Desired Outcomes

Link to Academy Improvement Plan

Success Criteria

Improve disadvantaged attainment

Learning and Progress – to unlock the potential of all students in order to secure their futures

All students make at least good progress.

Teaching is developed and enhanced so that learning becomes outstanding. (Focusing on the development of student agency, shared learning goals, Assessment For Learning and its use in timely, quality feedback.)

Reduce gaps between disadvantaged and non-disadvantaged students and within this More Able and SEN  disadvantaged students

Learning and Progress – to unlock the potential of all students in order to secure their futures

All students make at least good progress.

Teaching is developed and enhanced so that learning becomes outstanding.

To have developed effective data and intervention systems.

Accelerate Progress of all disadvantaged students

Learning and Progress - to unlock the potential of all students in order to secure their futures

All students make at least good progress.

Teaching is developed and enhanced so that learning becomes outstanding.

To have developed effective data and personalised intervention systems.

Reduce the number of exclusions for disadvantaged students (with particular reference to SEN disadvantaged)

Learning and Progress - to unlock the potential of all students in order to secure their futures

Teaching is developed and enhanced so that learning becomes outstanding focusing on approach to learning – securing student engagement and enthusiasm.

Our behavior system is one which reflects the needs of our students and adapts accordingly to ensure disadvantaged students are successful.

Extend enrichment opportunities

Learning and Progress – to lay the foundations for life-long learning

Student voice

The curriculum is rich and varied and meets the needs of all students, enables them to make at least good progress and prepares them for the next phase of their lives.

Students are empowered to hold leadership positions across the academy and feel that their voice is heard. Students’ aspirations are raised.

Academy Strategy

Area of spend

Link to Academy improvement Plan

Description of Intervention

*where identified
by Sutton Trust /Hattie

Intended Outcomes

How impact is to be measured

Whole-School Strategy:

Reducing Gaps, Raising Attainment

Improving Outcomes

Whole School vulnerability ‘live

List’

Learning and Progress

The creation of a weekly updated vulnerability list to inform staff of our most vulnerable students – looking at safeguarding, attendance, behaviour, SEND and PP

Not evidenced by Sutton Trust/Hattie

Staff are more aware of our vulnerable students, information is live and relevant, allowing them to close the gap more effectively for these students.

Increase in numbers of students making good or expected progress.  A reduction in numbers of students not making age related progress.

Staff can identify their vulnerable students and are confident in the provision to provide for them - staff voice.

Whole-School Strategy:

Reducing Gaps, Raising Attainment

Improving Outcomes

Attendance Case Work officer

Learning and Progress

A dedicated attendance case work officer to ensure non-attendance is challenged across the academy.

Not evidenced by Sutton Trust/Hattie

Academy attendance remains above the expected benchmark of 95%

Students are thriving at Ansford and attend.

Persistent absence decreases

Increase in numbers of students making good or expected progress. 

Whole-School Strategy:

Reducing Gaps, Raising Attainment

Improving Outcomes

Intervention tutor

Learning and Progress

An experienced tutor to support the most vulnerable students to enable them to thrive and be successful through 1:1 academic coaching and small group tuition.

* Sutton Trust /Hattie: Individualised instruction +3 months, mentoring +0 months

Reduction in the number of exclusions, isolations and consequences.

More students make expected/good progress

Case studies: Most vulnerable students state that they feel as if they belong at Ansford.

Attendance and behavior incident figures.

Increase in numbers of students making good or expected progress. 

Whole-School Strategy:

Reducing Gaps, Raising Attainment

Extend enrichment opportunities

A continued focus on the raising of aspiration 

Learning and Progress

Personnel 

A concerted focus to ensure that PP students have access to visit colleges, Universities or have access to enrichment opportunities that could raise their aspirations.

Sutton Trust: aspiration 0 months, arts participation +2 months, sports participation +2 months

PP students who cannot afford to take part in educational trips are supported financially.

Trips and opportunities are advertised more rigorously to PP cohorts.

Number of students taking part in enrichment opportunities to raise aspirations.  AP to hold enrichment log.  Case studies.

Whole-School T and L Strategy:

Reducing Gaps, Raising Attainment

Extending the Academic Coaching Programme into Key Stage 4 (ensuring all disadvantaged students have an advocate)

Learning and Progress

The promotion of the personalisation of learning and support for a range of students, including PP.  Focus is on the building of independence and agency.  LT members will also coach students in Year 10 and 11. 

* Sutton Trust /Hattie: Individualised instruction +3 months, mentoring +0 months

Students are provided with an advocate getting Individualised support and undertaking a goal setting and review process.

Each student has a learning passport that the coach holds and uses to advocate for each student.

Increase in numbers of students making good or expected progress at KS3 and 4.  A reduction in numbers of students not gaining expected levels of progress.  Greater relationships between staff and students and understanding of individual needs of students.

Staff ‘know’ their students

Increase in student independence and agency.

Whole-School Strategy:

Equipping students to take their place in society

Reducing Gaps, Raising Attainment

Embedding confidence and resilience

Learning and Progress

Personnel 

Embedding the THRIVE programme across the academy, using Thrive ambassadors, which encourages students to build self-confidence, self-esteem and resilience allowing them to participate  more and achieve

Sutton Trust: Social and Emotional Learning +4 months, Peer tutoring +5 months

More students are confident in their abilities and make expected/good progress

Number of students requiring SEMH support decreases.  Students say that they feel confident in their abilities.  Case studies.

Academy Strategy

Area of spend

Link to Academy improvement Plan

Description of Intervention

*where identified by Sutton Trust /Hattie

Intended Outcomes

How impact is to be measured

Whole-School T and L

Reducing Gaps, Raising Attainment

Improving Outcomes

Investigation into a Whole Education school initiative  to combat issues connected with poverty and rurality – (opening the academy at weekends and using older students to mentor younger ones)

Learning and Progress

A concerted focus to ensure that PP (and other vulnerable groups) students have access to academy facilities and learning space alongside personalised support

Sutton Trust /Hattie: Peer tutoring +5 months, extending the school day +2 months, individualized instruction +3 months

Secure greater levels of progress for More Able, SEN and PP students, through students having a focused learning space beyond normal academy working hours and positive role models providing academic support.

Increase in numbers of students making good or expected progress.