Continuation of monthly cluster meetings to disseminate & discuss resources

Resources & ideas shared about how to embed Literacy across the curriculum and how to assess & report literacy levels

Literacy coordinator employed to work across the curriculum and cluster.

The National Literacy tests are coordinated across the Pentrehafod cluster and administered consistently.

Baseline testing of targeted pupils forms part of progress monitoring and the creation of Literacy intervention groups.

Some common practices  & resources shared across the cluster e.g. standardised used of icons for  teaching of 6 main text types for non-fiction writing.

Common approach / shared understanding of expectations and requirements of LNF

Good practice is identified and shared through discussion.

The new National Literacy Framework  is mapped across every subject in the school.

All subjects modify programmes and study and pedagogy to support the development of literacy through cross subject collaboration and standardisation.

Good practice ideas can be brought back to individual schools to help raise standards e.g. display of cross curricular extended writing

Continuation of monthly cluster meetings to disseminate & discuss resources

Resources & ideas shared about how to embed Numeracy across the curriculum and how to assess & report Numeracy levels.

Consistent advice and guidance provided for all depts in relation to developing strategies for embedding Numeracy across the curriculm.

Good practice is identified and shared through discussion

Numeracy coordinator employed to work across the curriculum and cluster.

Baseline testing of targeted pupils forms part of progress monitoring and the creation of Numeracy intervention groups.

Some common practices  & resources shared across the cluster e.g. standardised use of icons to map Numeracy aspects within the LNF.

Common approach / shared understanding of expectations and requirements of LNF.

The new National Numeacy Framework  is mapped across every subject in the school.

All subjects modify programmes and study and pedagogy to support the development of Numeracy  through cross subject collaboration and standardisation.

Closer dialogue and collaboration between year 5 and 6 cluster teachers and year 7 in providing opportunities and resources for improving pupils’ reasoning skills.

Re-testing quantifies progress and effectiveness of the intervention programme.

To consolidate, embed and further developmet a cohesive tracking system that links to the Vulnerability Assessment Profile (VAP) that helps to identify those vulnerable learners and targets resources to meet their individual needs.

Further development of a school MIS that links to baseline assessment .Use MIS to direct the level of support required for identified pupils for establishing support.

An effective progress tracking system is developed and applied in relation to identified learners.

The impact of chosen strategies for support and engagement is monitored and evaluated through the progress tracking system.

Re-testing quantifies progress and effectiveness of the intervention programme. Progress mapped against mean progress of other schools across the Local Authority.

To embed Restorative Practice (RP) principles into the standard working practice in the school.

3 d An identified lead person for RP is established in the school.

All staff trained on RP principles.

A clear pathway for support and guidance is established to resolve potential conflict.(BT 1FTE)

The lead person directly impacts on standards of relationships between  learners and the wider school community.

The lead person provides advice, guidance and training for all staff in relation to RP

Reduction of anti-social attitudes and behaviour within school.

Reduction in fixed term exclusions.

To maintain a core team for Pupil Attendance and Well Being (PAWB)

C/E/ST/SU

A core team of 4 workers is maintained to work in collaboration with the Education Welfare Officer/Service in ensuring vulnerable students whose attendance falls below 90% are encouraged to attend school.

Regular support and guidance is provided to ensure the smooth reintegration for those with very low attendance.

Maintain attendance figures beyond the 90% threshold.

Patterns of attendance that fall below 90% are identified, reasons for non-attendance established and the parents supported in getting learners into school.

Pupils on alternative provision have their individual provision mapped out.

Individual progress reports for and evaluations of providers made.

Return to school support provided for 100% of fragile learners.

Suitable and appropriate educational activities and placements are provided for disengaged learner. The engagement and attendance on alternative provision is closely monitored and evaluated.

40 persistent low attenders tracked

disaffected pupils monitored and re-engaged in learning.

Percentage of NEETS kept below 3%

To maintain a safe area for out of hours learning.

D/E

Facilities exist to provide opportunities for disadvantaged learners to access advice, guidance and encouragement for completing homework. CE(0.40 FTE)

A support worker is identified and works with disadvantaged young people who require care and encouragement in the learning process.

Resource area available before and after school.

C/D

3g To engage with known families displaying a lack of support for education.

To engage with identified families on a rotation basis.

The key worker will engage with families whose children present challenging attitudes to education and provides advice, guidance and support.

Families and learners requiring support due to negative outlooks relating to education identified and encouraged to come into school for coaching sessions on how to support their children’s learning.LT (0.84FTE)

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An effective progress tracking system is developed and applied in relation to targeted learners.

The impact of chosen strategies for support and engagement is monitored and evaluated through the progress tracking system. JMB (1FTE)

Appointment of TA to work with FSM champion

Continuation of key worker role KS4 pupil attainment

3 I Working with FSM pupils in improving levels of attainment

Individual support and guidance for FSM pupils to assist in attaining level 2

To reduce the gap of at KS3 with regards to levels of attainment  to less than 10 % between eFSM and non eFSM pupils in all subjects.

Improve L2+  identified pupils at Ks4

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