cleeve park school - pupil premium strategy · 2020-01-10 · attainment and feedback. training...

Cleeve Park School - Pupil Premium Strategy 1. Summary information

School Cleeve Park School Type of SEN (eg.PMLD/SLD/MLD etc.)

Academic Year 2018-2019 Total PP budget £228,140 Date of most recent PP Review 28/01/2019

Total number of pupils

735 Number of pupils eligible for PP as at Jan 2018 census

244 Date for next internal review of this strategy 05-2019

2. Attainment

2017/18 Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 4+ incl. EM 35%(4 matrix) 76%

% achieving 5+ incl. EM 19%(4 matrix)

Progress 8 score average -0.97(4 matrix) +0.10

Attainment 8 score average 3.22(4 matrix) 5.0

Historical data- Y11

Progress 8 2016/17 2017/18 2018/19

Prediction

Disadvantaged -0.57 -0.97 -0.56

Non-disadvantaged (school) +0.24 -0.52 -0.25

Gap -0.81 -0.45 -0.31

Historical data – Y11 maths 2016/17 2017/18

KS2 APS 4.59 4.52

PP standard pass 45% 57%

PP progress 8 -0.56 -0.31

PP attainment 8 7.23 7.30

PP v Non-PP progress 8 gap -0.93 -0.33

PP HA Progress 8 -0.54 -0.30

PP MA Progress 8 -0.59 -0.32

PP LA Progress 8 -0.31 -0.27

Historical data – Y11 disadvantaged SEN- 2017/18

Overall English Maths

Non-SEN -1.04 -1.19 -0.26

Any SEN -0.81 -0.47 -0.43

Gap 0.23 0.72 -0.16

Year 7 AUT 2 2018/19

A = Above expected skill O+ = Strongly on expected skill O- = Weakly on expected skill B = Below expected skill

Disadvantaged Other Gap

% A to O+ %A to O- % A to O+ %A to O- Gap A to O+

Gap A to O-

Eng Lang 49% 95% 39% 96% 10% -1%

Maths 33% 61% 35% 65% -2% -4%

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

In-school barriers

A. Disadvantaged pupils achieve less well in English and mathematics.

B. Disadvantaged pupils are making less progress than other pupils across Key Stage 3 and 4.

C. Disadvantaged pupils have low aspirations.

D. Lack of engagement in extra-curricular activities.

External barriers

E. Lack of independent study at home.

F. Disadvantaged pupils have lower attendance.

G. Lack of parental support and engagement.

4. Intended outcomes (specific outcomes and how they will be measured) Success criteria

A. Improved rates of progress in Mathematics and English 1. Progress in Mathematics and English improves across all key stages, internal data shows improvement validated by the QA process.

2. Maths and English outcomes are improving towards that of disadvantaged students nationally.

3. The gap between Disadvantaged and other has narrowed. 4. Average reading age in year 7 disadvantaged students improve

This is reviewed on a half termly basis.

B. Improved rates of progress across KS3 and KS4 Disadvantaged students make as much progress as ‘other’ pupils identified, across Key Stage 3, so that 85% or above are on track for positive progress by the end of KS4. Where they are not, departments are putting in place interventions, monitored by urriculum leaders and senior team.

C. Disadvantaged pupils have high aspirations. Decrease in behaviour points and an increase in achievement points. Receiving excellent CEIAG to raise aspirations, job opportunities and 0% NEETS.

D. All disadvantaged students will engage in the wider cultural, social and extra-curricular life of the school.

All students eligible for PP participate in at least two enrichment activities; provision is mapped to support homework and raising aspirations. E. Independent study at home

F. Increased and consistent attendance of disadvantaged pupils 1. A minimum of 2% increase in attendance of disadvantaged pupils.

2. Decrease in the number of disadvantaged pupils who all have fixed term exclusion.

G. Parental engagement is more supportive of the school.

Increased participation by parents at school events by 10%. Measure difference in percentage between SPR HT2 and SUM HT1. Improve communication between home and school.

5. Planned expenditure

Academic year 2018/19

The headings enable you to show how you are using pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Action

Chosen action/approach What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A. Improved rates of progress in Mathematics and English B. Improved rates of progress across KS3 and KS4

Targeted High quality CPD by T&L team and external providers.

We want to invest some of the PPG in longer term change which will help all pupils. Many different evidence sources suggest space retrieval, hinge questioning and mastery learning are effective ways to improve attainment and feedback.

Training delivered through CPD sessions. Work scrutiny will take place throughout the year and will focus on underperforming disadvantaged students. Subject reviews will also analyse the progress of disadvantaged students and the impact of departmental interventions. External agencies will be used to QA the consistency and the quality of the approaches. During quality assurance calendar all of the approaches will be monitored.

T&L team/ HoF SPR HT2

A. Improved rates of progress in Mathematics and English B. Improved rates of progress across KS3 and KS4.

Staff fully aware of disadvantaged students and are able to highlight them in exercise books.

Low P8 scores in final outcomes 2017/18. P8: -0.66 (disadvantaged -0.97)

Subject reviews and Faculty QA. Through subject reviews, lesson observations and departmental CPD we plan to increase the % of good or better lessons and hence the progress of disadvantaged students

HoF, SLT On-going

A. Improved rates of progress in Mathematics and English B. Improved rates of progress across KS3 and KS4 E. Independent study at home

Monitoring of the completion of homework.

The EEF toolkit cites homework as adding 5 months to a student’s academic progress

CPD to ensure all staff can set meaningful homework

Progress leaders and HoF to monitor and support the amount of homework given.

Support packs provided at PCE

Monitor quality and quantity of homework through pupil voice.

Analysis of Attitudes to Learning data to identify disadvantaged students who are not completing homework.

Progress leaders and Lead tutors to intervene to improve completion of homework by disadvantaged students.

PL and HoF PL and HoF PL PL PL

October 2017 Half termly from SPR HT2


Improving the accuracy of Data & robustness of Assessment

Robust data/mock data with more realistic predictions Ability to generate meaningful targeted interventions

External Reviews will be used to scrutinise curriculum areas within subjects/topics that need addressing

Exam papers to be bought back and scrutinised where marks had been awarded and why

Principle examiner feedback on summer series to be scrutinised

Departmental CPD/INSET day allocated for internal moderation

TKAT moderation-Rainham (This school accurately predicts data)

Sharing good practice from maths

AQA and Edexcel exam markers in school

Blind assessments set by TKAT

Exam board visits- AQA and Edexcel

Robust tracking systems with summer grade boundaries and buffer included

Quality of mock papers – SUM 2018 papers used

Chichester(outstanding) input -New Ks3 model

KS3 moderation of year 9 assessments with Chichester.

Y10 PL, AHT

Total budgeted cost £77,000

ii. Targeted support

Action Chosen action/approach What is the evidence & rationale for this choice?




Strengthening Leadership & Accountability

Improving standards across the school for PP students. Following data collection, it is necessary to provide a stronger accountability system and structure which leads to targeted intervention and raised progress for Pupil Premium students.

Raising progress of PP students as an agenda item during SLT meetings

CPD for Middle Leaders on Year 11 Strategies

1:1 interviews with HoDs and HoS for post-mock scrutiny & dept action plans

NPQML/SL for HoDs

Sponsoring & Instructional Coaching of key HoDs through impact initiatives by AHT

Support from external leaders RSG/ C&S

SL Mar 2019

A. Improved rates of progress in Mathematics and English

Intervention outside classroom •KS3 maths and English with 6th formers and overseen by trainee teacher KS4 maths and English with subject specialists • Morning /Saturdays intervention

Small group interventions with highly qualified staff are known to be effective. The EEF toolkit lists 1-1 tuition as being an effective strategy to raise attainment

Regular meetings with the PL and AHT

PL, AHT Mar 2019

C.Disadvantaged pupils have high aspirations. A. Improved rates of progress in english

Alternative curriculum Small group interventions with highly qualified staff are known to be effective.

Y10 : Alternative curriculum for small class of PP underachieving students with bfl issues, delivered 6 lessons a week by AHT & DHT. Curriculum focuses on Psychology of behaviour, literacy & English Skills, and preparing for working life (CV writing, etc)

AHT/DHT Mar 2019

C.Disadvantaged pupils have high aspirations. A. Improved rates of progress in english

D.All disadvantaged students will engage in the wider cultural, social and extra-curricular life of the school.

Y10 focus:To raise outcomes in core subjects and increase aspirations. 1) Careers proformas given to all PP students and parent portal sent home for parents to discuss career options and grade requirements with students. 2) Form time focus on different professions and what you need to get into your desired field. 3) Assembly on Getting to university - student loans and grants - how to improve your cultural capital - social mobility 4) PP students with poor attendance on Report to their form tutors for mentoring 5) HoY & AHT to interview every PP student during form time using careers proforma to set action plan for student to reach goals 6i) Personalised revision timetables and resources given to all PP students following interviews 7) HoY to complete learning walks on every PP 8) PGL trip organised for term 6 Year 10 PP group of 20 underachieving students to teach resilience, risk-taking and independent learning 9) Alternative curriculum for small class of PP underachieving students with bfl issues, delivered 6 lessons a week by AHT & DHT. Curriculum focuses on Psychology of behaviour, literacy & English Skills, and preparing for working life (CV writing, etc)

Small group interventions with highly qualified staff are known to be effective

Through regular LM meetings Y10 PL/AHT

On-going

June 2019 Jan 2019


iii. Other approaches (including links to personal, social and emotional wellbeing)

Action Intended outcome What is the evidence & rationale for this choice?



F. Increased and consistent attendance of disadvantaged pupils

Attendance officer and SEASS employed to monitor pupils and follow up quickly on truancies. First day response provision.

Progress and attainment are directly linked to attendance.

EWO and Behaviour Team and Progress leaders will collaborate to ensure new provision and standard school processes work smoothly together. Same day calls about attendance for targeted students and reduced timetable integration programme to ensure students attend on a regular basis, building to full timetable. Personalised support and assertive mentors assigned to some Y11 disadvantaged students. Home visit to discuss attendance with parents / carers and explore barriers Reward system in place for individuals and tutor groups to raise the importance of attendance.

HoS, attendance officer, behaviour and safe guarding team

Termly Half termly Half termly Half termly Half termly

D All disadvantaged students will engage in the wider cultural, social and extra-curricular life of the school.

Achievement award to be given to students eligible for PPG to support opportunities to become independent learners at home.

Subject specialist-led out of school study programmes are a cost-effective way of increasing attainment, particularly for children from poorer backgrounds - potentially

Achievement award during assemblies organised by the progress leaders and PGL trip organised by HoF and PL.

HoF/PL March 2019

increasing GCSE results by two-grades, according to a new study by the UCL Institute of Education (IOE).

D All disadvantaged students will engage in the wider cultural, social and extra-curricular life of the school.

Students eligible to PP to have exposure to aspiration careers through trips and outside speakers.

DFE report emphasised that raising aspirations will have a direct effect on attainment.

Calendar events throughout the year which offers opportunities for students to have a wider range of experiences to support aspirations. Opportunities charter: -PGL -University Trips -TKAT Games -Visit to the museum -British Library

PL and HoF September 2018 to May 2019

F. Parental engagement is more supportive of the school.

PCE and information evening -Parents information evening organised by PL where revision resources and TT are given. -Y7 welcome evening -Y9 options evening -Y11 information evening -Y11 for KS5 pathway evening


6. Review of expenditure

Previous Academic Year 2017/18

i. Quality of teaching for all

Action Intended outcome 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 £118,000

Improve attainment and progress in mathematics.

Staff worked together to improve the quality of teaching and learning and teaching closely to the new GCSE curriculum with a specific focus on stretch and challenge.

Refer to the data above.

For Sept 2019

Placing strongest bfl/results/curriculum knowledge teachers on key Year 11 groups

Do Now – engagement

Spaced Retrieval - revision

Curriculum & examination CPD for HoDs/teachers from Pearson (examiner’s feedback, etc)

Frequency of Assessment (calendar)

TKAT trackers & In-house trackers using exam board boundaries

Assessment Calendar QA’d against specs

Mock exams QA’d by LM

External support from SELSA and Pixl

Improved Maths provision in KS3.

Training to be done in other subjects.

Achievement and Standards

Improve the progress at KS3 and 4

Feedback for learning has been the priority focus in lessons.

Most students are aware and use strategies from feedback which support the progress of students. Refer to data above

Clear whole staff CPD has been done and experience curriculum leaders have researched feedback at it as part of the NPQSL.

Focus for this year with department areas is not only using feedback but also questioning to check understanding, space retrieval, do now and practice makes perfect.


Improving the progress of disadvantaged SEN students

Additional staffing to support student tracking and support in the class and small groups.

See data above TAs working with key groups in En,Ma,Sci, RS & Photography

Access Arrangement training for students

Use of Learning Zone

Form time intervention

Addresses attendance, behaviour and progress issues.

Will continue into the next academic year.

ii. Targeted support



Cost £76,000

Improve progress of Pupil Premium students

KS3 and KS4 Extended learning sessions to support with GCSEs.

Disadvantaged

English %9-5=24.32% %9-4=48.65%

Maths %9-5=32.43% %9-4=56.76%

Use the grade boundaries after the first year of new GCSEs in English and Maths to be more targeted with intervention in extended learning sessions.

Whole school CPD and emphasis on meaningful homework.

Heat Maps

Pre-mortem to be shared with MLT

QLA from Mock informs small group rotating timetabled intervention with Top5 subjects prioritised

Trackers to identify intervention ops

Top 16 TKAT Targeted students with intervention plan. This is shared with HoDs and QA’d

Literacy and Numeracy and Access to the Curriculum

Improve attendance Prioritise support for the disadvantaged students

Currently there is a 2% gap in whole school attendance for disadvantaged students vs other

Mentoring provided the students.

Case studies available. Will continue and more staff will have safe guarding training.

Improve resilience in disadvantaged students to support student outcomes

Development of mental health and resilience agenda in school Use of Progress centres Learning mentors

Sept-Jan Year 17/18 Y10 439 credits Sept-Jan Year 18/19 Y11 910 credits Sept-Jan Year 17/18 Y10 12 Homework credits Sept-Jan Year 18/19 Y11 108 Homework credits 100% No NEETs target/Prediction

• Assemblies on learning theories • Black folder system • Brain training in registration • 1:1 careers interviews • Careers Fair Chis & Sid

Improve the progress of disadvantaged students

Easter school for students underachieving and in class intervention and support from the SEN team

Refer to data above Introduce after school intervention earlier and make it the norm and then specifically use Easter school for intense personalised learning.


iii. Other approaches (including links to personal, social and emotional wellbeing)



Cost £37,000

Improved participation in enrichment

Summer school programme for Y7 with one intensive session of literacy and numeracy Use reward trips as an incentive to do well in progress and extra-curricular

Refer to year 7 data – using reward system to celebrate success.

Increase the numbers attending the summer school programme to ensure early intervention for literacy and numeracy.

Rewards and Incentives Scheme to Encourage as well as Recognise the Progress and Endeavours of Students

Raised aspirations Enrichment

Subsidised trips and enrichment activities to widen cultural experiences and raise aspirations linked to university and careers. PP students in each year participating on external trips/enrichments Targeted parent invitations to discuss progress and attainment

Opportunities provided for disadvantaged students to visit a range of educational venues and participate in reward trips. Increase targeting parents/carers to support further progress.

Educational Visits / Residential trips to Support the Active and Experiential Learning of Students - - Enrichment Activities to Widen Student Perspective and Experience -

7. Additional detail

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

Issues last year: Staffing & capacity (leading to)

Curriculum knowledge of supply staff

Assessment without boundaries

Bfl of outliers affecting cohort

Strategies for this year:

Quality First Teaching and New National PP Intiatives

Staffed with specialists

CPD from AQA, Edexcel, Eduquas

New Tracking systems

New behaviour system

Curriculum/Assessment Calendar

Abbreviations: MLT-Middle Leader Team PL- Progress leader AHT- Assistant Head teacher DHT- Deputy head teacher HoS- Head of School QA-Quality Assurance CEIAG- Careers education, information, advice and guidance NEET-Not in Education, Employment or Training

Year 7 Catch-up Premium

In the academic year 2017/18 Year 7 catch‐up funding of £16,068 was provided for students

on roll at the January 2018 census.

In 2018/19 it is expected that funding will be based on the amount in 2017/18 multiplied by

the change in year 7 student numbers as at the January 2019 census. It is therefore

anticipated that funding will be of the order of £16,815.

Funding was used to support literacy and numeracy as follows:

2015/16 2016/17 2017/18 2018/19

Summer School

Supports student

transition to the

secondary

environment and

early introduction

to maths and

english.

£2,500 £2,500 £2500 £2500

Literacy intervention –

Accelerated Reader, phonics tuition, Bookbuzz

Ruth Miskin

Phonics tutor

Students targeted

based on having a

reading age below

8 years.

All year 7

students given a

book via the

bookbuzz scheme

and reading

developed via

accelerated

reader.

Linked with

further

intervention via

main PP funding.

£11,000 £9,800 £9,800 £10,200

Numeracy intervention

Maths catch up

intervention

sessions – linked

with main PP

funding

£1,000 £3,500 £3,800 £4,115

Year 7 Catch-up Premium 2018/19

By the end of this year 18 students will have been targeted for the catch-up programme in

English and 19 in maths.

Year 7 Literacy Catch‐Up Funding Report

Students will receive 1:1 and group work support in their Literacy and small group tuition in

Numeracy. The data gathered in the HT1 and HT2 for these cohort is as below, in terms of

impact on both a qualitative and quantitative level.

Data Report -Autumn Half Term 2 Overall Eng Lan Maths

P8 A8 P8 A8 P8 A8

Pupil Premium PP 44 28%

-0.38 1.64

-0.33 2.25

-0.60 2.03

Non PP 112 72% -

0.30 1.84 -

0.37 2.28 -

0.53 2.42

Autumn cohort

Specialist catch‐up teachers have been central to the success of these students.

Personalised programmes of tutoring have been devised for each child through

building up a detailed understanding of each students’ literacy and numeracy

needs. English catch-up teacher is a KS3 co-ordinator and has been able to have a

clear impact on both a qualitative and quantitative level.

The experienced math’s catch-up teacher has also impacted on these students

on a pastoral level. Individual nurturing through their numeracy intervention has

been very successful.

cleeve park school - pupil premium strategy · 2020-01-10 · attainment and feedback. training...

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