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Pupil Premium

September 2015 – August 2016 Allocation £393,672

Students eligible to receive this funding are in four groups:

• Students entitled to free school meals (FSM)

• Students that have been entitled to FSM during the last six years (Ever6)

• Children in care or looked after (CLA)

- This includes children who have ceased to be looked after by a local authority because of adoption, a special guardianship order, a child arrangements order or a residence order (post-LAC)

• Services children

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The level of the premium in 2011-12 was £488 per student. It increased to £623 in 2012-13. The Government increased this further in 2013-14 to £900 and £935 in 2014- 2015. From April 2012 the Pupil Premium was extended to include children who had been eligible for free school meals at any point in the last six years (FSM 'Ever 6'). Secondary schools will continue to receive £935 for secondary FSM 'Ever 6' pupils for 2015-16.

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Children who are looked after attract a higher rate of funding than children from low-income families. This is known as the ‘pupil premium plus’, which is currently £1,900 per pupil and will remain at this rate for 2015-16. This is to reflect the unique challenges looked after children face at school where they often struggle to keep up with their peers at both primary and secondary level.

2015 – 2016: 38% of Ashcroft’s students are in the FSM/Ever6 cohort (22% FSM and 16% Ever6). This is significantly above the

2014 – 2015 national figure of 27.0%. There are 16 CLA (1.4%) and no services children.

There are 269 FSM students in our cohort (61 in Y7, 70 in Y8, 55 in Y9, 44 in Y10 and 39 in Y11). This cohort changes weekly by one or two students as financial circumstances change for their families. We also have 183 Ever6 students and 16 CLA. This information is up-to-date in September 2015. An action plan was drawn up to address the identified needs of the cohort and to establish a time frame for monitoring the impact of the provision.

Key Priorities

Our core aim is to raise the attainment and progress of students eligible for pupil premium funding, particularly in English and maths.

Success Criteria:

Improved levels of attainment in English and maths which are above the national average for students eligible for pupil premium funding.

Close the attainment gaps relative to non – pupil premium students nationally

Enhance reading, writing, mathematics and communication skills

Engage and develop learning through extra-curricular provision

The staff have a clear focus on improving outcomes for all disadvantaged students.

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Pupil Premium Spending Plan

September 2015 – August 2016 Allocation £393,672

Pupil Premium used for:

Amount allocated to the intervention / action.(£)

Is this a new or continued activity/cost centre?

Brief summary of the intervention including details of year groups and students involved, and the timescale.

Intended Outcome

How will this activity be monitored, when and by whom? How will success be evidenced?

Actual impact: What did the action or activity actually achieve?

Evaluation period: August 2016

Extra teaching capacity during school week to support English, maths and science intervention to improve GCSE results.

£37,983 Continued

Year 11 students will receive additional support in core subjects to ensure they achieve the best GCSE outcome.

Students will focus on fewer subjects to ensure that each student in year 11 achieves the best possible GCSE outcome.

½ Termly by raising standards team – Data tracking sheet will show progress.

Headline template and year 11 reports now indicate the fine level grades for each student. This is used to identify the appropriate intervention for each student.

28 pupil premium students received additional English in one of their option blocks. 20 pupil premium students received additional maths in one of their option blocks. 3 pupil premium students received additional science in one of their option

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blocks. KS4 co-ordinator in maths worked with 15 behaviourally challenging year 11 pupil premium students as a withdrawal group; all the students made progress. TA support in class helped with successful transition back to lessons.

Summer 2016 GCSE results show that 36% of pupil premium students achieved 5A* - C grades in 5 or more subjects including English and maths. This is in line with the 2015 national average for this measure which was 36.7%. School results show a 9% decrease compared to the 2015 school GCSE results for pupil premium students (45%). Female PP students achieved significantly better (50%) than male PP students (27%).

The gap between non pupil premium students and pupil premium students has increased by 7% from -12% in 2015 to -19% in 2016 when comparing 5A* - C grades in 5 or more subjects including English and maths. This gap is still significantly narrower than the national gap in 2015 of 28%.

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Commencing this year attainment 8 and Progress 8 figures are published for state-funded schools for PP students and non PP students. Based on 2015 national results from schools that opted in the Attainment 8 (A8) score for PP students was 39.0 compared to 52.0 for non PP students, a gap of 13 points. Ashcroft 2016 results show the A8 score for PP students as 45.0 compared to 53.1 for non PP students, a gap of 8.1 points. This gap is 4.9 points narrower than the 2015 national average.The A8 score for PP females was 51.3 and for PP males 41.2.

Based on 2015 results from schools that opted in the Progress 8 (P8) score for PP students was-0.40 compared to 0.12 non PP students, a gap of 0.52.

Ashcroft 2016 results show a P8 score for PP students as 0.38 compared to 0.38 for non PP students.

Based on the new Progress 8 measure 2016 GCSE results show that there is no gap in the progress made by PP students compared to non PP students.

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After school hours English 1:1 / small group intervention delivered by permanent English staff.

£14,845 Continued

1:1 sessions with year 11 students not working at their target grade.

KS4 students to achieve their target grade.

Every 4 weeks –Subject Leader-Year 11 tracking sheet

2016 GCSE English results show that 55% of pupil premium students achieved an A* - C grade. This is above the 2015 national average of 51%.

The school gap between non pupil premium students and pupil premium students has increased by 21% from -4% in 2015 to -25% in 2016 when comparing A* - C grades in English.

Based on the English component of the Progress 8 measure, 2016 GCSE English results show a P8 score for PP students as -0.01 compared to 0.22 for non PP students, a gap of 0.23. However, female PP students made significantly more progress (0.67) compared to non PP students (0.22), all females (0.58) and non PP females (0.51).

Male PP students made significantly less progress (-0.55) compared to non PP students (0.22), all males (-0.18) and non PP males (0.04). A key focus will be placed on intervention for PP males next academic year.

Extra teaching

£16,100 Continued

Timetabled lessons once a

Personal learning charts are used

½ Termly –Subject

16 LAC students received 1:1 sessions in English. 50% of the

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capacity for staff to deliver English 1:1 intervention for all LAC students.

week for 16 LAC are in place.

to identify the topic areas that need improvement

Leader – English tracking sheets.

LAC in year 11 achieved an A*-C grade in English.Based on the English component of the Progress 8 measure, 2016 GCSE English results show a P8 score for LAC students as0.74 compared to 0.22 for non PP students. LAC students made more progress in English than any other group of students.

Continue to employ a full time English graduate to deliver English intervention sessions.

£21,206 Continued

Coaching year 11 students to prepare them for GCSE controlled assessments and GCSE exam.

Also working with groups of KS3 pupil premium students L4c and below.

KS4 Students to achieve their target grades.

KS3 pupil premium students to be working at a secure L4 by the end of the academic year.

Every 4 weeks –Subject Leader-Year 11 tracking sheet.

½ Termly –Subject Leader– English tracking sheets.

2016 GCSE English results show that 55% of pupil premium students achieved an A* - C grade. This is above the 2015 national average of 51% for PP students.

78% of year 7 pupil premium students who were L4c and below are now working on track or above in English.

57% of year 8 pupil premium students who were L4c and below are now working on track or above in English.

1 additional English TA to support pupil premium

£17,842 Continued

Working with PP students not reaching their target

PP Students to achieve their target grade.

½ Termly – Faculty tracking sheets –

2016 English GCSE results show that PP students achieved -0.01 in the English component of the progress 8 measure. This is almost

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students in lessons.

grade. Subject Leader.

in line with the expected progress of 0.0.

After school hours maths 1:1 / small group intervention delivered by permanent maths staff.

£18,458 Continued

1:1 sessions with year 11 students not working at their target grade.


Every 4 weeks –Subject Leader-Year 11 tracking sheet

2016 GCSE maths results show that 45% of pupil premium students achieved an A* - C grade. This is 4% below the 2015 national average of 49%.

The school gap between non pupil premium students and pupil premium students has increased by 17% from -8% in 2015 to -25% in 2015 when comparing A* - C grades in maths.

Based on the Maths component of the Progress 8 measure, 2016 GCSE maths results show a P8 score for PP students as -0.15 compared to - 0.04 for non PP students, a gap of 0.11. However, female PP students made expected progress (0.04) compared to all non PP students (-0.04). There is no gap between PP females and non PP females. Both made expected progress 0.04.Male PP students made less progress (-0.30) compared to non PP students (-0.04), all males (-0.17) and non PP males (-0.09). A key focus will be placed on intervention for PP males next academic year.

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Continue to employ a full time maths graduate to deliver maths intervention sessions.

£14,854 Continued

1:1 sessions and small group withdrawal of year 11 students not working at their target grade.


Every 4 weeks – Subject Leader -Year 11 tracking sheet



Based on the Maths component of the Progress 8 measure, 2016 GCSE maths results show a P8 score for PP students as -0.15 compared to - 0.04 for non PP students, a gap of 0.11. However, female PP students made expected progress (0.04) compared to all non PP students (-0.04). There is no gap between PP females and non PP females. Both made expected progress 0.04.Male PP students made less progress (-0.30) compared to non PP students (-0.04), all males (-0.17) and non PP males (-0.09). A key focus will be placed on intervention for PP males next academic year.

1 additional £16,315 Continu Working with PP Students to ½ Termly – 2016 GCSE maths results show 9

maths TA to support pupil premium students in lessons.

ed PP students not reaching their target grade.

achieve their target grade.

Faculty tracking sheets – Subject Leader.

that 45% of pupil premium students achieved an A* - C grade. This is 4% below the 2015 national average of 49%.


2016 maths GCSE results show that PP students achieved -0.15 in the maths component of the progress 8 measure. This is below expected progress.

Deputy Headteacher for each house conducts individual assertive mentoring (AM) meetings with year 11 pupil premium students each half term to discuss their

£5,000 Continued

All year 11 pupil premium students will receive 1:1 assertive mentoring meetings ½ termly.

Barriers to progress will be identified and appropriate intervention set up.

½ Termly by raising standards team – Data tracking sheet will show progress.

AM meetings have continued to take place and barriers to learning have included too many subjects and lack of time allocated to home study. These barriers are being removed by:-Reducing the number of subjects some students are taking and providing additional maths and English lessons during option periods.-Tutors have continued to work with tutees to produce effective home study timetables. This is reinforced during assertive mentoring interviews and PPE meetings.

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performance towards learning goals and becoming an effective learner.

-Diagnosis, therapy and testing (DTT) is being implemented and Wave 1 intervention has been identified.37% of year 11 students were pupil premium students. The progress 8 measure for pupil premium students was +0.38. The school’s Progress 8 score was calculated as the average of its students’ Progress 8 scores. It gives an indication of whether, as a group, students in the school made above or below average progress compared to similar pupils in other schools. +0.38 is a positive score and indicates that the pupil premium students made more than expected progress. The P8 score for non PP students was also 0.38 which shows thatthere is no gap in the progress made by PP students compared to non PP students.

Working with Future First to develop an alumni community. Future First helps schools and colleges to harness the

£1000 Continued

A network of past pupils with valuable experience will be developed and help Ashcroft broaden current

Students will be inspired to achieve by working with someone who went to the same school, grew up in the same community and has achieved a

½ termly reviews with Future First and Deputy Headteacher.

Deputy Headteacher and 2 other teachers have worked with Future First to develop an alumni community. Alumni will be chosen and contacted about different opportunities to support Ashcroft students next academic year. Press release was published in local papers July 2016. 240 former students have now signed up to

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experiences and skills of their former students to support current students with academic progress and personal development.

students’ jobs horizons and equip them for the world of work. Former students will also be identified to support the academic achievement of some students.

fulfilling and satisfying job. It will help them to see it is possible for them too.

the alumni community.

Extra teaching capacity and training for staff to deliver Lexia intervention to support the reversal of low prior attainment in KS2.

£3,039 Continued

Pupil premium students in Year 7 and year 8 who are L4c and below in English, using data obtained from feeder schools and using entry tests in September for year 7 and end of year assessment for year 8.

Lexia will accelerate the development of student’s critical foundation literacy skills and it will be effective in remediating struggling readers. Significant gains in reading achievement will be shown.

½ Termly – KS3 Intervention Co-ordinator and SL for English – Tracking sheets will show progress.

12 year 7 pupil premium students and 18 year 8 pupil premium students received Lexia intervention 5 times a week during house time this academic year.

50% (6/12) of the year 7 pupil premium students are now working on track and 61% (11/18) of the year 8 pupil premium students are working on track. Additional intervention is in place for students not making expected progress.

Further books to be purchased at the

£3,112 Continued

All year 7 and 8 students receive a timetabled

Students are able to search for books at their interest and

Teachers of each group monitor and manage

All year 7 and 8 students now receive a timetabled lesson for AR in the LRC every week. Teachers of each group monitor and

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appropriate interest and reading level to support the Accelerated Reader.

lesson for AR in the LRC every week. This has also been adapted to ensure that students not making the expected progress receive guided reading with their teacher.

reading level. Students read a book, take an AR Quiz, and get immediate feedback. Students then get excited and motivated when they see their progress.

students' independent reading practice.Teachers set personalised goals for each student. Teachers get reliable reports on reading, comprehension, vocabulary and literacy skills.

manage students' independent reading practice and set personalised goals for each student. Teachers obtain reliable reports on reading comprehension, vocabulary and literacy skills.

Each student has now been assessed and has a NC level for reading and a reading age which will be used to measure progress and allow teachers to set personalised goals.

22 students were taken to the Luton Library Theatre to see Bali Raj in recognition of the progress that they had made.

90% (98/109) of the year 7 pupil premium students are now working on track or above in English and 81% (92/114) of the year 8 pupil premium students are working on track or above in English..

Additional intervention is in place for students not making expected progress.

Extra teaching capacity and training for

£3,000 Continued

Timetabled lessons 3 times a week for year 7

Reading and writing skills will improve. Students will be

½ Termly – KS3 Intervention Co-ordinator

In-house training has taken place for all support staff on how to deliver the LIT Programme (a small group intervention that

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staff to deliver the LIT Programme to support the reversal of low prior attainment in KS2.

students L4c and below in English.

equipped with strategies for learning and understanding. Accelerated progress so that students achieve a secure L4 by the end of year 7.

and SL for English – Data tracking sheet will show progress

improves the reading and writing skills of struggling year 7 pupils by equipping them with strategies for learning and understanding, as opposed to just decoding, a piece of text). Timetabled lessons 3 times a week for 13 pupil premium students have been in place this academic year. 46% of these pupil premium students are now working on track.

Extra teaching capacity for staff to deliver Toe By Toe.

£1,000 New Daily sessions Toe By Toe supports students who have difficulty in decoding (reading unfamiliar words confidently and accurately) or reading fluently (reading without pausing or hesitating when confronted by an unfamiliar word).

½ Termly – KS3 Intervention Co-ordinator and SL for English – Data tracking sheet will show progress.

12 year 7 pupil premium students and 4 year 8 pupil premium students received Toe By Toe intervention this academic year.

75% (9/12) of the year 7 pupil premium students are now working on track and 75% (3/4) of the year 8 pupil premium students are working on track.

Additional intervention is in place for students not making expected progress.

Extra teaching capacity to deliver maths 1:1 intervention for all LAC students.

£12,800 Continued

Timetabled lessons once a week for 16 LAC are in place.

Personal learning charts are used to identify the topic areas that need improvement

½ Termly –Subject Leader – Maths tracking sheets.

16 LAC students received 1:1 sessions in maths. 50% of the LAC in year 11 achieved an A*-C grade in maths.Based on the maths component of the Progress 8 measure, 2016 GCSE maths results show a P8 score for LAC students as

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-0.60 compared to -0.04 for non PP students. LAC students made less progress in maths than any other group of students. This group of students will be a key focus for next year.

Continue to employ a Maths tutor for 1:1 tuition on an hourly basis.

£3,400 Continued

Working with year 8 pupil premium students L4c and below.

Students to be working at a secure L4 by the end of the academic year.

½ Termly –Subject Leader – Maths tracking sheets.

75% of year 7 pupil premium students who were L4c and below are now working on track or above in maths.

50% of year 8 pupil premium students who were L4c and below are now working on track or above in maths.

Maths 1:1 intervention during tutor time with a maths teacher.

£5,165 Continued

1:1 with year 11 students underperforming in GCSE maths tests.

Year 11 students to achieve their target grade.

½ Termly – Year 11 tracking sheet.



2016 maths GCSE results show that PP students achieved -0.15 in the maths component of the progress 8 measure. This is below

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expected progress.Renew licence for Mathletics

£180 Continued

Pupil premium students are encouraged to participate in this intervention.

Mathletics will help students to enjoy maths and improve their results. It also develops a link between home and school.

½ Termly Subject Leader

Progress to be monitored. Students have reported that they enjoy the Mathletics programme.

Production and implementation of peer intervention plans for pupil premium students in each tutor group. Intervention will focus on literacy, numeracy, behaviour and attendance.

£3,000 Continued

All students are paired appropriately with another student in their tutor group to act either as the tutor or tutee.

Both the tutor and tutee will benefit from peer support. Students will be paired with a 2 year gap, the best results are achieved when the low achieving students are paired with older low achieving students and high achieving paired with high achieving.

½ Termly Peer Tutors – Students will be able to spell and read words they previously couldn’t. Students will also improve their basic numeracy skills. Attendance and behaviour will also improve.

All tutor groups have produced an improvement plan which includes the identification of students requiring support in literacy, numeracy, behaviour and attendance. Appropriate students have been identified to provide peer support for these students. Students have reported that having a peer mentor has given them more confidence and improved their literacy and numeracy skills.

Numeracy peer mentors

£150 New Peer mentors are allocated to tutor

Peer mentors will be provided with badges and their

Termly Peer Tutors - Students will

September 2015 only 20% of students knew their times table. August 2016 44% of students at

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groups and assess student’s knowledge of their times tables.

peers will receive certificates relating to progress made.

improve their knowledge of their times tables.

Ashcroft now know their times table from 1 – 12. 27% of the students who know their times table are PP students. Follow up tutor activities, practice at home, practice in lessons…don’t always use a calculator will follow. The impact of this will take place termly to measure the improvement in the number of PP students who know their times table.

Continue to employ 4 House Support Assistants to provide intervention to improve behaviour, attendance and academic achievement for all PP students and to prepare, attend and carry out all actions for PEP and LAC reviews.

£24,540 Continue

HSAs deliver programmes for students who have been identified as having attendance or behaviour issues. In these sessions, students learn strategies to deal with these issues.

Identified students know the fundamentals of staying calm and implement the skills that they have learnt to prevent any further behaviour issues.Students improve their attendance to+ 95% or a minimum of 3% improvement.

HSAs at end of each programme – student interview – behaviour log.

53% of pupil premium students achieved more than 95% attendance compared to 69% non- pupil premium students. This is an improvement of 6% for pupil premium students.

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MACK is a programme delivered in schools and colleges, with the aim of motivating and inspiring young people to be the very best they can be.

£2000 Continued

The most vulnerable and least motivated pupil premium students to inspire them to discover their potential.

Students get to know themselves in group work situations, they start to understand how past and current experiences affect behaviour and mind sets.

Data capture before and after MACK programme.

75% of all students participating in the MACK (MOTIVATION, ASPIRATION, CONFIDENCE and KNOWLEDGE) programme were PP students. 100% of these students had a reduction in the number of behaviour points accrued throughout this intervention. All students identified for this programme were at serious risk of exclusion and the outcome was that none of the students who participated were excluded.

Appoint 3 counsellors to work with identified students to develop social and emotional learning.

£50,660 Continued

Identified students and students who self- refer will receive 1:1 counselling sessions for a minimum of 6 - 12 weeks. Last academic year 50% of students receiving counselling were pupil premium students.

Students’ psychological health and emotional wellbeing will be improved.

Core chart with pre and post scores relating to risk to measure progress and change.

Students have been provided with a safe, confidential space that has allowed them to explore issues that they may be having, and work through them by developing positive coping strategies. They have been empowered to find a voice and this has enabled them to build strong relationships at home and school. 100% of students who have received counselling have shown positive progress and change. 50% of these students are pupil premium students.

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Continue to employ two EAL Polish speaking teachers to deliver an effective personalised provision for students whom English is an additional language.

£40,155 Continued

20 Week Induction programme for students who are beginners in English. The students then progress to the elementary and intermediate programmes.

Intervention for year 11 EAL pupil premium students to prepare for exams.

In class support.

Students’ confidence will grow and they will gain sufficient knowledge of English language to move to the elementary and intermediate groups and be confident to attend mainstream lessons.

½ Termly by EAL Co-ordinator – Data tracking sheet will show progress – Student interviews.

Students are gaining the foundation to learning English as a second language. Without basic understanding they are unable to progress.44 students have accessed the intensive language development programme. 29 students have progressed from beginner to elementary level, 5 students from beginner to pre intermediate level, 10 students from elementary to pre intermediate level.

Summer 2016 GCSE results show that 56% of EAL students achieved 5A* - C grades in 5 or more subjects including English and maths. This figure is 1.4% above the 2015 national average (54.6%) for EAL students.

2016 GCSE results show that EAL students achieved 0.91 in the progress 8 measure. This is significantly above expected progress and signifies outstanding progress. There is no gap between PP EAL students and non PP EAL students.

There are currently 440 EAL students on role and 144 (33%) of these students are pupil premium

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students.

Talking Partners strategy delivered by EAL TA

£1,011 Continued

TP designed especially for secondary schools will be expanded to a larger group of students.

The way students communicate across the curriculum will improve, enabling them to be independent and skilful speakers and listeners.

½ Termly byEAL Co-ordinator –TP tracking sheet.

100% of students who are participating in the programme are more confident in speaking and listening and other fundamental skills to enable inclusion in lessons.

Doddle online resource.

£1000 Continued

All students are able to access Doddle from home of which 453 students are pupil premium students.

Doddle is an online resource providing teaching, homework and assessment across 19 subjects. Doddle fosters students' motivation to assess their work and make progress.

½ Termly Subject Leaders

Students using Doddle are able to easily assess their strengths and weaknesses. This helps them to revise effectively and independently, and rate their confidence on topics when they review work. With instant reporting after every homework task, students are encouraged to go over the topic and beat their own score.

Production of PiXl resources to progress in English

£4000 Continued

All pupil premium students will be provided with copies of the resources for the English GCSE.

Students have been encouraged to use them at home for revision in preparation for their GCSE exams.


2016 GCSE English results show that 55% of pupil premium students achieved an A* - C grade. This is above the 2015 national average of 51%.

The school gap between non pupil premium students and pupil

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premium students has increased by 21% from -4% in 2015 to -25% in 2016 when comparing A* - C grades in English.

In the English component of the progress 8 measure, GCSE results show that PP students achieved 0.04 which is above expected progress.

Production of PiXl resources to promote progress in maths.

£6000 Continued

Pupil premium students have been provided with packs of maths resources based on their own individual needs to prepare them for their maths GCSE exams.

Resources are produced following each assessment. The resources are specific to each students needs not generalised.


2016 GCSE maths results show that 45% of pupil premium students achieve an A* - C grade. This is 4% below the 2015 national average of 49%.


2016 maths GCSE results show that PP students overall achieved -0.15 in the maths component of the progress 8 measure. This is below expected progress.

However, female PP students made expected progress (0.04) compared to non PP students (-

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0.04).

Male PP students made significantly less progress (-0.30) compared to non PP students (-0.04) and all males (-0.17). A key focus will be placed on intervention for PP males next academic year.

Mathswatch CDs

£500 Continued

Mathswatch CDs have been distributed to year 11 pupil premium students.

The Mathswatch CD provides students with a tutor at home. It goes through each topic using step by step explanations and there is a revision section at the end of each topic. Students will be more confident in maths and achieve higher grades at GCSE if they use the CD.

½ Termly Subject Leader – Tracking sheet will show progress.



2016 maths GCSE results show that PP students achieved -0.15 in the maths component of the progress 8 measure. This is below expected progress.

Breakfast club

£33,875 Continued

Daily breakfast club

Improved attitudes towards

½ Termly HSAs –

38% of all students attend breakfast club. This is a 3%

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provided for all students.Breakfast Clubs have been proven to have a positive impact on punctuality, academic results, concentration, behaviour and attainment. Student led activities during this time will also benefit the students personally and pastorally.

healthy breakfast provision, as well as helping to create a positive rapport between teachers and pupils. Attendance, punctuality, behaviour and levels of concentration improve as a result of healthier foods being provided in the morning.

Attendance, punctuality and behaviour data shows an improvement for each student attending.

reduction compared to 2015. 43% of all PP students attend and 36% of all non- PP students.

3% of PP students who attended breakfast achieved 100% punctuality compared to 7% of PP students who did not attend breakfast club.

There has been an overall increase in the number of students achieving 100% punctuality. In 2015 6% of PP students achieved 100% punctuality compared to 13.6% non-PP students. The gap between non –PP students and pupil premium students achieving 100% punctuality has reduced by 2.4% since 2014.

100% attendance has improved. In 20148.2% of non-PP students achieved 100% attendance compared to 2% of PP students. This increased in 2015 to 12% for non-PP students compared to 5% for PP students. The gap between 100% attendance for non –PP students and PP students has increased by 0.8%.

The table below identifies the overall impact that attending

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breakfast club has on attendance. 63% of PP students who attended breakfast club achieved 95% or more attendance compared to 45% of PP students who did not attend breakfast club.

100%

97-99%

95-96%

PP attending breakfast club

5% 37% 63%

PP not attending breakfast club

4% 28% 45%

Non PP attending breakfast club

12% 59% 78%

Non PP not attending breakfast club

7% 46% 65%

Learning Resources Centre open until 5pm every day

£10,423 Continued

LRC is open to all students every day after school.

Students who do not have internet access or a quiet space at home will use the LRC

½ Termly by LRC manager – Student survey.

Attendance at the LRC has continued to be successful. Opening hours have continued to be extended to 5pm every day by student demand.

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and fully staffed.

to complete homework and independent study. Other students will attend to read for pleasure.

Every day after school students attend homework club in the LRC. They have access to books, computers and a printer and 3 staff are on hand to help with homework. The friendly environment also helps develop social skills, with some students choosing to play board games.542 students use this facility on a regular basis. 40% of these students are PP students.

Students also attend the LRC for a weekly book group which is an informal discussion group to encourage a lifelong love of reading and develop literacy and social skills. Students discuss books that have been made into films and annually shadow the Carnegie medal. They meet up with other book groups and visit other libraries. 89 students use this facility. 37% of these students are PP students.

33 students have become LRC helpers at break, lunch and after school (27% of these students are pupil premium students) - this gives them a sense of

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responsibility and some transferable skills which can be mentioned on a CV.

Refreshments for all year 11 revision sessions taking place after school, weekends and holidays.

£1000 Continued

Year 11 students attending revision classes are provided with plenty of healthy snacks and drinks to ensure they have nutritious food at regular intervals. Providing refreshments encourages students to stay after school for extra help.

Attendance at intervention sessions will improve and students will be more focussed. GCSE results will improve.

½ Termly Subject Leaders for English and Maths – Attendance at revision and an increase in students working at their target grade.

Attendance at revision sessions was good and had an impact on the overall 5A*-C including English and maths result of 55%.

36% of pupil premium students achieved 5A* - C grades in 5 or more subjects including English and maths. This figure is in line with the 2015 national average (36.7%) for pupil premium students.

English GCSE results were 68% A* - C and maths GCSE results were 61% A* - C grades. English results were 8% higher than the national average and maths were in line with the national average.

55% of pupil premium students achieved an A* - C grade in English. This is 4% above the 2015 national average of 51%.

45% of pupil premium students achieve an A* - C grade in maths. This is 4% below the 2015 national average of 49%.

Metacognitio £250 Continu All students Students develop ½ Termly There has been an increase in the 26

nTutors have been provided with resources to teach the students strategies and approaches for more effective learning.

ed are involved in this intervention which takes place during tutor time and each end of term day.

transferrable skills which will contribute to lifelong learning. Students will have a more positive attitude to the learning process.

Tutors -Student survey

use of teaching approaches which encourage students to plan, monitor and evaluate their learning. Think, pair, share and 3 Bs (brain, book, buddy) before me are now used frequently.

Johnny Ball £1500 Continued

Aimed at making maths more appealing for pupils by organising a series of activities, workshops and interactive problem solving.

Bring maths alive for the children.

Student survey

Both students and staff were left with a new understanding and enthusiasm for Maths.

UK Maths Challenge

£980 Continued

Aimed at advancing the education of children and young people in mathematics.

Used as enrichment material in the classroom across the ability range.

Number of students achieving awards

Ashcroft achieved a record number of awards in The UK Maths Challenge –30 Bronze winners (17% PP students)5 Silver winners8 Gold winners (13% pp students)3 students also qualified for the

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Olympiad (33% PP students) of which one passed and the other achieved a merit.

Fortnightly maths assessment followed by 10 intervention sessions (PiXL intervention strategy) continued throughout academic year.

£9988 New Small group withdrawal of year 11 students not working at their target grade.

KS4 students to achieve their target grade in maths. Pupil premium gap to narrow.




2016 maths GCSE results show that PP students overall achieved -0.15 in the maths component of the progress 8 measure. This is below expected progress.

However, female PP students made expected progress (0.04) compared to non PP students (-0.04).

Male PP students made significantly less progress (-0.30) compared to non PP students (-0.04) and all males (-0.17). A key focus will be placed on intervention for PP males next academic year.

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Purchase science revision programme that detects each student’s strengths and weaknesses and constructs a bespoke learning program that evolves with each use.

£4000 New Aimed at ensuring that students are prepared for their exams, confidence is built and they become more self-reliant in their study.

KS4 students to achieve their target grade in science. Pupil premium gap to narrow.


95% of PP students who used the programme and completed 50% or more gained A*-C results.

Provide whole school training on attachment and trauma by Kate Cairns Associates.

£3000 New Aimed at supporting staff to develop an understanding of the impact of unmet attachment needs and trauma on education throughout childhood.

Staff have an awareness of attachment and develop strategies to work with traumatised students.

Staff survey The most vulnerable students receive the services and support they need.

Provide funding for 2 LAC to receive coaching at a

£341 New Aimed at engaging 2 LAC in extracurricular activities.

LAC students have the opportunity to train and play for a cricket club.

LAC reviews The students have reported improved fitness and making new friends.

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cricket club.

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