Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted support and intervention

• Use of digital platforms for bespoke learning
• Increased one to one mentoring
• Triangulation of assessment, mentoring, practice
• Teacher collaboration between class teacher and mentor
• Catch up teaching sessions in small groups and one to one.

• Children make good process that is better or in line with national expectations.
• Tutoring plugs gaps where learning has been lost and accelerates progress.
• Mentoring to support children with their attitude to learning.

1 , 4, 6, 9

• Use of Teams and OneNote resources to access the curriculum
• 1:1 Access to digital devices to support learning
• Use of video as tool to support communication and access to wider curriculum
• Access to learning support tools and software
• Use of Home Learning Opportunities

• Increased independence and self-directed learning
• Pre-learning and Home learning
• Personalisation of learning through assignments set for individual needs

 1, 4, 9

Recruitment & retention

• Focus on wide recruitment strategies to draw best talent into the Trust
• Enhanced interview processes to ensure quality and capability of teachers and support staff
• Quality CPD and enhanced career pathways to retain high quality teaching capability

• Quality first teaching ensures better outcomes for all children
• Good CPD enables teachers to reflect and develop their practice.

 1, 3, 4, 6

ECT support

• Dedicated ECT time and additional time with their mentor

• ECTs have a support system to use for advice and direction
• Increased retention – consistency of teachers and teaching across the Trust

3

Staff training days, and weekly CPD opportunities for all teaching staff to develop quality teaching:

• Staff professional development programme to develop strategies to support those with additional needs.
• Develop teachers in delivering the wider curriculum
• All CPD sessions accessible from home
• CPD for online resources delivered to staff, annually
• Develop teachers through the Enhancing Teaching Programme (ETP) and Lead Practitioner (LP)
• Improving teacher performance through Classroom Observation

• More confident and skilled teachers to raise expectations for all children
• Maximises use of resources to target individual needs
• High quality provision for all children in all classrooms.
• Teachers able to mentor and support each other at different stages of their career.

1, 3, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Individual tutoring to support phonics and reading in younger years and mentoring in older years:

• Weekly individual mentor session for KS2
• Weekly group mentoring for EYFS and KS1
• Identify target children that need individual tutoring in KS1
• Mentor meetings to be delivered as Teams calls
• Track progress through regular phonics screening
• Employ a phonic/reading specialist 0.4
• Excellent teaching of phonics by in-house Literacy Specialists

• Increased engagement and rapid progress in core subjects
• Greater depth challenge
• Rapid improvement and impact of progress in phonics
• Supporting pupils’ emotional wellbeing
• 98% pass on Phonics Screener

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Small group interventions Excellent small group or 1 to 1 spelling focus in KS2

• Rapid improvement in spelling Increased engaged with writing by removing spelling as a barrier to outstanding vocabulary

1, 2, 4

One to one tuition that is targeted at the gaps in learning.

• Reading, writing, and maths focused
• Driven by assessment pieces
• Monitored for impact through in class performance and half termly assessments
• Experienced teachers supporting inexperienced ECT delivering

• Increase in assessment
• Accelerated progress against national expectations

Short term tuition and long-term impact

One to one tuition | EEF (educationendowmentfoundation.org.uk)

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

1, 2, 4, 7, 9

1:1 Targeted support for children with anxiety and mental health issues:

• Use of school nurse / therapist to support identified children
• Regular meetings with children identified
• Weekly mentor meetings
• Weekly calls to vulnerable families including some virtual 1:1 support sessions

Removal of anxiety increases academic engagement and focus on learning

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

 1, 5, 7, 8

Speech and Language support

• Dedicated S and L therapist
• Whole school training
• Small group training sessions with TAs
• Adapting the curriculum access resources

Children have accelerated communication progress.

Children can access the wider curriculum as they have greater understanding

Children can communicate their emotions and feelings accurately and feel understood in their learning.

Oral language interventions | EEF (educationendowmentfoundation.org.uk)

2, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Early identification of poor attitude and barriers to learning:

Use of standardised assessments to identify attitudes to self as a learner and to school.

Use of Educational Psychologist to train and support staff in meeting individual pupil needs.

On entry CAT assessments for children in Year 3 and above

To ensure all children have positive engagement in their learning and are positive about themselves as a learner

Increased levels of stress and anxiety are common barriers with current pressures on children

 1, 2, 4

Class based Communication and Language support:

• Use of teaching strategies to develop oracy and language
• Use of language assessments to identify need
• Small group communication/social skills
• All children to use the TV Studio, and produce an outcome

Development of language enables good communication and problem solvers.

Overcome barriers to learning Support for phonics and reading progress

Increased confidence when presenting and speaking to adults

 2, 3

Trips and residentials

Uniform support

To enable children access to the wider curriculum, in real life context.

Increased self-confidence through overcoming fears in challenging situations

Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)

Increased sense of community

Parenting support through Early Help Assessment through the leadership and SEND team.

• Engage in support services to support families in budgeting, diet, health, and sleep.

Identify families in need of SEMH support and SLT/ SEND team to give support.

Increased parental capacity and therefore increased engagement in child development and school life,

Delivery of parenting courses ‘Timid to Tiger’ and PEEP. Parent sessions to provide support for mental health and wellbeing:

Use of Head of Children’s Services and School Nurse to deliver parent courses for identified families in need of support

Use of trained Early Year’s staff to deliver support through parent course

To enable parents to support children at home better both emotionally, behaviourally, and academically

 2, 3