Annex 2d: Pupil premium strategy statement (secondary)

1. Summary information

School All Saints’ Catholic Voluntary Academy

Academic Year 2015-2016

Total PP budget 218,790 Date of most recent PP Review Term 2

Total number of pupils 894 Number of pupils eligible for PP 234 Date for next internal review of this strategy Oct 2016

2. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015-16 only) 34.7 64.7%

% achieving expected progress in English / Maths (2015-16 only) 83.3/50 75.8% / 73.4%

Progress 8 score average -0.07 0.12

Attainment 8 score average 42.83 52

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. High numbers of PPG students entering below a level 4C (Secondary ready) in literacy and numeracy Literacy: 81% of below 4C were PPG in 2016; 38% of below 4C in 2015 and 36% of below 4C in 2014. Numeracy: 50% of below 4C were PPG in 2016; 62% of below 4C in 2015 and 42% of below 4C in 2014.

B. Gap between male and female performance in terms of students achieving 5 A*-C inc E/M Gap for PPG in 2014= 24% reduced to 1% in 2015 and widened to 3% in 2016.

C. Suitable provision where an insufficient number of PPG students were entered for Ebacc qualification due to entry on BTEC or vocational courses.

External barriers (issues which also require action outside school, such as low attendance rates)

D. Attendance rates for pupils eligible for PPG students: 95.25% for all students vs 93.67% for PPG students.

4. Desired outcomes (desired outcomes and how they will be measured) Success criteria

As part of your full strategy you will also wish to consider results

for specific groups of pupils (such as particular year groups or

minority groups) as well as the headline figures presented here. If

you have very small pupil numbers you may wish to present 3 year

averages here.

Data sources that can help you identify barriers to attainment in

your school include: RAISEonline; the EEF Families of Schools

database; FFT Aspire; staff and pupil consultation; attendance

records; recent school Ofsted reports; and Ofsted guidance.

It is not essential to identify four desired outcomes;

focusing on fewer aims in more depth is encouraged.

Identify barriers that need to be addressed in-school, as well as

external factors such as poor home learning environment and low

attendance.

A. High levels of progress in literacy and numeracy for Year 7 pupils eligible for PPG. Pupils eligible for PP in Year 7 achieve the same average reading age ad ‘other’ pupils. This will be evidenced using accelerated reader assessments. All PPG students to achieve KS2 expected progress by the end of Year 7 measured through English and Maths assessment across the academic year.

B. Closing the gap between male and female PPG students in terms of government GCSE benchmark: Achieving 5 or above in English and Maths.

0% gap between boys and girls achieving the GCSE measure, monitored at Year 11 data intervals and GCSE examination results. Year 7-10 measured three times a year at data report intervals.

C. Increased number of students eligible and attaining the Ebacc measure. In 2016 52% of PPG students targeted Ebacc achieved, in 2017 80% of students targeted should achieve the EBac measure ( Against new gvt measure of 5.5 point score)

D. Increased attendance rates for pupils eligible for PP. Reduce the gap between PPG and Non PPG attendance.

5. Planned expenditure

Academic year

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Increased Literacy

(English)/ Numeracy

(Maths) outcomes in 11.

Curriculum

Restructure

(Zorba)

Year 11 disadvantaged students get 2 hours of extra English and / or Maths to ensure that underachieving students progress well in English and Maths. This is created by altering the curriculum for disadvantaged students to create time for smaller group support with specialist English and Maths teachers to enable controlled assessment to be completed and exam skills to be honed.

Analysis of performance data, student voice, EMRA meetings and work scrutiny to be used to ensure that ZORBA groups are having a positive impact on student performance

CL Maths and

English.

Literacy and

Numeracy

teacher.

Data collections throughout

academic year.

Increased Literacy and

Numeracy outcomes in

7-10.

Damascus, Rising Stars,

Masterclass and FLT

Additionally targeted Year 9 Disadvantaged students in Year 9 will receive an additional two hours of English and one hour of Maths in an Option block in order to strengthen their literacy and numeracy skills before they begin their GCSE courses, whilst also working towards two qualifications: Step Up to English and Entry level Maths. Finally, curriculum restructuring has taken

place for a targeted number of Year 8 and 7

students to be involved in the Damascus

Programme which offers additional Maths and

English in place of MFL and humanities; this is

to support children who entered KS3 working

towards the expected level and thus not

secondary ready.

Increase in projections of achievement regarding students involved in the FLT English group, with the majority hitting their MAG grade by the end of the academic year. Data collections; student voice and learning walks showing students are making appropriate progress. Baseline testing for Year 7 will be a combination of KS2 scaled score data and Proof of progress tests produced by external markers through FFT; students to make a numerical grade’s worth of progress in their June POP test. Internal baseline testing for Year 8, tracked through interim assessment and English assessments. The majority of students to achieve target in specified skill areas pertaining to

SENCO

Literacy

Coordinator

J Smith

Data collections throughout

academic year.

You may have more than one action/approach for each desired

outcome.

Increase the quality of

teaching to support

students in their learning.

CPD – Staff training

on retention and

meta-cognition

Twilight Training, strategy

sheets and Closing the

Gap booklets.

The key focus for the school this year is the differentiation of learning activities for different cohorts of students (PP, SEND, G and H, EAL). This will include INSET sessions on effective strategies to support disadvantaged students in methods of retention and raising the profile of meta-cognition as a means of showing learning relevance, departmental meetings focused on sharing, developing and reviewing strategies, time to embed strategies into medium term schemes of work and a full QA process including learning walks, work scrutiny and student voice to monitor the use of differentiation strategies. This funding also includes the cost of purchasing supporting resources linked to retention and metacognition.

The intended impact is that the

teaching and learning focus will

allow students in all cohorts to

make better progress and will

result in a closing of the

attainment gap for PP and

SEND cohorts, whilst allowing G

and H students to increase

performance at A/A* grades

This will be monitored through data analysis of key groups, learning walks, lesson observation feedback, departmental and line management meeting minutes along with student voice and the review of student case studies

LJN and LOY QA Observations in Term 1 and

Term 2.

Learning Walks Term 2.

Total budgeted cost 21,064

ii. Targeted support

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Improved

outcomes for

those who have

disengaged from

in-school

provision.

Alternative Provision. This funding will also help fund the

alternative provision courses for

disadvantaged students with

particular emotional, behavioural or

attendance issues. The money will

help fund vocational courses and

small group English and Maths

support to ensure that these students

get access to a curriculum that meets

their individual needs

Alternative provision led by

outside providers also has a full

QA programme including lesson

observations and work scrutiny.

Report on the outcomes for

students sent to school.

CHN/SENCO Termly.

Improved outcomes for

students in Ebacc and

open subject slots.

Period 6 and Year 11

Revision Support

programme

Period 6 is a targeted support period

after school where disadvantaged

students are supported with

homework and controlled

assessment by subject staff and

Senior Leaders. Assertive mentoring

links in with period 6 to ensure that

students who are having difficulties

completing homework and

independent learning activities can

have a quiet place with ICT access

and internet. Teaching staff are on

hand to provide support and have

learning conversations with students.

Period 6 involves students

attending on 6 week rotations. If

their performance in targeted

subjects improves then they can

opt out of this support.

Period 6 is intended to provide

support for students to meet

their assertive mentoring targets

and to help improve academic

performance for targeted

subjects. This is monitored

through attendance records,

student voice and comparative

assessment data at the start and

end of the period 6 sessions

LJN/ACS After each 6 week cycle.

Total budgeted cost 51,666

iii. Other approaches

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Increased engagement

with homework and

independent learning.

Homework club, Based on cost of 2 staff members

supporting students in homework

club. This is an opt-in session where

PP students can get support with

homework and can use ICT or

printers if they do not have access to

this at home.

Monitored through student

attendance as indicated on sign-

in sheets. Student voice will

determine students who do not

have an appropriate working

environment at home or the

resources to complete

homework / coursework. These

students will be encouraged to

make use of the facility through

contact with the learning mentor

LJN and ACS Half termly through student

voice and analysis of behaviour

points.

and parent liaison worker.

Increased PPG

attendance

Attendance Tracking Contribution to the cost of the

attendance manager who monitors

the attendance of PP students. The

attendance manager makes follow up

phone calls and works with the EWO

to try and tackle any issues leading

to poor attendance. There will be

regular meetings between the parent

liaison worker and attendance

manager to help identify parents

needing support in getting their child

into school

The impact that the attendance

manager has will be measured

by the monitoring of attendance

rates, persistent absence and

lateness of PP students. The

aim is to have no gap between

PP and other students in these

areas.

A Nother

K Page

Weekly.

Increased PPG

engagement and

achievement.

Mentoring Mentoring time will be provided by

Senior Leaders and Pastoral heads

to monitor and support the progress

of PP students. This will follow the

Assertive Mentoring process and

involve regular liaison with teachers

and parents to ensure that students

are acting on targets set to raise their

achievement. Targeted PP students

will have weekly meetings to set and

monitor subject-based targets and

parents will be contacted regularly to

make sure they know how they can

support student progress

The intended impact is for

students involved in mentoring

to improve their attendance,

behaviour and academic

performance. This will be

monitored through data analysis,

student and parent voice

surveys, observation of

mentoring sessions and learning

walks to see if targets set are

being successfully met

ACS After each 6 week cycle and

carried out 4 times a year.

Total budgeted cost 19703

6. Review of expenditure

Previous Academic Year

i. Quality of teaching for all

Show whether the success criteria were met. Additional evidence of impact can

also be referred to, including attainment data, progress data, and case studies. Lessons learned may be about impact or

implementation.

Desired outcome Chosen action /

approach

Estimated impact: Did you meet the

success criteria? Include impact on pupils

not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Increased

outcomes for Year

11 PPG Students

Year 11 disadvantaged students get up to 2 hours of extra English and / or Maths to ensure that underachieving students make expected progress in English and Maths This is created by

altering the curriculum

for disadvantaged

students to create time

for smaller group

support with specialist

English and Maths

teachers to enable

controlled assessment

to be completed and

exam skills to be honed

34.7% achieved 5 A*-C incl English and

Maths which is below last year’s

attainment for this group which was 52%.

The gap 5 A*-C incl E/M- Gap between All Saints’ PPG and Non-PPG Nationally was 28% up from 13% last year. All Non-PPG PPG Gap

Support needs to be embedded within the

curriculum earlier than Year 11. As a result the

KS3 curriculum has been redesigned to

accommodate additional English and Maths

lessons from Year 7 up to Year 11 to ensure

those with the lowest levels of literacy and

numeracy are making progress in line with those

who are not pupil premium.

15,000

Year 7 students

arriving below a

level 4C to

become

secondary ready

in literacy and

numeracy.

Extra literacy and numeracy staff for small group support

Impact data Small group Maths

Year 7 – focus on adding and subtracting decimals and the area of compound shapes. 4 out of 4 students are now projected to reach MAG target

Year 8 - focus on algebraic expressions and solving equations. 4 out of 4 students are now projected to reach MAG target

Year 8 group 2 – focus on area of triangles and negative numbers. All 4 students have made progress towards their MAG targets

Year 8 group 3 – focus on fractions and algebra. All 3 students are on target to reach their MAG Small group English

result on Macbeth TERM 2 Small group Maths

Year 7 – 3 students supported – all have made significant progress from baseline test and are projected to be on target

Year 8 – 2 students in the group. Both have made a big improvements towards their MAG

Year 8 group 2 – 100% of students in the group have made significant improvements from their baseline test and are progressing towards their MAG

Year 8 group 3 – All students in the group are now projected as on target Small group English

Year 7 and Year 8 – groups have focused on clauses, compound sentences and homophones. The groups have been aimed at PPG students working at level 4. These are distinct from the catch-up English groups aimed at students who entered below 4c in reading.

Tiered approach to how we support PPG students in

KS3. Layers of intervention based on intensity of need

means that lowest ability learners will be involved in

Damascus, more able students will be involved in

Rising Stars which will focus on a particular strand/

skill causing problems in terms of progression.

A Year 8 Masterclass has been designed for students

who need daily literacy/ numeracy support and those

students will not be entered for MFL.

SOLs with clear entry and exit tests to be in place for

all units so interim progress can be measured.

48,000

ii. Targeted support

Desired Chosen action / Estimated impact: Did you meet the Lessons learned Cost

outcome approach success criteria? Include impact on pupils

not eligible for PP, if appropriate.

(and whether you will continue with this approach)

Increased

outcomes for

those who have

disengaged with

in school

provision

Alternative

Provision and

Commando

Joe’s/

Desert 1 group – 8 out of 13 students improved attendance between October half-term and end of term 1. 11 out of 13 students had fewer behaviour entries on SIMS between October and December Desert 2 group – 80% of students improved their attendance. 70% improved their behaviour according to the amount of SIMS points allocated Jungle 1 group – 8/13 improved attendance and 6/13 have reduced their SIMS points for poor behaviour Jungle 2 group – 11 out of 13 students have improved their attendance. 9 out of 13 have received a good grading for the teamwork and leadership skills Arctic 1 group – 8/11 have improved attendance. 6/11 have reduced behaviour points on SIMS and 6/11 were graded as good for the development in their communication and teamwork skills TERM 2 85% of 29 students involved in Commando Joe’s have improved their attendance

Commando Joe’s will not continue; whilst it

supported student from an attendance point of

view; their academic progress did not see

significant increases.

For students in receipt of alternative provision,

this provision will continue in order to enable

students to access some form of formal education

which is suitable for disengaged and challenging

students.

11,000

Increased

outcomes for

PPG students in

Ebacc and open

subjects

Period 6 and

Homework Club.

Staff voice showed that 89% of staff thought that Period 6 had a positive impact on the performance of students in Year 11 75% of students involved in Business support have improved their performance against their MAG grade 100% of students getting Geography support have completed the research and write-up sections of their controlled assessments 2 students have used the time to prepare for their BTEC PE exam which they have passed Students involved in Technology have developed their practical piece This term, sessions have been offered by History, Technology, Business, RE and MFL TERM 2 IMPACT

65.78% of students reached the intended outcomes of the P6 intervention

15.78% made some progress towards intended outcomes Overall attendance of 81% for Term 2. This is improved from the

74% attendance of the targeted cohort at after school support in term 1 Period 6 focused on a variety of key areas across subjects in Term 2 -: ICT – development of skills for the listening exam History – exam technique. Progress measured through mock exam MFL – development of skills for the reading and listening exam

38 students have attended homework club and 78.9% have attended on more than one occasion

Of the regular caseload PP students 100% attended more in half term 2 compared to half term 1

63.2% of all attendees are PPG students 35.3% of attendees are caseload students – of these 66.6% have

attended on a regular basis Attendance to homework club has increased by 48.6% from term

1 to term 2 Attendance by PP students has increased by 39.4% overall

Limit number of support sessions to avoid Year 11

burn out; limit additional sessions to two per cycle to

ensure all revision sessions are targeted carefully and

focused on the apt pupils.

Target students in Year 8-10 with homework club in

term 1, and then use HOH for referrals. Ensure club is

open invite initially and only make compulsory

referrals after 25 homework behaviour points on SIMS

for PPG students.

10,000

iii. Other approaches

Desired

outcome

Chosen action /

approach

Estimated impact: Did you meet the

success criteria? Include impact on pupils

not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Increased

attendance

Attendance

monitoring via

EWO

5,000

Increased

attendance and

academic

achievement

Mentoring Intervention Manager has monitored

Key positives from Assertive Mentoring for term 1 include -: Year 11

27% of students reduced number of focus subjects off target

46% of students’ attendance increased in HT2 in comparison to HT1

61.53% of students received fewer behaviour points in HT2 in comparison to HT1 Year 10

71% of students reduced number of focus subjects off target

At the end of HT2 85.71% of students’ attendance increased in comparison to end of Y9 data

At the end of HT2 71.42% of students received fewer behaviour points in comparison to the end of Y9 data

Managable caseload for intervention manager and

other members of SLT, HOH and chaplain to ensure

assertive mentoring is supervised appropriately.

30,500

7. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

Additional support below with costings attached.

Intervention Manager

The Intervention Manager will be used to provide targeted assertive mentoring to students in the disadvantaged cohort. Responsibilities include -: - Mentoring of key disadvantaged students - Liaison with teachers to establish reasons for underachievement - Parental meetings to communicate actions that students need to take - Development and sharing of individual strategy sheets - Lead study skills support for key students - Lead meetings with departmental staff on recommended strategies - Run homework support clubs - Help lead transition meetings Extra responsibility to track the interventions that students in the disadvantaged cohort. Responsibilities include -: - Use of intervention tracker to coordinate where students are in most need of support and ensure that they are in receipt of subject specific support -Use of the intervention tracker to determine the nature of support the students have received and the progress made by the students. -Collect impact data in the form of attainment results; improved attendance; fewer behaviour points; student voice and in terms of Year 11, intended destinations. - Meet with students to gather data on their learning preference and use this to contribute to the “Closing The Gap” booklet to support subject teachers. -Help arrange relevant extra-curricular opportunities e.g. university visits - Ensure that disadvantaged students are attending support sessions

Measured through…

The success of the mentoring process will be measured against progress in the following areas -: - Attendance - Behaviour - Academic performance (improvement in levels / grades for subjects where support is given) - Engagement in extra-curricular opportunities This will be assessed through a quality assurance programme, which will include:

termly data checks, reports on attendance and SIMS behaviour point checks. In addition, student and parent voice will be used to assess satisfaction with support provided and QA observations and meeting minutes will be used to monitor the quality of information passed to staff and parents. Learning walks will monitor the use of strategies conveyed to staff. Attendance of parents at parent information evenings.

Intervention trackers will be used to ensure that all disadvantaged students are accessing necessary support. The Intervention Manager will meet with pastoral leaders and teaching staff to

ensure that support and interventions are in place to meet the needs of disadvantages students and to monitor the impact on student attitude and performance.

Assistant Head Teacher for Key Groups

AHT (Key Groups) has the role of overseeing and monitoring the impact of PPG spending. The AHT is accountable for ensuring that PPG funding is used in an effective way that has

maximum impact on the academic performance and well-being of disadvantaged students. Key responsibilities include -: - Monitoring of performance data to identify underachieving disadvantaged students in need of support - Co-ordinate spending of literacy and numeracy catch-up groups - Review impact of support and interventions for disadvantaged students to ensure that money is effectively spent - Communicate effective strategies to use with disadvantaged students and monitor their success - Monitor the work of the intervention manager to ensure that disadvantaged students are effectively supported by teaching staff and parents - Ensure that students in the disadvantaged cohort are involved in interventions and extra-curricular

Measured by

Overall impact for AHT will mean the gap between disadvantaged students and others is reducing in the following measures:

- 5 A*-C inc EM (9-1) - Progress 8 / Attainment 8 -Ebacc performance. - Attendance as a cohort Monitoring of performance to be conducted through -: - Termly data analysis - Learning walks focusing on differentiation and use of individual strategy sheets as well as Closing the Gap - Data analysis of students involved in interventions such as catch-up literacy and numeracy - Student voice to monitor satisfaction with support provided - EMRA meetings to identify key students needing support in English and Maths -Termly reporting to Senior Leadership Team to ensure all line managers are aware of the key students and the strategies to support departments in raising the achievement of the disadvantaged students.

-Reporting to All Saints’ Governors on Progress across Key Stage 3 and 4 regarding disadvantaged students.

Parental Engagement

Staff to deliver a Parent Information Evening, inviting all parents / guardians of disadvantaged students to receive subject specific guidance regarding how Year 11 students

can best prepare for their examinations. Meetings to take place between parents and AHT or Intervention Manager or HOH/SENCO to discuss student progress and set

appropriate goals to support students in introducing or maintaining high quality revision outside of school. KS3 Parent Information Evening for Core Subjects to provide

workshops to provide parents with practical ways to support their child’s learning.

Measured by: Parental Voice indicates the evening offered helpful suggestions to support their child in the run up to examinations.

Career Guidance

All disadvantaged students are given career advice in Year 10 (mainly through group sessions) and in Year 11 (individual sessions) with some selected Year 8 and Year 9

students also receiving support.

Measured by: Students have a clearer idea of the future choices open to them, leaving them more motivated and engaged with their learning. This is also intended to reduce

the NEET figures for disadvantaged students as all should leave in Year 11 to relevant college/Sixth Form courses or a job/apprenticeship. Selected higher ability students in

Years 8-9 have a clear focus on where education can take them and are motivated to achieve highly. To be monitored through attendance records, student voice evaluations

of careers sessions and through the analysis of student destination information in Y11 This money would pay for the session with the careers adviser for relevant students

Visits Bursary

This will be used to help disadvantaged students access extra-curricular trips to support student aspiration and social development. Examples include transport costs for the

university visits that run to Nottingham Trent University and Loughborough University for disadvantaged students in Years 9-11 and the cost of the Hagg Farm outdoor

education visit for selected disadvantaged Y8 students. This money will also fund the costs of fieldwork visits and curriculum-based subject specific trips for disadvantaged

students

Measured by: The intended impact of this expenditure is to raise student aspirations and engagement with learning by experiencing education in different contexts. The

impact of this spending will be conducted through student voice surveys to assess student confidence and aspiration and by tracking the academic performance data of

students and their participation in extra-curricular activities

Revision Guide

Revision guides provided for all GCSE subjects for disadvantaged students in Y11 to help them in their preparation for exams. Students in Year 10 to receive key texts and

Maths Watch software in Year 10. Revision guides provided for students in 7-9 to support in core subjects. Students must attend study skills sessions with the learning

mentor to qualify for this support.

Measured by: Students have key information to revise from to support their exam preparation in core subjects. Student voice, mentoring notes and attendance registers for

study skills sessions will be used to help monitor impact on revision.

Rewards System

A reward system has been created for the most vulnerable students linked to assertive mentoring. If students meet attendance, behaviour and academic targets and

complete their reward card they get a prize each half-term (e.g. high street voucher, bowling voucher) and they will be given part or all of their prom ticket.

Measured by: System will be monitored for impact by looking at improvements in the attendance, behaviour and academic performance of students involved. Behaviour will

be measured on SIMS and academic performance will focus on whether students are on target in focus subjects

Transition Meeting

Meetings led by the parent liaison worker and learning mentor with Y7 PP students and their parents to establish their learning needs, extra-curricular interests and ambitions

to allow a smooth transition into All Saints’ Catholic Academy. Support can be then tailored to the students as soon as they arrive within the school

Measured by: Students are quickly provided with the individual support they need (e.g. homework club, involvement in sports or performing arts clubs, literacy or numeracy

catch up) and this allows students to reach MAG targets and to feel confident in Y7. To be measured through individual student data analysis and student voice.

Departmental/ Pastoral Bid-In

Bespoke fund for departments to bid in for money which is to be spent on activities or resources that support the achievement of PP students (e.g. books, revision guides,

costs to cover qualifications, outside speakers). This pot of money can also be used by pastoral leaders to provide resources and support to PP students (e.g. items of

uniform or resources such as pens/pencils)

Measured by: Departments are able to provide specialised support for PP students. All bids will use the school PP funding request sheets which outline the intended impact

of the spending. The expectation is that all funding from this pot will have a clear positive impact either on student achievement, self-confidence or both

Total Cost: £111.643

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