1. PP barriers and challenges
Parental/community engagement
Multiple needs of vulnerable groups
Transitions
Staff awareness – high expectations for all

2. Staff awareness, using the data
Use SIMS to identify the PP students you teach.
Focus on one student; what information have you got about attainment and progress?
What can you do to support that student as a teacher and if you were a mentor?

3. Staff awareness – high expectations for all
Insist on full participation in lessons.
Expect quality in responses/written work.
Teaching informed by research/data.
Differentiated/personalised.
Use of learning support.
High quality feedback.
Training for “resilience” (staff training, mentoring, peer mentoring).
“Good teaching”.

4. Parental/community engagement
Home learning and parental engagement is the single most important factor in student achievement.
Coursework/exam deadlines
Resources
Tips for supporting students at GCSE

5. Building Resilience

6. Build bridges with home.
Phone calls
-Start with a positive.
-When you move on to the issue, frame it in a way that doesn’t come across as an attack.
2. s
Is this more accessible to the parent than calls?

7. Mentor discussions.
Use the DATA on Sims to track progress against targets set
Try to identify any barriers to learning that could be caused by low incomes

8. Acknowledge relationship between resilience and moods.
Encourage students to talk open and honestly Try teaching students to express their fears Look at strategies for keeping things in perspective

9. Be resilient role model; teach positive perspective.
Look at the future
- What do you want to achieve?
Set goals
Short term
Long term

10. Create positive classroom atmosphere.
Take care of yourself as you are a role model for others.
“The cobblers kids do not have shoes”

11. Establish routines, typicality, high expectations.
Set high expectations which inspire, motivate and challenge pupils:
establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
(From section 1 of The Manor QA standards)

12. Scaffold homework – make it impossible not to access!
Set regular homework's using the new ‘takeaway’ homework template. This needs to be set regular and followed up if not completed. Is there a barrier stopping them from completing this?

13. Create long-term achievement focus.

14. Teach students to be resilient
From the NB/ Stage 1 Matrix - Distinction I enjoy challenging tasks and persevere until the whole task is completed, taking my time to check it is all correct.

15. Regular, quality feedback.
‘Quality written feedback is information communicated to the student that is intended to modify the student’s thinking or behaviour for the purpose of improving learning.’
‘The main purpose of quality written feedback is to enhance learning and performance.’
‘Good feedback can significantly improve learning process and outcomes’

16. QA focus after half-term.