A three-part Pupil Premium (PP) case study template, fully editable in MS Word. This allows schools to quickly profile the interventions being implemented to support disadvantaged pupils. It has been designed for secondary schools but can be easily contextualised for all stages of education. Each stage has been presented separately on the document but page breaks could be easily removed if you wanted to consoldiate the document. The structure and content has been base upon good practice across public education and in-line with Ofsted expectations. Please use this to profile successful intervention and those less-successful interventions where the school has had less effect due to factors outside of their control.

A simple word document that has six 'exit cards' per page. Teachers can type, copy and paste a question to ask all students to complete as a plenary/mini-plenary to consolidate learning and assess their knowledge and understanding of a term, concept etc. Alternatively this could be used for pupil feedback, self-assessment etc. for the lesson or a learning resource. This simple sheet provides a simple, yet effective method of communication between the teacher and pupil.

A set of three leadership proformas which have been designed to record; action planning system analysis CPD or coaching program record keeping Each can be used efficiently, requiring minutes to complete during or prior to line management meetings. They prevent significant setup time and can be quickly edited without the need for formatting.

A peer assessment task that allows pupils to assess a peer's classwork, final product or model that they have completed. It also allows peers to set a target for improvement. Objective: Encourage pupils to create a balanced, critical view when evaluating a product. By promoting the evaluation of someone else's work, they are able to look at the product objectively without bias, particularly if the product they evaluate is not that of the person they sit next to. Assessment: It can be used to inform AoL and formally documented by a teacher, or used more readily in session by a teacher who can then recall common targets for improvement, discussing with Q&A how these could be achieved. Prior Knowledge: The criteria of the project, which will have been set by the classroom teacher or discussed in the form of a specification possibly. Expectations: Pupils should begin to create a balanced, structured argument about products in general. They should use their K&U along with their experiences to identify and set appropriate targets for themselves and their peers. Hints: These can be folded, hole punched and, with some string, tied to the product. To save on labour, the kids can do this, and it creates a simple practical element to the evaluation. Another way to do this is to print them, cut them out and glue them together. Laminate them and the pupils can then complete them with water-based markers, which can easily be wiped off. This is more time-consuming, but saves time in the lesson and saves materials in the long run