Lacey Green Primary Academy - 3 Year Pupil Premium Strategic Plan (2019- 2022) Review Sept 2020
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Lacey Green Primary Academy
3 Year Pupil Premium Strategic Plan (2019- 2022) Review Sept 2020
SUMMARY INFORMATION - Pupil Premium Strategy Plan
As an outstanding school, Lacey Green has always provided high quality first teaching and ensured that all children are provided with the best opportunities and experiences.
Over the past four years, a noticeable decrease in the numbers of pupils entitled to Pupil Premium funding has been evident. Despite this, school efforts to support this declining group have
been maintained.
Our funding for the last few years has been as follows:
2017 – 2018 : £96,620
2018 – 2019 : £69,280
2019 – 2020 : £61,360
A number of children entitled to the Pupil Premium …….
- have Special Educational Needs;
- have limited early literacy experiences which impacts on early reading and phonics;
- are looked-after (fostered) or have been adopted;
- have low self-esteem or self-confidence;
- come from families with low aspirations for attainment and have possibly had a slower start than others in learning basic skills;
- have had limited support at home with early language, reading and writing
- do not have opportunities outside of school to take part in high-quality enrichment experiences because of low interests, low aspirations or low incomes.
We firmly believe that all children have the capacity to reach their full potential and are entitled to a high quality education. We are firmly committed to ensuring that teaching and learning meets the
needs of all of our pupils. The attainment and progress of all vulnerable groups of pupils, including disadvantaged pupils, is carefully tracked and monitored. We ensure that this data is used to
identify our priorities accurately and that support and intervention is appropriately allocated. Our aim is to close the gap in attainment between disadvantaged and non-disadvantaged pupils. Over
the past 3 years, the tracking and monitoring of Pupil premium funded children has developed and grown and has therefore impacted upon improving the academic outcomes of disadvantaged
pupils of all abilities.
The school recognises the impact that high quality interventions can have on the outcomes of struggling students. However, while interventions at lacey Green may well be one part of an
effective Pupil Premium strategy, these are deployed alongside constant efforts to improve quality first teaching, and address wider barriers to learning, such as attendance and behaviour.
Our school data and results shows that pupil’s join our school with a low level of attainment, compared to the National average, and particularly have low levels of oral language, communication
and vocabulary. This is a barrier for many throughout the primary years. Using the EEF’s Guidance Reports (Improving Literacy in KS1, Improving Literacy in KS2 and, most recently, Preparing
for Literacy) we will include a drive on closing the vocabulary gap in order to accelerate the progress of disadvantaged pupils. Some EEF Oral intervention research studies show slightly larger
effects for younger children and pupils from disadvantaged backgrounds (up to six months' additional progress) with overall, costs being estimated as very low.
School explicitly aims to develop spoken vocabulary work which works best when related to current content being studied in school, and when involving active and meaningful use of any new
vocabulary. Similarly, approaches that use technology are most effective when the technology is used as a medium to encourage collaborative work and interaction between pupils. Lacey
Green aims to fully utilise the above EEF research to inform its strategies and interventions thereby impacting upon progress of all pupils, including Pupil Premium pupils.
Page | 1SUMMARY INFORMATION - Pupil Premium Strategy Plan
CURRENT PUPIL INFORMATION [2019-2020]
Total number of pupils: 428 Total pupil premium budget: £61,360
Number of pupils eligible for pupil premium: 48 Amount of pupil premium received per child: £1320
COHORT INFORMATION (2019-2020)
CHARACTERISTIC* NUMBER IN GROUP PERCENTAGE OF GROUP (%)
Boys 25 54
Girls 21 46
SEN support 2 4.2
EHC plan 1 2
EAL 0 0
Assessment Data
EYFS (2019)
Pupils eligible for All pupils National Whole Sch Data from previous 3 yrs
PP average
2015-16 2016-17 2017-18
Good level of development (GLD) 33 75 71.8 78 73 72
Reading 33 78 76.9 87 80 80
Writing 33 75 73.7 78 75 72
Page | 2Number 33 78 79.8 85 80 84
Shape 33 80 81.5 85 85 87
YEAR 1 PHONICS SCREENING CHECK(2019)
All pupils Pupils eligible for PP National average Whole Sch Data from previous 3 yrs
2015-16 2016-17 2017-18
98% 100% 82% 93% 81% 97%
END OF KS1 (2019)
Pupils Pupils not eligible for PP Whole Sch Data from previous 3 yrs
eligible for PP
School average National average 2015-16 2016-17 2017-18
% making expected progress in reading 63 83 75 80 85 88
% making expected progress in writing 63 79 69 73 74 87
% making expected progress in maths 88 84 76 80 80 87
END OF KS2 (2019)
Pupils eligible Pupils not eligible for PP Whole Sch Data from previous 3 yrs
for PP
School average National average 2015-16 2016-17 2017-18
% achieving expected standard or above in 78 90 65 79 82 85
reading, writing and maths
% making expected progress in reading 100 97 73 91 90 90
% making expected progress in writing 78 92 78 88 92 94
Page | 3END OF KS2 (2019)
% making expected progress in maths 100 100 79 94 94 96
OTHER DATA
Look at: Strengths Weaknesses
Attendance data % difference between attendance of PP children and non-PP during the last two years Unauthorised attendance figures for both non-disadvantaged
(2017/18 to 2018/2019) has decreased by 0.4% to 1.2% and disadvantaged pupils increased in the Summer Term of
2019 thereby decreasing the overall % statistics.
Difference in punctuality has consistently
been 0.1% for the past two years.
Behaviour data Behaviour at Lacey Green continues to be outstanding. Any behaviour issues are picked up immediately
LONG-TERM PLAN (3 YEAR TIMESCALE):
KEY PRIORITIES 2019 - 2022: ‘Diminish the Difference’ for Disadvantaged Pupils
High Attainment of all Pupils
Attainment for Pupil Premium children is brought in line with that of other children thereby diminishing the difference. Pupils make the expected progress in reading, writing, maths and
combined RWM at least. Attainment and progress across all cohorts is very good from the pupils’ starting points and the school constantly strives to ensure that all pupils receive the highest
first quality teaching. The school continues to maintain the delivery of High Quality First Teaching across the school as the EEF Research that shows that First Quality Teaching generally
leads to the biggest improvements in pupil progress for all pupils including those that are disadvantaged. The school funds a considerable amount of quality intervention programmes and by
employing additional staff to support T&L. This includes a 0.5 Year 6 Booster teacher. The school provides continual CPD throughout the year, reviews the strategies used across year groups
and across subjects, and therefore ensures that the most effective strategies are used, and those that are proven to deliver high levels of impact.
Communication & Language
Develop levels of oracy, communication and language across the school by:
Tackling low levels of language and communication of Pupil Premium pupils on entry
Improving the quality of vocabulary acquisition. This will improve pupils’ overall skills and access to the broader curriculum (Closing the vocabulary gap) which is a key development priority
across the school and aims to develop and apply new vocabulary to a range of contexts. The development of vocabulary is one of the significant factors that have been proven to be relevant
to childrens’ achievement and therefore this will be incorporated into the school’s development of Subject Knowledge Organisers.
Pupil Premium Cohort Profiles
Improve outcomes for all Pupil Premium by developing a personalised approach
Develop Pupil Premium Cohort Profiles to support development, transition and attainment of each child
Increase pupil voice and views
Attendance & Punctuality
Further increase overall average attendance and punctuality figures for all PP children by:
Continuing to monitor and further increase average attendance and punctuality data of Pupil Premium pupils across the school, cohorts and individual classes, in comparison with national
statistics;
Continuing to tackle and improve unauthorised attendance.
Page | 4PRIORITY 1 - Attainment for all children, including Pupil Premium children, is brought in line with that of other children thereby diminishing the difference. Pupils make the expected
progress in reading, writing, maths and combined RWM at least.
Objectives Actions to be taken By whom By when Resources needed Success criteria
Page | 51.To provide high Monitor Quality First Teaching and learning including: SLT/All staff Throughout the academic Time Measure
Clear learning objectives and success criteria shared with pupils throughout lesson including TAs year
quality first and evaluated against at the end. Teacher Release time/cover All children including PP
teaching for ALL Important vocabulary is identified, shared and referred to children at Lacey Green
Provide effective feedback orally and through marking Staff Meeting Time(including Primary will reach or
Develop and, encourage pupils to think about their own learning strategies and peer to focused Extended Staff Meetings) exceed the expected
peer support including the use of metacognition and self-regulation approaches. standard at the end of Key
To monitor use of TAs support PP to ensure that they to help diminish the difference in Stage 2.
the performance of PP pupils and other group . 100% of children will reach
or exceed the “expected
Target Setting and Pupil Progress: progress” from their
Challenging targets set to ensure pupil progress from starting points Principal/Head October and February SLT/Teacher class cover starting points. school and
Progress of Pupil Premium children is monitored and discussed with class teachers of School FFT predicted targets.
during regular meetings. Each child, including PP
Parents will be kept informed (annually in 2- reports and 2-parent consultations) of children, will leave Year 6
their child’s attainment with a positive progress
Analyse and track impact of interventions on learning score (evident in KS2
attainment results).
Quality Staff CPD including: All pupils will make
All teachers to know what the expected standard looks like in each subject and SLT/Subject
Ongoing as required and CPD courses/ funding and
excellent progress from
therefore confident assessing of pupils’ attainment against objectives and termly identified in SDP class/SLT cover if available
Leaders their starting points
teacher assessments
All children will understand
NFER Test analysis fed into core subject action plans and next steps within SDP Cluster meetings to develop
where appropriate how to achieve well in
Subject Leader knowledge
CPD /SDP focuses upon Quality first teaching and learning.
each session or task, what
Staff Meeting Time(including they need to do to achieve
Staffing & Resources: focused Extended Staff Meetings) and what achievement
At the end of the academic
Review staffing deployment including the use of TA’s support to ensure staff are
SLT looks like (evident in books
year
utilised effectively SLT Release time to review and through pupil
Review and update curriculum resources linked to CPD and SDP priority areas to conferencing).
progress/ analyse next steps
enhance learning opportunities
Parental engagement & support: Autumn Term
Programme of parent workshops to engage parents in their child’s learning and to SLT/All staff and SLT release time
support them in helping their child at home parents
September/October
Sharing of key learning and teaching policies e.g. marking & feedback, reading policy,
behavior guide
2. To continue to Delivery of Mastery Curriculum Measure
Lesson observations and monitoring of pupil outcomes (book scrutinies) SLT Curriculum Ongoing during the year Staff Meeting /INSET days
deliver a mastery No significant differences
Provide quality internal CPD, coaching and feedback and excellence in core leaders (including focused Extended Staff
curriculum for the subject knowledge to all teaching staff. Subject Leaders Meetings) between the performance of
teaching of Develop TA’s skills and subject knowledge in RWI and Singapore/Shanghai /All staff February and July Time Pupil Premium children and
mathematics and Subject leaders non-Pupil premium children
maths Ongoing Teacher Release time at the end of all Primary
English Analysis of in year assessment information and monitoring of pupil progress in CPD courses if available phases
maths and English. Key findings to be fed into the SDP priorities and action Subject All TAs possess excellent
plans leaders/SLT Cluster meetings to develop phonic knowledge and
Audit and evaluation of resources to support mastery curriculum Subject Leader knowledge impact upon Pupil Premium
reading and writing
SLT Release time to review attainment.
progress/ analyse next steps
Page | 63. To deliver a Review of the Curriculum to ensure it is: exciting; accessible yet challenging for Curriculum Autumn Term Time Measure
all; progressive, builds knowledge; sits in line with DFE and Ofsted Leader
broad and balanced Termly Teacher Release time Children enjoy learning,
recommendations; and is easily assessed.
curriculum focused Monitor curriculum coverage and expectations - book looks, learning walks, SLT/Subject demonstrate positive
on enriched observations, planning scrutiny). Leaders CPD courses if available attitudes and learning
experiential Lesson Observations and Work scrutiny As part of monitoring process behaviours.
Monitor application of core skills across the curriculum. SLT Cluster meetings to develop PP at KS1 and KS2 to
learning Subject Leader knowledge achieve at least in line with
Monitor use, application of and effectiveness of school’s Marking and Feedback
Policy to move pupils’ learning on. Head of School national, but closer to peers.
Monitor use of and effectiveness of Classroom Monitor Assessment APP Ongoing as required and Staff Meeting Time(including School provides a varied,
Regular CPD for all staff relating to subject knowledge. Coaching and mentoring SLT/Subject prioritised by SDP and audit focused Extended Staff Meetings) exciting, challenging and
where required Leaders analysis. appropriate curriculum,
SLT Release time to review actively promoting the
Regular strategy update meetings with Curriculum Lead to review progress of
SLT/Curriculum progress/ analyse next steps school’s values,
the Enrichment and wider curriculum
Leader Children feel fully supported,
Monitor quality of school trips that are booked – ensuring they are engaging and
Once/twice per year. appropriate to their
appropriate in supporting pupils’ progress and attainment
individual needs, in order to
succeed and make excellent
progress.
An exciting curriculum
ensures all children have
the opportunity to develop,
make excellent progress
and succeed based on their
individual needs and starting
points.
4. To embed explicit Staff CPD training in Metacognition strategies for learning SLT/Subject January /June SIP Training – twilights Measure
metacognitive and Trial and develop use of strategies within lessons Leaders Staff Meeting time
Discuss and share implementation of strategies PP children will be able to
self-regulation Monitor implementation SLT Release time to monitor discuss learning strategies
strategies into all Evaluate use of strategies and impact- use self-review models implementation of strategies and that they use within lessons.
curriculum areas so evaluate impact on pupil progress Monitoring shows that PP
children are making
that is becomes an accelerated academic
integral aspect of attainment and progress
quality first
teaching
Page | 7PRIORITY 2: - Develop levels of oracy, communication and language across the school with particular emphasis on tackling low levels of language and communication on entry
of Pupil Premium pupils.
Improve the quality of vocabulary acquisition to improve overall skills and access to the broader curriculum
Objectives Actions to be taken By whom By when Resources needed Success criteria
1.To develop and Quality First Teaching EYFS Lead Ongoing Staff Meeting time Measure
improve the Use of the following interventions in EYFS: Time to Talk and Narrative
Therapy (to help these children improve on their listening and attention as well EYFS Teachers and Ongoing TAs/ Intervention rooms available Analysis of the percentage
communication and as their communication and language skills) TAs Termly monitoring & timetabled of pupils achieving their
language skills of Adults spend time talking to children and modelling language targets on their Individual
children on entry to Provide more opportunities for time to talk about their experience and learning SLT Ongoing Speech and Language
and increased use of talk partners being deployed. TA CPD Programmes
school Termly monitoring End of EYFS data (July
Developing language in the role play area
TA’s to continually support language development and understanding during EYFS 2020)
carpet time. Teachers/TAs Increase in the number of
EYFS Leader to observe above strategies, interventions, monitor impact and pupils achieving targets on
record the children’s progress As required their plan
Increased percentage of
Identify any children requiring additional specialist support and discuss
Twice a year EYFS achieving
potential with SENDCo re referral to SALT
SENDCo Ongoing KS1 Leader Communication and
Half term work scrutiny
Language Early Learning
Pupil Progress Meetings PP Lead Twice a year Goal
Pupil Voice and Staff Voice SLT
Lesson Observations and learning walks Termly
Analysis of in year assessment and attainment trends SLT
2.To develop and Develop whole school oracy, language and communication strategies as follows: Measure
Staff meeting input
improve the
Vocabulary, speech and language interventions, Ongoing Analysis of the percentage
communication and Promote regular opportunities to share Mathematical reasoning explanations, KS1 Lead/ KS1 SLT release time to monitor of pupils achieving their
language skills of Use and incorporation of debate Teachers and TAs Ongoing implementation of strategies and targets on their Individual
children within KS1 Develop language of book talk. Termly monitoring interventions Speech and Language
Daily story telling across the phase Programmes
Phase Ongoing End of KS1 data (July
Provide more opportunities for time to talk about their experience and learning
and increased use of talk partners being deployed. 2020)
Half term work scrutiny Termly monitoring Increase in the number of
SLT cover/release time pupils achieving targets on
Pupil Progress Meetings
SLT As required their plan
Pupil Voice and Staff Voice
PP meetings – release for KS1 pupils with below
Half termly SLT meetings to review business plan KS1 Lead/ KS1 Twice a year SLT/Team leaders and teaching than expected S&L skills
Lesson Observations and learning walks Teachers and TAs Ongoing staff reach ARE by end of year
Analysis of in year assessment and attainment trends KS1 pupils with below
Half termly review including diagnostic assessment analysis SLT/Team leaders Twice a year than expected S&L skills
reach ARE by end of year
Termly Lacey Green pupils will be
able to achieve in line with
national average
expectations or exceed
these expectations.
Page | 83.To close the Improve whole school vocabulary acquisition as follows: Measure
Analysis of the percentage
vocabulary gap of Literacy/EYFS
CPD/Training on Vocabulary Acquisition for all Sept/Start of Autumn INSET/ CPD time allocated/ Staff of pupils achieving their
all pupils including Leader/Teachers/TA’s
Explicit teaching of vocabulary(and re-teaching where required) meeting time targets on their
Pupil Premium Exposure to a rich language environment- opportunities to hear an confidently All teachers/TAs
Ongoing individualised Speech and
children across the experiment with new words, Language programmes
school Concept Cat and Word Aware Nursery and Reception programme EYFS teacher
Repeated exposure to new receptive and expressive vocab End of KS1 data (July 2020)
Pre-teaching and discussion of new words All teachers/TAs
Use new words in new contexts Ongoing Staff Meeting time to KS1 pupils with below than
discuss/share strategies expected S&L skills reach
Use of digital technology and range of activities to promote use and
ARE by end of year
accessibility of new vocabulary
Read books frequently and discuss these, ask questions – teacher models All teachers/TAs KS1 pupils with below than
Promote language rich environment: high frequency words, topic vocab expected S&L skills reach
Re-teaching and small intervention groups Teachers and TAs
ARE by end of year
Development, implementation and monitoring of vocabulary lists within Curriculum Leader
Ongoing SLT Release time
Knowledge Organisers across school /Literacy and EYFS
Lacey Green pupils will be
Leader able to achieve in line with
national average
expectations or exceed
these expectations.
PRIORITY 3: PUPIL PREMIUM PLANS - Develop Pupil Premium Cohort Profiles to support personalised development, transition and attainment of each child
Increase pupil voice and views
Objectives Actions to be taken By whom By when Resources needed Success Criteria
1. To improve Pupil Develop a personalised approach to meeting the needs of all children who are
eligible for PPG. Through the following procedures and actions: Measure
Premium Time allocated to identify barriers
outcomes by Bi-annual Interviews with PP children to gain discuss progress and PP Lead January/ June to learning through analysis of All children make at least
providing a learning data, 1;1 interviews, discussions the expected progress
personalised Identify strengths and barriers to learning with teachers academically
Survey of Extra-Curricular clubs attended and impact upon PP children PP Lead/ PE Lead Autumn Term/ Summer Children feel there is a
approach and their engagement in school and learning. Term Time to survey and analyse extra- personalised approach to
Audit of provision to support PP children curricular clubs take up their education and can
Transition meetings for all PP children Teachers July talk about how the
Development of PP Individual/Cohort profiles or plans which identify Time to create, trial and enrichment opportunities
the barriers to learning and next steps to overcome these. PP Lead disseminate PP individual /cohort have improved their self-
Tracking of all PP children in terms of targets and progress against profile esteem and self-
expected standards Ongoing confidence
Enrichment opportunities
impact on attitudes to
learning.
2. To monitor Monitor progress of all Pupil Premium children in maths and English :
Measure
academic
Tracking and intervention of pupil progress and attainment SLT Twice a year- February/ Time allocated to track, analyse,
progress of all Providing small group work to all pupils (PP/Non PP) from an June monitor and summarise All children make at least
PP Lead
Pupil Premium experienced teacher bridge gaps in learning to be overcome and to assessment data for PP and non- the expected progress
children help pupils make improved progress as well as raising their standards PP pupils academically
of achievement.
Discuss academic progress of PP children with respective class
teachers PP Lead/ Class teachers
Measure, analyse and report on the progress of PP children to
Principal /Head of School and Governors
Page | 9PRIORITY 4: Further increase overall average attendance and punctuality figures for all PP children.
Objectives Actions to be taken By whom By when Resources needed Success criteria
1.Further increase Day to day monitoring of attendance – admin officers to pick up and Admin staff Termly monitoring Time allocated to generate, Measure
check on all non-attendees on daily basis. collate, analyse and summarise
overall average
Tracking of attendance of PP pupils compared with non PP pupils PP Lead attendance data for PP and non- Continue to increase
attendance and Half termly monitoring of attendance data by admin assistants – PP pupils average attendance and
punctuality reported to Principal/Head of School Principal/ punctuality figures for all
figures for all PP Promotion and reinforcement of the importance of attendance and Head of School Pupil Premium children
punctuality (and the impact of non-attendance on learning) within all from 95.7% to 96.5%
children Twice x half termly targeting individual
school newsletter.
Attendance reports to parents newsletters children/ parents with
attendance below 96%
(From Sept 2019 - July
2020)
Termly Attendance figures
reported to governors
Authorised and
unauthorised attendance
of PP and non-PP children
is comparable
MONITORING & IMPACT
At a strategic level our Pupil Premium spending and impact are monitored and challenged by a named governor. We have adopted a set procedure for carrying out these checks. The reports of these checks and amendments are reported to the
governing body. Progress checks form the basis of many of our conversations surrounding the impact of our Pupil Premium.
IMPACT OF PUPIL PREMIUM GRANT ON PUPILS DURING 2019-20 – To be completed in September 2020
SUPPORTING DOCUMENTATION
Summative and formative assessment data for Reading, Writing and Maths
Summative assessment data for the wider curriculum
In Year Assessment Data for all year groups
EEF Guidance Report for Metacognition and Self-Regulated Learning
EEF Guidance Report for Pupil Premium
EEF Guidance Report for Parental Engagement
SEND performance data
Work Scrutiny and Lesson Observation Analysis
Stakeholder Voice – Governors, Pupils, Parents and Staff
Attendance Reports
Pupil Progress Meeting Notes
Staff Meeting Minutes
Governing Body Meeting minutes
SEF Ofsted Inspection Framework Keeping Children Safe in Education 2019
Page | 10PUPIL PREMIUM REVIEW - COVID-19 Update (September 2020)
This document was reviewed in September 2020. A full assessment of needs will take place at the start of the Autumn term to identify support needed due to COVID-19 and the school closure.
All schools in England were affected by the coronavirus pandemic in March 2020. Throughout the whole period of closure (including holiday time), Lacey Green Primary Academy continued to provide care and support for
the children of Key Workers and our most vulnerable pupils.
As a school we recognise that disadvantaged pupils’ learning is likely to be adversely affected by school closure and Lacey Green worked incredibly hard to mitigate this during this period. We provided Home Learning
activities, both online (and in paper-based format for specific children). We were aware that internet access was problematic for some families and endeavoured to provide support where this was the case, e.g. learning
packs sent to pupils’ addresses. We kept in regular contact with all of our families and monitored pupils from the most vulnerable families. Staff went above and beyond to support families, this included for some families:
providing a Free School Meal (some of which were delivered by staff to their homes) and working with additional services such as social care, health teams and education welfare to ensure that families were supported.
Since the beginning of June 2020, following DfE and Cheshire East Local Authority guidance, additional children began to return to school. Staff worked very hard to ensure that these returning pupils were safe and happy
in their bubbles. Our top priority was to address their social and emotional needs and to ensure that any anxieties about returning to school were minimised. With this in place and all pupils returning to school in
September, we will identify any attainment gaps which have come about during the lockdown period, particularly so for disadvantaged children.
Following the 2020 lockdown, we will prioritise addressing gaps for all pupils, particularly those PP pupils who have gaps in learning. Exceptional support will be provided to pupils via our enhanced staffing ratios, with
bespoke interventions at the point of need. All Pupil Premium pupils who are at risk of not performing at the expected standard will be tracked closely and robustly monthly. Early assessment of all pupils, will ensure that
each disadvantaged child will receive individual/small group input and feedback when they need it and at the level of their need, in order for them to make accelerated progress. One to one or small group interventions
will be identified, planned for, adapted regularly and monitored closely to meet pupil’s needs. In the light of further potential disruption to face to face teaching, more vulnerable families will be offered the opportunity to
loan either a school laptop or iPad in order access our online Home Learning. A Home Learning support helpline will also be set up in order to help families to access the platforms used to deliver this.
Given the impact of Covid 19 and the national lockdown, a review of the impact of Pupil Premium Grant from September 2019 to February 2020 will be included in the next review of the Pupil Premium 3 Year Strategic
Plan in September 2021.
Our 3-Year Strategy will be scrutinised by our Governing Body in November 2020. We are confident that the reviewed plan will enable us over time to implement our carefully chosen evidence-informed strategies that will
result in a closing of existing attainment gaps. The new 3-year plan will continue to be regularly reviewed in each year of its cycle.
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