training and development of key questioning skills to collect feedback from students and to check understanding (+7months) |
T3/4 |
● Well aimed questioning techniques in lessons will enable all students to share cognition in lessons
● Teachers will collect feedback from students and assess and check their understanding to inform them of misconceptions and gaps in knowledge.
● Teachers will assess student understanding through questioning and use this to support responsive teaching and opportunities for recall and revisiting
|
● 34% of teaching staff have effective questioning forming part of Appraisal
● All teaching staff and cover supervisors trained in questioning following Rosenshine’s Principles of Direct Instruction
● In observation (live online lessons) effective questioning used
● Content of lessons revised to cover gaps and misconceptions |
1000 |
| 7 – 11 |
FEEDBACK in Covid Classroom assisted by Google Classroom and other platforms e.g. MOTE (+8 months) |
T2/ 3/4 |
● Teachers are confident to use WHOLE CLASS FEEDBACK to share overview of progress*
● Teachers use mini-whiteboards to check understanding and identify misconceptions
● Comments given to support students to CORRECT and WORK ON specific areas to improve their cognition.
● Increased student motivation to improve their own cognition as they know what to do and how to do it.
● Use of Google Forms provides an effective way to collate responses to key learning questions. Analysis of these responses can be used to identify trends.
● MOTE used to give verbal feedback within Google Classroom to increase students motivation to improve their work* |
● 34% of teaching staff have effective feedback forming part of Appraisal
● Sharing of effective feedback techniques in Department meetings
● Observation of WHOLE CLASS FEEDBACK in online lessons
● Students improving their work based on CORRECT and WORK ON activities
● WHOLE CLASS FEEDBACK and MOTE make providing feedback more time efficient |
1000
650 (mini-whiteboards and pens) |
| 7 – 11 |
Home Learning used to refresh, consolidate and extend learning completed in lesson time (+5 months) |
T2/3/4
|
● Home learning used to refresh, consolidate and extend learning in school.
● All home learning posted via familiar Google Classroom
● Resources can be accessed on demand to help students with their independent revision and recall work. Other platforms e.g. GCSEPod, Seneca, Dr Frost Maths, Oak Academy, BBC BItesize may also be used for home learning activities, but such activities will be signposted through Google Classroom
● |
● 52% of teaching staff have effective Home Learning forming part of Appraisal
● Ideas shared in Department meetings
● |
1000 |
| 7 – 11 |
Blended learning to support learning in and out of the school classroom (+4 months) |
T2/3/4
W1/2 |
● Google Classroom platform to support learning both in school and at home
● Training for teaching staff on aspects of Google Platform e.g. forms, slides, video, jamboard, and other online tools and extensions that can be used.
● Microphones used to capture in school sound for those learning at home
● Wireless keyboard and mouse to improve teacher wellbeing in delivering home learning
● Visualisers used to enhance online and in class delivery of demonstrations
● Google Classroom provides an easy method of communication between students and teachers to ask questions
● Google Guardian feature activated to allow parents to access work set for students |
● VL/JL/PC used Google meet to support T&L from home during quarantine periods
● Learning Dips for students at home show learning is posted on GC for self-isolating students
● Students continue to receive expert tuition when they or their teachers forced to self-isolate
|
250 (mics) |
| 9-11 |
GCSEPod to support revision, recall and refreshing knowledge (+4 months) |
T2/3/4
W1 |
● GCSEPod subscription to support students and teachers with revision, recall and refreshing knowledge. Access to pre-made short videos (with subtitles on) and option to customise questions to support assessment and give feedback
● On demand nature of GCSEPod supports self regulation in student learning
● GCSEassessment questions also a feature will provide quality unseen material to be used as assessment for year 11 or practice assessment material*
● Some of GCSEPod is self marking offering instant feedback*
● Check and Challenge section available for students to access and questions asked, adapt to fill gaps.
● Communication to parents of how to use GCSEPod to support their own child’s learning and revision |
● to end of Nov 2020 13 teaching staff and 1 support staff have assigned work on GCSEPod
● 6272 pods watched this academic year to date
● 116 parents attended GCSEPod parent forum |
2500 |
| 7-8 |
Accelerated Reader to support access to curriculum. Development of reading fluency and comprehension (+6 months) – small group interventions (+4 months) |
TAS 1/2 (lit) |
● Students access reading age (RA) appropriate materials and test comprehension and understanding.
● Diagnostics track improvement as data is collected.
● 1:1 reading support offered for students with lowest RA in years 7 and 8, enabling students to read aloud continuing tradition of Primary school intervention. |
● Improved RA supports students to access learning in all subject areas. |
1000
5000 |
| 7-8 |
Increase capacity in Pastoral Team (+5 months) |
T1/5
TA 1/2
TAS 2 (s&e) |
● Additional pastoral support with years 7 and 8 developing positive school ethos with learners and improve behaviour in order to support greater engagement in learning
● Coordinate and oversight of literacy,numeracy and social and emotional support interventions with years 7 and 8
|
● Attendance of vulnerable learners improved (HE to advise of threshold)
● Progress in all subjects
● Students in right place at right time to benefit from interventions |
8000
2000 |
| 7-8, 11 |
Numeracy TA and Maths teacher intervention (+4 months) |
TAS1/ 2 (num) |
● Small group maths intervention offered to students with unexpected gaps in their knowledge identified through assessment
● Intervention for most able to offer engaging challenging cognition |
● Progress in maths appropriate to starting point
● Positive student feedback re. motivation and engagement |
5000
6000 |
| 7-11 |
Read and Write software (+4 months) |
T2/4
WS1/2 |
● Read and Write software supports students with access arrangements in all assessment activities (both summative and formative) across the curriculum
● Extended through MAT for all students to access in Google Classroom, to support online offer
● Reduce parental burden in supporting home learning |
● Support ‘anywhere’ for students in Year 11 assessment activities
● Access to support for home learning activities and when learning from home due to isolation |
1600
300 |
| 7 |
Self-Regulation and Metacognition Day (Robin Launder) (+7 months) |
T2
WS1/3 |
● Working with some external behaviour provider to support year 7 students with taking greater responsibility for actions in the secondary school environment. This extends to both in and out of lesson behaviour Focusing specifically on developing strategies for increasing self-control and self-discipline |
|
tbc (planning interrupted by Covid Lockdown Jan 2021) |
| 7-11 |
Increase capacity for social and emotional aspects of learning (+4 months) |
TAS 1/ 2 (s&e) |
● Increased provision by YMCA counsellor to offer (1:1) support for students facing well being concerns
● Hive colleagues deployed to support social skill development through Stepping Stone programme with small group intervention
● Purchase of board games to be used in Wet Weather provision when students are confined to bubbles to support positive relationships.. |
● Support offered in house to students in crisis and those who are waiting for NHS support
● Behaviour during wet lunches improves
● Increased understanding of choices and impact on others |
4600
300
7000 |
| 7-11 |
The Day resource for literacy in Mentor Time |
TAS2 (lit) |
● Effective use of mentor time
● Quality real texts for exploration |
● Knowledge of the outside world and current affairs increased |
600 |
| 7-11 |
CPDL – de-escalation and positive approaches to mentoring and behaviour management (+3 months) |
T1
|
● Teaching and support staff developing their understanding and empathy when dealing with challenging behaviours
● Promoting positive school ethos |
● Calm and supportive return to school
|
1000 |
| 7-11 |
Small group Academic Tutoring (+4 months) |
T1/ 2
(num) |
● Catch up intervention for students focused on gaps identified through assessment
● Intervention for PP students in 7+8 (student voice identified maths as area of concern for these students)
● Students more able to access curriculum |
● Students more confident in maths
● Students enjoy working with numbers |
4000 |
| 10 |
Individual Subjects T&L Resources
^Construction Revision cards
*^Scientific practical and H&S equipment
^Equipment to support practical food lessons
|
T4/ 6 |
● Enable practical lessons to take place adhering to H&S guidance in risk assessments
● Recall materials as no online materials available
|
● Practical work taking place when Covid precautions allow
● Students confident to support their own learning in Construction theory |
tbc |
| 10 |
Tassomai programme for Summer Term (+4 months) |
T2/4 |
● Teachers will use Tassomai to supplement current resources for home learning, recall and memory and revision*
● Yr10 students will use Tassomai resources to support their own learning, revision and recall
● Students will get feedback on their own progress and programme will adapt to focus on areas of weakness |
● Students have greater self-regulation in their learning and in supporting their own cognition |
|