Parrs Wood

Pupil Premium Plan 2018-19

Parrs Wood High School recognises that ‘Quality-First Teaching’ is the primary factor that defines academic progress for all students. However, we also recognise that our more disadvantaged (Pupil Premium, including Looked-after and Previously Looked- after Children) students require additional support and guidance to optimise their capacity in realising their potential. Therefore, as a staff we adhere to a policy of identifying, prioritising, engaging, challenging and inspiring these students so that they can make at least comparable progress to their more advantaged peers. We also have a range of additional interventions to help students close this gap:

Pastoral supportObjective: To support Pupil Premium Students to overcome any social, health or emotional barriers to accessing mainstream educational provision so that they can maximise their opportunity to learn and make progress in line with their non-Pupil Premium peers. This accounts for just under half of Pupil Premium spending.

Action 1 Extend the provision and role of Pupil Support ManagersRationale Sutton Trust: Moderate impact for moderate cost. Behaviour interventions seek to improve attainment by reducing

challenging behaviour, including aggression, violence, bullying, substance abuse and general anti-social activities. Behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours. (+4 months)

Timeline Staffing Monitoring/Evaluation CostSeptember - July EXB; KAB; XLC; TAA; LAH CLW; GJF;JB; HOL – analysis of

SIMS behaviour reports; attendance data

£96,262.05

Action 2 To provide and staff a designated learning space for students struggling with a full timetable due to long term absence, injury, emotional issues or social skills (G12)

Rationale Sutton Trust: Moderate impact for low cost. Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. On average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (+ 4 months).

Timeline Staffing Monitoring/Evaluation CostSeptember – July though students access for varying periods of time depending on need

KKM; FJH; LBM; CLW; HOL – tracking of attainment and attendance.

£62,799.71

2017-18 ImpactMore than 130 students (30% increase compared to the same time in the previous year) accessed the support of G12 during lesson time in the Autumn term alone of which 50% are PP students. G12 also offered an alternative space during lunch and break times for those students who find being in large busy areas difficult to cope with. The staff in G12 also coordinated work and resources for those students in the PSC and Synergy Centre to ensure their smooth reintegration into lessons. In Synergy 73% of the student are Pupil Premium, of those who left in summer 2018, all achieved GCSE Maths and English with 3 of the 4 leaving with 5 or more GCSE qualifications.G12 staff liaised with Manchester College regarding the progress of the KS4 students following the Mechanics course, all of one of whom are Pupil Premium. Of the year 11 students who completed the course in summer, the 3 boys in year 11 have all been accepted at colleges to further their training in Mechanics, one of them has also been given the opportunity to take up an apprenticeship upon finishing their GCSE’s. All the Year 10 students finished with their Level 1 Mechanics qualification.In the Summer term 2018, G12 staff were instrumental in the setting up and coordinating of our Virtual Home School provision. This provision is designed to engage vulnerable students back into education. Just under half of the student accessing this provision are PP students. The programme was highly effective in re-engaging 3 of the 4 PP students; 2 students successfully transitioned in 2018 into an alternative educational provision and 1 student completed all his GCSE securing 8 qualifications including English and Maths.See full PP Impact Report for individual case studies.2018-19: role to continue, working to further develop the success of our alternative provisions

Action 3 To provide a Family Liaison Officer to facilitate engagement with parents and support of families, including parenting classes

Rationale Sutton Trust: Parental Involvement covers the active engagement of parents in supporting their children’s learning at school. This includes programmes focused on parents and their skills. Moderate impact for moderate cost (+3 months)

Timeline Staffing Monitoring/Evaluation CostSeptember - July JXM CLW; LBM £25,165.82

2018-19 ImpactProviding high quality support to parents of children who are finding it difficult to access or make progress at school. The Family Liaison officer (FLO) works to ensure the family supported enables their son or daughter to make progress. There is a variety of support on offer such as home visit, 1- 1 support and advocating for parents and their children in times of crisis. It is important to note that the type and frequency of the support is tailored to the individual needs of the child and their family.

The Family Liaison Officer supported 73 families last academic year of which 52 were PP families so therefore 71% of FLO targeted support is with PP students and families:• Year 7- 10 families• Year 8- 15 families• Year 9- 12 families• Year 10- 6 families• Year 11- 9 families

Parents have engaged in activities across school including: Active parents – this is an active cooking session for hard to reach parents or vulnerable students. Active parents engages the parent

and child and builds on the relationship between home and school. Of the 48 families that this session supported over 90% were PP

families. These sessions have not only improved home school communication but parents are encouraging other families in the local area to contact our FLO for support with their children.

Parenting Your Teen – 5 week course offered 3 times a year engaging 21 hard to reach parents and families, with 5 parents subsequently joining the PTA, 4 of which are PP families

Coffee mornings - proved most successful when linked to charity fundraising as well as transition. Through this, we were able to reassure new parents and strengthen our working relationships.

Early Help Assessments (EHA) including liaising with external partners- CAMHs, Education Welfare officer, housing, school health, eclipse. Last year 30 families were supported through the EHA process, 93% of these families were PP. 6 EHA were closed as all outcomes were met, 5 were escalated by FLO, 3 closed due to non-engagement and 14 remain open to the FLO

Other support offered by the FLO for our PP families include

Uniform, travel, food bank voucher support Liaising with staff within school- SENCO Bespoke timetable agreed

The work of the FLO directly impacts on improving attendance and last year the gap in attendance for all year groups was low, the largest gap was Year 10 of 4.11% ranging to the smallest gap being in Year 8 with a gap of only 0.08%. However, there this still a significant gap of the percentage of students who are PP who are at persistence absence.

All the work undertaken by the FLO and successful outcomes for families and students was recognised last year and the school was successfully awarded the Leading Parenting Partnership Award.

See full PP Impact Report for individual case studies

2018-19: role to continue, developing further community involvement and working to ensure no non-engagement to support offered. Work to narrow the gap in attendance particularly with gap with those students who are at or risk of being at persistent absence

Action 4 To provide and staff a designated learning space for a cohort of students struggling with a full timetable in mainstream classes and at risk of permanent exclusion(SYNERGY)

Rationale Sutton Trust: Small group tuition is defined as one teacher or professional educator working with two, three, four, or five pupils. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. Overall, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better.( +3 months)

Timeline Staffing Monitoring/Evaluation CostSeptember - July SAC; KC;AM CLW;GJF;DOL £47,546.82

2018-19 ImpactStudents in Synergy are at risk of permanent exclusion and have not engaged successfully with alternative support programmes. These students are supported in a site away from the main school building and have lessons and social time together. Staff deliver lessons to ensure that when they transition back they are not at a disadvantage. There is also a focus on developing their social and emotional resilience, this is through programmes such as Positive Pathways; Cooking including Active cooking with parents and the use of Sport to motivate and raise their self-esteem. Positive relationships are fostered and the use of rewards and contact with home are a key feature of this successful provision. 73% of the student in Synergy are Pupil Premium, of those who left in summer 2018, all achieved GCSE Maths and English with 3 of the 4 leaving with 5 or more GCSE qualifications. 100% of the PP students who have accessed Synergy have remained in education and none have been excluded. 55% of PP student who were supported by Synergy have had successful transition back into main stream school. 18% have successful transferred onto other educational provision to ensure that their needs are fully met, 27% are still receiving ongoing support from Synergy.

2018-19: role to continue, work to re-engage and reduce the number of longer stay students in Synergy

Financial supportObjective: To ensure that no Pupil Premium Student's access, learning or progress is adversely affected by their financial capability to meet the cost of travel, uniform, stationery, study resources and extra-curricular enrichment opportunities. This accounts for approximately 10% of our Pupil Premium spending.

Action 1 To subsidise the costs of travel, uniform, study resources and enrichment opportunitiesRationale To remove financial barriers to accessing normal school life and opportunities thereby improving students self-esteem,

attendance and performance e.g.Travel Passes; Uniform support; Study resources ; Shoes

Timeline Staffing Monitoring/Evaluation CostSeptember-July Various HOL;DOL £27,500

2018-19 Impact• All PP students issued with study packs including Simple Seven, notebook, calculator, USB, literacy guides as well as study guides for

various subjects to ensure they are ready for learning and can independently study at home.• 70% of students accessing Breakfast Club are Pupil Premium• 98 PP students in KS3 provided with full PE kit, to allow them to access fully in all sporting activities across the school

See full PP Impact Report for individual case studies

2018-19: Provision to continue and PP co-ordinator to continue to monitor and challenge the use of funding to ensure it is used effectively to ensure the very best educational outcomes

Action 2 To subsidise the costs of educational trips and visitsRationale Sutton trust: E.g. Adventure education usually involves collaborative learning experiences with a high level of physical (and

often emotional) challenge. Overall, studies of adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as self-confidence. (+3 months)

Timeline Staffing Monitoring/Evaluation CostSeptember-July Various HOL;DOL;DOF £10,000

2017-18 Impact

See full PP Impact Report for individual case studies

2018-19: Provision to continue and PP co-ordinator to continue to monitor and challenge the use of funding to ensure it is used effectively to ensure the very best educational outcomes

Raising aspirationObjective: To ensure that Pupil Premium, LAC and Post LAC students are provided with curricular and enrichment opportunities that increase social/cultural capital, enhance confidence and self-esteem, and that learning, progression pathways and opportunities are broadened.

Action 1 To provide Connexions careers advisor for KS3 and 4 and to work with selected cohorts and coordinate participationRationale Improved IAG can have a direct impact on motivation and attainment

Timeline Staffing Monitoring/Evaluation CostSeptember-July ALB; JP; AP MJD £35,380

2017-18 ImpactPupil Premium students have engaged with some very prestigious organisations such as Manchester City Football Club, the University of Manchester and Ernst and Young. There were over 20 such events led by the NTG Coordinator involving over 400 Pupil Premium students.Student feedback:

It has got me thinking about doing an apprenticeship It has got me thinking about options / choices I have learnt about teamwork It has shown me what I could be I realise now that I do not have to go to university to have a good job It has helped me be more confident speaking in front of others

65% Year 9 Student participate in Enrichment Activities, a rise of 11% since Autumn. The PP gap has narrowed by 7% during the same time period

66% Year 8 Student participate in Enrichment Activities, a rise of 4% since Autumn. The PP gap has narrowed by 6% during the same time period

75% Year 7 Student participate in Enrichment Activities, a rise of 8% since Autumn. The PP gap has narrowed by 3% during the same time period

See full PP Impact Report for individual case studies

2018-19: role to continue with increased focus on IAG for PP students including LAC and Post LAC students. Leading on the Gateway Programme offered by the University, supporting Faculties in accessing subject specific events to engage and inspire PP students in their subject areas. Additionally, employer encounters across KS3 to develop awareness of PP students of careers and opportunities.

Academic supportObjective: To ensure that Pupil Premium students are actively supported academically through targeted in-class and withdrawal support to ensure that attainment and achievement gaps with their non-Pupil Premium peers are closed. This accounts for over half of Pupil Premium spending.

Action 1 To provide 1-2-1 tuition to targeted cohorts of PP students, including LAC and Post LAC students in Y7-11Rationale Sutton trust: One to one tuition is where an individual pupil is removed from their class and given intensive tuition.

Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress. Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. Evidence also suggests tuition should be additional to, but explicitly linked with, normal teaching (+5 months)

Timeline Staffing Monitoring/Evaluation CostSeptember-July A.Merino; M Harris NH;SWD; £29,640.37

2017-18 ImpactNumeracy, 65 students were involved in 1-1 or small group tuition at Key Stage 3. 100% of PP students made at least 1 sub level of progress in Maths whilst engaging in 1-1 and or small group tuition. One student made 3 sub bands (1 whole level) of progress during this time ““I find Maths is becoming easier as I am getting better marks. I enjoy Maths more now. I feel maths has raised my level as it has pushed me to work harder. When I come to these lessons, I feel like I want to involve myself more in my maths lessons. The work we do is very challenging but

reachable this makes me feel inspired”. 4 student moved up a set “I have been learning how to improve my maths skills to help me in my Maths lessons, e.g. timetables, dividing, negative numbers. This has helped me become more involved in my lessons and my behaviour have improved. I have concentrated more on my maths and now I have moved up a set. I enjoy having extra maths lessons”. With a further 6 pupils whose confident was so evident as a result of the programme that the maths teacher made comment “really benefitted from the extra help she has been receiving and as a result she has not only moved up in Maths but has moved up in Spanish too. It really shows that she has been working hard and is keen to impress her teachers”.One example of the work on 1-2-1 literacy with a LAC pupil saw a student with significant challenges succeed with 2 5s in GCSE English. This additional support saw her achieve 5 GCSEs and gain successful entry to college. Another LAC student who was supported by 1-1 literacy, in particular with applications, secured on a place on an Apprenticeship programme.

See full PP Impact Report for individual case studies.2018-19: Intervention to continue for least able PP, LAC and Post LAC, with regular review meetings between LBM, DOL, KS coordinators.

Action 2 To provide additional Maths and English support to Y7 and 11Rationale Sutton trust: Use of targeted before and after school programmes, particularly to support disadvantaged or low attaining

pupils. There are also often wider benefits for low-income students in terms of attendance at school, behaviour and relationships with peers.(+2.5 months)

Timeline Staffing Monitoring/Evaluation CostSeptember-July Maths and English staff IS; SA; MJD £75,551.15

2017-18 impact

In Maths in Year 7 gap Autumn 7.2% reduced to 5.2% in the summer; Year 8 Autumn 7.2% reduced to 4.3% in the summer

In Year 9 the interventions were not as effective and so for 2018/19 the model has been changed to ensure maximum engagement

In English Year 9 PP and NPP students made equal progress of two sub-bands, on average, between Autumn and Summer. Gaps also closed from 23% to 18% between Autumn and Summer screenings in English.

See full PP Impact Report for individual case studies.2018-19: Intervention to continue with additional intensive support delivered to an identified PP English cohort throughout the Autumn term through dedicated sessions of small group interventions. PP Maths Cohort will be targeted during early morning small group intervention. There will be a continued focus on progress of the MAP and HAP.

Action 3 To train sixth form students to provide a peer mentoring programmeRationale Sutton trust: In cross-age tutoring, an older learner takes the tutoring role and is paired with a younger tutee or tutees.

The evidence of impact is relatively high. The benefits are apparent for both tutor and tutee (particularly in cross-age tutoring), though the approach should be used to supplement or enhance normal teaching, rather than to replace it. A study of cross-age peer tutoring showed that the lowest attaining pairs actually made most progress, and that a two-year gap seemed to benefit both younger pupils and older pupils. (+6 months)

Timeline Staffing Monitoring/Evaluation CostSeptember-July CRB RR SJ CRB;LBM £ 4,582.23

2017-18 impact -

Maths - Year 7 PP gap at 5.2%. Sixth form intervention with these students proved very successful with immediate impact 100% making progress.

32 year 7 pupils were targeted to take part in a literacy intervention scheme which began in January. Pupils were selected based on assessment data, which highlighted lower than average levels of literacy and a reading age below 10. In March using the Accelerated Reader “Star Reading Test” 82% of this year 7 cohort had an improved reading age with 7 of the 9 PP pupils having an improved reading age.

2018-19: intervention to continue. RR and SJ to continue to develop Sixth Form Ambassador programme to encourage increased student leadership.

Action 4 To staff Y7 ‘transition’ classes with teachers and LSAsRationale Sutton trust: It seems obvious that reducing the number of pupils in a class will improve the quality of teaching and

learning, for example by increasing the amount of high quality feedback or one to one attention learners receive. However, overall the evidence does not show particularly large or clear effects, until class size is reduced to under 20 or even below 15.The key issue appears to be whether the reduction is large enough to permit the teacher to change their teaching approach when working with a smaller class and whether, as a result, the pupils change their learning behaviours. When a change in teaching approach does accompany a class size reduction (which appears hard to achieve until classes are smaller than about 20) then benefits on attainment can be identified, in addition to improvements on behaviour and attitudes. In some studies these benefits persist for a number of years (+3 months)

Timeline Staffing Monitoring/Evaluation CostSeptember-July Subject staff; LSAs RLS; HC; DOF;EJR £39,073.242017-18 impact

In English, the gap between PP and non-PP was 5.7% at the end of the academic year, the gap during the year closed by 13.8%.

In Maths, the gap between PP and non-PP students is 5.7%. PP students are outperforming non-PP shows that the transition group works in accelerating the progress of our lowest ability PP students, as the in year gap was reduced by 12.5%.

2018-19: Intervention to continue using established strategies of emphatic teaching of success criteria, appropriate differentiation etc

Action 5 To provide intensive tuition for Y11 students at risk of failing English or MathsRationale Sutton Trust: This arrangement enables the teacher to focus exclusively on a small number of learners, usually in a

separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills. Overall, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better. Some studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explain this impact. Once group size increases above six or seven there is a noticeable reduction in effectiveness.(+ 4 months)

Timeline Staffing Monitoring/Evaluation CostNovember-June Maths and English staff; D.

LevantisIS; SA; MJD;AJL £62,484.37

2018-19 impactDuring 2017 – 18 the gap between PP and non PP in Maths has reduced for the 9-4 GCSE attainment students, the residual is positive at 0.01 for PP students.

2017-18 the gap between PP and non PP in English has reduced by more than half to 12.3% at 69% for PP which is still above national averages for all students. Targeted intervention in 3-2-1 model was aimed at PP students. This engaged students with exam skills and provided them with the cultural capital knowledge required for English GCSE exams.

See full PP Impact Report for individual case studies.2017-18: Intervention to continue; in Maths the use of small targeted lessons with identified cohort and English using the 3-2-1 approach to support PP students within the classroom. Both English and Maths continue to have a particular focus on MAP and HAP