Those elements identified above which will have a clear impact upon academic progress have a plan with clear success criteria, outlined below. These will be evaluated at the end of the year to ensure the funds have been used effectively. These findings will be presented to the governing body. The other elements are enrichment programmes aimed and improving social skills, social awareness and emotional health. These are important factors in this type of setting but are harder to measure.
Impact of strategy / Breakfast Club
Out of class data for lessons 1 and 2 showed a decline in incidents of out of class behaviour by 24%. No Serious behaviour incidents were recorded during lesson 1 and 2 during 2015/16.
Supporting 1:1 Literacy and Numeracy Interventions provided by subject specialist.
Spring Term focus for year 11 intervention was functional skills, 100% now have functional skills L1. 11 students who are not in year 11 receiving intervention 55% made at least 1 sub level of progress and were put back on track. 5A’s continues to be used effectively to identify gaps and target individual students.
Over the Summer term 14 students received intervention in maths, English or both. 86% of these students made 1 sub level or more progress and 64% met their end of year target. Quality assurance showed that 100% of books contained target sheets but that these sometimes were not well annotated. The system has been developed for September 2016 to enable this process to be more robust.