Using Your Pupil Deprivation Grant
More physically active children have improved brain function, higher academic achievement scores and superior cognitive performance than less active children (Chaddock 2012)
Our programmes are aligned with the Sutton Trust-EEF Teaching and Learning Toolkit, to improve the attainment of disadvantaged pupils. We work in partnership with schools; all our programmes are planned in consultation with your staff.
Our programmes include:
After School Programmes: Research evidence suggests that there are significant benefits associated with after school programmes for primary aged children. Additionally, attendance at school, behaviour and relationships with peers for low-income children, can result from effective after school programmes. At risk children are also likely to benefit. Our After School Programmes are well-structured, with strong curricula links, and delivered by well-qualified and well-trained staff. The goals, objectives and approaches of our programmes are critical factors in successful outcomes for children.
Behaviour Interventions: Research evidence suggests that behaviour interventions can produce large improvements in academic performance, along with a decrease in difficult behaviours. Our programmes improve attainment by reducing challenging behaviour. For example, in drama, role playing is a potentially valuable intervention for use with children. We work on the assumption that individuals gain greater understanding of their behaviour if they act out various aspects of their lives (Newcomer, 1980). Where possible, we involve parents in our programmes with the aim of further developing your school’s ethos and discipline.
Collaborative Learning: Research evidence suggests that the impact of collaborative approaches on learning is consistently positive, providing that the programmes are planned to meet the specific needs of each school. Through our Collaborative Learning programmes children work in a range of learning contexts, from small groups to larger collective tasks. Some of our approaches to collaborative learning, for example in PE, involve mixed ability groups working on problem solving tasks with each other, in order to promote more effective collaboration.
Outdoor Adventure Learning: Research evidence suggests that adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as self-confidence, self-esteem and leadership skills. On average, pupils who participate in adventure learning interventions appear to make approximately three months additional progress over the course of a year. Our Outdoor Adventure Programmes are underpinned by the Adventurous Activities Programme of Study in key stage 2, and focus on developing qualities such as trust, cooperation, problem-solving and teamwork, as well as reflection, discussion, meta-cognition and self-regulation.
Social and Emotional Learning (SEL): Research evidence suggests that SEL interventions have a discernible and significant impact on attitudes to learning, attainment (on average around three to four months additional progress) and social relationships in school. Drama is an excellent method for enhancing skills critical to learning and developing social skills, and it can be easily individualised. Likewise, there is much research concerning the positive impact of music on children; those with low socio-economic status have often been identified with reduced sense of self-esteem, responsibility, and ability to form relationships or engage in successful communication (Heyworth, 2013). Our programmes focus specifically on social and emotional aspects of learning and seek to improve the ways in which children work with and alongside their peers, teachers, family and community.
Sports participation: Research evidence suggests that being involved in extra-curricular sporting activities can increase attendance and retention. The overall impact of sports participation on academic achievement is most successful when the programme is planned specifically to connect with children’s academic learning needs. Through our sports programmes, children will engage in a variety of curricular and extra-curricular activities, which also facilitate opportunities for learning in literacy and numeracy.
Summer Schools: Research evidence suggests that the impact of summer schools is more effective when they are specifically tailored to children’s needs, and when parents are involved. Through excellent pedagogical practice, we aim to enhance and supplement children’s learning through engaging them in fun, exciting and stimulating activities that are appropriate to both their age and stage of development. As with after school programmes, we provide a stimulating environment, with support from staff who promote interaction in order to increase participation.