Valley Primary School 2018/19
Split-level teaching and tracking from individual PAG
What problems were in your school and how did you identify them?
Parents felt there was a focus on HPA pupils.
Data showed LPA and Disadvantaged pupils:
• Performed less well than peers.
• Had low aspirations, attendance and poor punctuality
What actions did you take?
• Introduced split-level teaching to address all learners' needs within every lesson and moved away from ability sets.
• Introduced mo-up sessions for pupils who hadn't grasped a key concept or skill.
• Introduced a structured system of Booster Classes from Year 5.
• Disadvantaged pupils given first choice for two extra-curricular clubs which are funded by the school.
• Increased tracking and monitoring of attendance and punctuality. This resulted in overall attendance being 97% in 2018 with persistent absenteeism reduced from 8% to 4.4%
What were the outcomes?
Disadvantaged Progress exceeded non-Disadvantaged (RWM = 4.7,5.6, 4.4). For the past 3 years, LPA progress has been top 5% Nationally.
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