1. PEP primary and secondary network groups

2. Year 5-6 maths continuity programme

Run through work groups to address maths curriculum and pedagogical issues.

3. Mastering number across EYFS/KS1 to secure firm foundations for KS2

Focusing on fluency in calculation, confident and flexibility with number through progression in mathematical key knowledge and understanding.

4. Rekenreks

Available for schools in need of additional resources to support delivery of programmes.

5. PEP Teaching and Learning Conference – Maths

6. Bespoke specialist visits to target schools in the sustaining mastery phase

7. Outreach STEM to schools delivered by UTC Portsmouth

Including curriculum support, delivery of STEM lessons, teacher training workshops and more.  Students have an opportunity to be awarded a Gold, Silver and Bronze award for their work, which is earned through the student’s effort, the difficulty of the work and how long was spent on it.

UTC involve their students in the outreach work, enabling them to act as role models for self-efficacy and concept. A key thread running through all of these sessions will be focus on using maths to predict outcomes, stressing its importance.

There are four activities to choose from:

• A choice of nine curriculum-based workshops: hands on workshops (on-site or at UTC)  designed to teach the national curriculum.
• Assemblies to hook, excite and inspire students, delivered at your school.
• UTC tours and STEM-based enrichment with a chance to experience CAD/3D printing and Green Screen and fun STEM enrichment, including Warhammer and robots.
• Lego Education through Spike and Mindstorm sets delivered to your classroom with a bespoke lesson, or you can book the UTC Lego room.

1. Targeted careers activities aimed at year 10 young people at risk of NEET

Delivered by the Careers and Progression team.

The programme utilises the innovative approaches and resources of the iCAN personal development programme alongside exciting VR technology. Sessions will initially aim to work on a 1-1 basis in the autumn term, developing into group work in the spring and summer terms, targeted at year 10 young people identified as being at risk of NEET.

These sessions are designed to support young people to identify their skills, realize their potential and build a plan for the future. As part of the programme, they will engage with employers and further education and maximise their opportunities. The programme supports young people to focus on improving their attendance with the longer term aim of reaching their goals.

2. Relational and restorative schools

Creating a relational and restorative school is a deliberate act of design that flows through structure, policies, procedures, and everyday interactions.

Relational practice describes a way of being, an underpinning ethos, which enables us to build and maintain healthy relationships. It provides a strong framework within which we can promote a whole-school ethos founded on the importance of relationships. This includes a range of approaches to managing conflict and tensions in a way that repairs harm and mends relationships if and when these relationships do break down.

3. School attendance team

To support and enhance the work of the school attendance team and improve key stage 2 and 4 outcomes, this arm of the attendance team will share information and work collaboratively with all schools within the Portsmouth LA in relation to overall, persistent and severe absence.

Using relational practice, the team will engage with and support schools systemically, thematically and on an individual pupil basis as necessary across a broad range of attendance-related interventions through both support and challenge, direct and indirect work.

1. **FULLY FUNDED** access to the GEC (Global Equality Collective) inclusivity platform

The GEC Platform is an accessible and impactful cloud-based tool designed to support a ‘cultural health check’ for staff and students alike. It will allow you to take a close look at the current culture of inclusivity and well-being in your school, analyse the needs of your community and provide you with an array of tools to enable you to make it a truly inclusive space for learners and staff.

2. Supporting pupils in SEN in mainstream schools

This programme aims to support senior leaders and SENCos to understand and implement the evidence from the EEF’s SEN in mainstream schools guidance report with modules focusing on:

• Creating a positive and supportive environment for all pupils
• Building an ongoing understanding of pupils’ needs
• Ensuring all pupils have access to high quality teaching
• Complementing high quality teaching with interventions
• Working effectively with teaching assistants
• Implementing strategic improvement for SEND

3. Making best use of teaching assistants (TAs)

This training programme aims to:

• Enable schools to review and reform the deployment and preparation of teaching assistants, based on the most recent research evidence.
• Support schools in the opportunity to re-think/consider and address securing the best value from teaching assistants, helping make sure they can make a meaningful contribution to teaching and learning.
• Support schools to plan and deliver high quality training for teachers and TAs.
• Model how the use of evidence can have a positive impact on leading change and school improvement through a process of effective implementation executed in stages.

4. Teaching assistants CPD programme

This six-module programme being developed in collaboration between Southampton Inclusion Partnership and Portsmouth outreach SENCo team will provide TAs with support in the following areas:

• Role of the teaching assistant
• Identification of need
• Environment
• Communication and interaction
• Promoting independence
• Cognition and learning
• Intervention delivery
• Social, emotional and mental health needs
• Sensory and physical needs
• Preparation for the classroom

5. Pupil premium network

As a network we will support each other to:

• Use a tiered approach to review our whole-school pupil premium strategies.
• Accurately identify key priorities within teaching and learning, targeted support and whole school strategies to tackle educational disadvantage in your context.
• Apply the principles of effective implementation to embed and sustain the processes, practices and programmes in your PP strategy.
• Monitor and evaluate the impact of your strategy to adapt/sustain approaches moving forward according to pupil needs.

6. Metacognition and self-regulation programme

This six-module programme will unpick the evidence and recommendations from the Education Endowment Foundation’s Metacognition and Self-Regulated Learning guidance report, linking closely to the recommendations from the EEF in mainstream schools guidance report.

Suitable for classroom teachers and middle leaders at both primary and secondary phase. The half day sessions will focus on the evidence around metacognition and how to support learners in the classroom to develop their skills of self-regulation, thus having a positive impact on pupil progress and helping to close the attainment gap for our disadvantaged pupils and those with additional learning needs/SEND.

1. Universal offer to all schools

For experienced practitioner, Gemma Gwilliam, and her team, to advise and assist all schools in developing and maximising their use of technology to enhance learning and inclusivity.

2. Termly digital meetings and school visits led by Digital Champions to share best practice

3. Annual training for lead practitioners

To enable them to access best practice, relevant pedagogy and up to date research.

4. Termly digital offer event

5. Termly event for children and young people

To use, apply and develop their digital skills to support outcomes, e.g. in writing and maths.

6. Sharing best use of technology events

To improve outcomes in literacy, maths, accessibility and inclusion and underperforming groups.

7. Secondary English network meetings

8. Clicker subscription

Available to a number of schools.

9. Resources to support the development of early literacy and communication