horbury academy pupil premium strategy · to close the gap by providing additional supplementary...

HORBURY ACADEMY PUPIL PREMIUM STRATEGY

2019-2020

Horbury Academy Vision

Key Priority 1 Leading Success

Leaders at all levels demonstrate a relentless

focus on securing the best possible outcomes for young people across

the academy.

Key Priority 2 Achieving Success

All students (including identified groups) across all key stages secure at least good outcomes in relation to their starting

points

Key Priority 3 Securing Success

Teaching, learning and assessment are all highly

developed across all subjects and lead to

excellent outcomes and progress for all students

across all key stages.

Key Priority 4 Developing Success All colleagues are

supported to develop their practice and

pedagogy through continuous and

collaborative high quality professional

development and partnerships.

Key Priority 5 Standards for Success All students maintain

the highest standards for success across all aspects

of academy life.

Key Priority 6 Supporting Success

All students are supported to live

balanced, healthy lives that are rich with both

academic and extra- curricular opportunities.

Having reviewed the impact of our 2018-19 Pupil Premium spending, the Educational Endowment Foundation Pupil Premium Toolkit (EEF), the

National Foundation of Educational Research (NFER) ‘seven building blocks for success’ and our Horbury Academy vision and six key priorities;

these have been used to underpin our Pupil Premium strategy for 2019-20 and to inform effective use of premium funding.

1. Summary information

School Horbury Academy

Academic Year 2019-20 Total PP budget £254,885 Date of most recent PP Review 06/19

Total number of pupils 1063 Number of pupils eligible for PP

271 Date for next internal review of this strategy 01/20

Year PP overall number PP Male PP Female

7 57 30 27

8 52 26 26

9 55 38 17

10 60 28 32

11 54 30 24

Please note: Data is unvalidated until the publication of ASP.

2. Current Attainment (most recent year 11)

Data source: 4Matrix Data source: 4Matrix

Pupils eligible for PP Horbury Academy 2019

Pupils not eligible for PP National Benchmark 2019

All students PP and non-PP Horbury Academy 2019

Year 11 cohort size 56 201

Key Stage 2 fine level 4.46 4.76

% Attaining 5-9 in English (Best) and Maths

25% 50% 44%

% Attaining 4-9 in English (Best) and Maths

41% 64%

Progress 8 score average -0.71 0.13 -0.43

Progress 8 English -0.89 0.11 -0.6

Progress 8 Maths -0.37 0.12 -0.04

Progress 8 English Baccalaureate Slots -0.82 0.14 -0.5

Progress 8 Open Slots -0.72 0.12 -0.5

Progress 8 Males -0.8 -0.56

Progress 8 Females -0.61 -0.28

Progress 8 score average for Higher Ability pupils

-0.74 0.12

-0.48

Progress 8 average for Middle Ability pupils

-0.71 0.17

-0.38

Progress 8 average for Lower Ability pupils

-0.69 0.04

-0.43

Attainment 8 score average 32.46 49.96 42.34

% Entering the English Baccalaureate 12% 43% 29%

% English Baccalaureate average point score

2.64 3.66

% Attendance (all year groups) 92.1% 94.3%

% Persistently Absence (all year groups) 27.4% 15.1%

% Staying in education or entering employment after Key Stage 4

96.6% 97.6%

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

Academic barriers

A. Teaching and Learning: Staff understand and use strategies to improve teaching and learning and give appropriate intervention and support to help students learn.

B. Homework/Revision/Organisation: The in-school gap between Pupil Premium and Non-Pupil Premium students indicate they need extra support with homework and revision for examinations.

C. Numeracy: A higher proportion of students in the Pupil Premium group arrive with below average maths skills.

D. Literacy Reading Ages: A higher proportion of students in the Pupil Premium group arrive with below average English skills. The higher attainers underachieve in English compared with their middle and lower counterparts. Some students eligible for the Pupil Premium have reading ages significantly below their chronological reading age

Additional barriers

D. Pastoral: Many students have EBD, social skills difficulties, lack of home support, lack of breakfast, incorrect uniform and require counselling/mentoring and tailored intervention courses e.g. mental health and/or anger management.

E. Alternative Provision: an appropriate and varied curriculum is devised to support all disadvantaged learners to succeed and reduce rates of internal and external exclusion.

F. Attendance: An attendance gap exists between Pupil Premium students and Non Pupil Premium students, (in particular PA students).

G. Enrichment and Aspirations: Many of our Pupil Premium students have had fewer life experiences and have not taken part in the same breadth of events as Non-Pupil Premium students e.g. enrichment activities, school trips, sports teams and student leadership groups.

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

A. To close the gap by providing additional supplementary literacy support thereby raising the attainment of those students.

Gap between PP and national others decreases at GCSE.

B. To close the gap by providing additional supplementary numeracy support thereby raising the attainment of those students.

Gap between PP and national others decreases at GCSE.

C. Disadvantaged students do not feel ‘disadvantaged’ and are supported to achieve. PP students better equipped to navigate Academy life and beyond.

D. High quality wave one teaching for all students. Effective data driven intervention which supports students learning. Disadvantaged students feel supported, behave well and complete homework and revision.

Gap between PP and national others decreases at GCSE. Data demonstrates rates of exclusions for Disadvantaged students are in line or lower than national others.

E. Disadvantaged students access a variety of alternative provision tailored to their individual needs. Gap between PP and national others decreases at GCSE. Reduced NEET figures. Reduced rates of internal and external exclusion.

F. To improve and secure attendance that is at or above national others for disadvantaged students, thereby significantly reducing Persistent Absence (PA).

PP attendance in line with National others.

G. Disadvantaged students experience a range of extra- curricular activities and have opportunities to participate in school trips and post 16 events.

Opportunities to participate in wider experiences leads to an increase in aspirations as demonstrated by destination data.

5. Strategies to overcome barriers

Academic year 2019-20

i. Quality of teaching for all

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

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Disadvantaged First

strategy that is a

proactive approach to

ensure disadvantaged

pupils come first in all

we do

Whole school consistency

around key strategies for

disadvantaged students and

wave 1 and 2 subject specific

strategies embedded across all

subjects and all year groups.

Key strategies are; Quality First

Teaching and Assessment,

Curriculum, Outcomes,

Attendance, Behaviour,

Parents, Pastoral and

Enrichment

To work towards closing the P8 gap between disadvantaged students and non-disadvantaged students.

Pupil Premium strategy is at the heart of

academy life and is led well at all

leadership levels. A clear strategy for

disadvantaged students at all levels.

CORE subjects have a disadvantaged lead.

An increased awareness of the individual

barriers/needs of disadvantaged students

and a plan to meet these needs at

KS3/KS4.

The premium will be used to fund:

• Staff CPD to embed the strategy

• Leadership CPD/AIM meetings

• EE documentation

• Active leadership – proactive, supportive, constant presence around academy.

- Assistant principal leads

Disadvantaged First.

- Disadvantaged leads

appointed in CORE.

- ‘Pupil Premium

Champions’ Staff Group.

- Subject specific wave 1

and 2 strategies outlined in

all subjects.

- SLT/MLT line

management meetings.

- Subject AIM (Accord

Impact Meetings) following

Data Points focused on PP

students.

SC

- Subject AIM

following Data

Points at KS4.

- Monthly through

Accord PP meeting

- Termly through SLT

Quality Assurance –

lesson visits, learning

capture, work

scrutiny.

- 2020 outcomes.

EEF Research

EEF Guide, June 2019 – ‘When it is most effective, the Pupil Premium will sit at the heart of a whole school effort, with all staff understanding the strategy and their role within it.’

Intervention Cost Impact

Aspiration interventions Moderate Moderate

Behaviour interventions Moderate Moderate

Parental engagement

Moderate

Moderate

Disadvantaged First –

Quality First Teaching

and Learning

To work towards closing the P8 gap

between disadvantaged students

and non-disadvantaged students

through teaching staff, leaders and

support staff trained on best

practices when working with

different groups of disadvantaged

learners.

Teachers receive regular bespoke

CPD on high quality Teaching and Learning, assessment and feedback for all learners. This will develop the work of the Sutton Trust and embed the Accord Classroom including collaborative learning.

Continued rigorous and challenging

teaching across the academy to

improve progress and outcomes for

all pupils. Expected closing of PP gap

as PP students benefit the most when

the quality of teaching improves.


• Staff CPD to embed the

strategy

• Active leadership – proactive,

supportive, constant presence

around academy

• Part funding staffing with key responsibilities.

- EduDash/ Learning walks.

- Work scrutinies. - SLT/MLT line management

minutes and paired learning

walks.

- Data Point analysis of cohorts for each year. - CPD – staff questionnaires.

- Student voice.

SC - Half termly analysis

of learning walks and

work scrutinies

leading to

personalised CPD

support.

- Termly data points

and outcomes.

- 2020 outcomes.

EEF Research

EEF Guide, June 2019 – ‘Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils’. ‘Spending on improving teaching might

include professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class,

and that every teacher is supported to keep on improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil

Premium spending.’

EEF evidence on collaborative learning – ‘The impact of collaborative approaches on learning is consistently positive. However, the size of impact varies, so it is important to get the detail right. Effective collaborative learning requires much more than just sitting pupils together and asking them to work in a group; structured approaches with well-designed tasks lead to the greatest learning gains… Approaches which promote talk and interaction between learners result in the best gains.’ EEF evidence on feedback – ‘Feedback studies tend to show very high effects on learning. Feedback is information given to the learner or teacher about the learner’s performance relative to learning goals or outcomes. It should aim towards (and be capable of producing) improvement in students’ learning.’ High impact for low cost.


Collaborative learning Low Moderate

Feedback Low High

Mastery learning Low Moderate

Five A Day strategy All disadvantaged pupils are adequately equipped and ready to learn so that there is no gap between equipment for PP and Non-PP to impede on pupil premium students ability to access learning.

Disadvantaged pupils receive more behaviour logs for equipment and uniform. ‘Five A Day’ is aimed at disadvantaged learners to ensure they are adequately supported in lessons. The premium will be used to fund:

• Equipment – ‘Five A Day’

• Uniform

• Revision Guides/resources

- Behaviour logs monitored

for equipment sanctions.

- Link meetings with PYLs.

- Learning mentor and

parental support where

necessary.

- Daily Purple Line checks,

so immediate support

available.

SG - Through daily Purple

Line checks, and PYL

updates through

BROMCOM

-QA of PYL updates and actions at least fortnightly

EEF Research

EEF Guide, June 2019 – ‘Wider strategies relate to the most significant non-academic barriers to success within school.’


Developing leaders

To work towards closing the P8 gap between disadvantaged students and non-disadvantaged students through bespoke CPD for all leaders. Leadership CPD will focus on gaining consistency with leading on effective impact.

Consistency with leading impact and what

this looks like across all leaders will help

to close the gap.


• Leadership weekend conference

• Follow up leadership meetings

• Part funding staffing with key

responsibilities.

- Leadership weekend launch (Sept 2019) - Leadership impact Flow Chart introduced. - SLT/Middle leadership paired learning walks and meetings to review impact. - Follow up leadership meetings.

NW/SC - EduDash learning

walks and work

scrutinies.

- SLT/middle leader

meetings.

- Whole school Data

Point analysis.

- 2020 Outcomes.

EEF Research

EEF Guide, June 2019 – ‘When it is most effective, the Pupil Premium will sit at the heart of a whole school effort, with all staff understanding the strategy and their role within it.’

Total budgeted cost £69,640

ii. Targeted support



Staff lead When will you review implementation?


Accord AIM meetings.

To implement the new AIM meetings to rapidly identify underachievement amongst our disadvantaged students and to enable tailoring of intervention to specific subject areas and barriers to work towards closing the P8 gap between disadvantaged and nondisadvantaged students.

Staff are able to access a wide range of up-to-date PP data to enable them to act proactively with disadvantaged students. The data will help inform the Disadvantaged First strategy within subject areas and will allow a greater understanding of cohorts and barriers in order to enable bespoke intervention to be put in place. AIM meetings focus on years 7-11. The premium will be used to fund:

• Staff CPD

• 4Matrix

- Subject AIM meetings (half termly). - Attainment AIM meetings (3 weekly). - AP/PYL meetings. - 4Matrix data analysis. - SLT/MLT link meetings. - Fortnightly Director meetings with the Principal. - Continuous professional development (CPD) to support.

SB - Termly data point analysis.

- Fortnightly AIM meetings.

- 2020 outcomes.

EEF Research

EEF Guide, June 2019 – ‘Evidence consistently shows the positive impact targeted academic support can have.’


Feedback Low High

Literacy support – KS3 Reading Matters intervention PP

students whose reading age falls

below 9.6 to take part in the

volunteers reading programme.

Students are tested regularly and

also re-tested for any dips over

the course of the year.

Supplemented with Catch-up Premium and interlinked with Year 7 Catch Up Strategy.

Reading Matters intervention This

intervention is designed to stimulate

the engagement and progress of key

PP students with reading, with a

specific focus on boys.


• Hertfordshire Reading Test

resources

• Reading resources

• Part funding for staff with key responsibilities

- Weekly reading

support with external

volunteers and this year we

are trialling student

volunteers who are trained.

Runs over 8-10 weeks.

- Regular testing and

retesting using the

Hertfordshire Reading Test.

N Waters

-Half termly report with data analysis. - 6 months+ improvement minimum.

KS3 ‘Step Up’ Programme

Students identified work on

literacy and life skills to improve

their confidence throughout KS3.

Supplemented with Catch-up

Premium and interlinked with

Year 7 Catch Up Strategy.

KS3 ‘Step Up’ Programme

KS3 students with literacy, behavioural

and/or confidence barriers identified

and work in a small group on literacy

and life skills with the SENCO.


Literacy resources

- Module assessments are planned into the Scheme of Work.

VM - Module assessment scores. - English data for identified cohort.

Targetted group in English –

Years 8 and 9

An additional group created to

support students with literacy

with lead practitioner or head of

Department.

Targetted group in English – Years 8

and 9

A higher proportion of students in the

Pupil Premium group arrive with

below average English skills. Some

students eligible for the Pupil

Premium have reading ages

significantly below their chronological

reading age


• Specific literacy resources

linked to planned schemes of

work

• Reading resources

• Part funding for staff with key responsibilities

- Module

assessments are planned

into the Scheme of Work.

- SLT/MLT link meetings

DK - Termly data

point analysis.

- Module assessment scores.

EEF Research




Peer tutoring Low Moderate

Social, emotional learning Moderate Moderate

Individualised instruction Low Moderate

Numeracy support –

KS3

Maths mentoring scheme

PP students identified through KS2 SATs to be below expected progress (below 95) are to receive one-to-one maths support through a cohort of student maths mentors. To be trialled initially with Year 7 and supplemented with Catch-up Premium and interlinked with Year 7 Catch Up Strategy.

Maths mentoring scheme

This intervention is designed to

stimulate the engagement and

progress of key PP students in

Maths, with a specific focus on

boys.


Specific numeracy

resources linked to

planned schemes of

work

- Identification of PP cohort using KS2

Maths data.

- Baseline testing to identify areas of

focus.

- Training of Maths mentors.

- 8-10 week programme of

mentoring.

- Exit testing to ascertain impact.

CF - Termly data point

analysis.


Additional groups in Maths – Y7

PP students identified through KS2 Maths SATs to have achieved a score of 95 and below are to receive additional maths support through the creation of an additional class and supplemented with Catch-up Premium and interlinked with Year 7 Catch Up Strategy.

Additional groups in Maths – Y7

A higher proportion of students

in the Pupil Premium group

arrive with below average maths

skills.

SumDog (KS3) learning platform

and targeted use of Hegarty

Maths


• SumDog and Hegarty Maths

• Part funding for staff with

key responsibilities

- Module assessments are planned

into the Scheme of Work.

- SLT/MLT link meetings

CF - Termly data point

analysis.


EEF Research


EEF Research: Intervention Cost Impact

Peer tutoring Low Moderate


Feedback Low High

Supporting Success –

Year 11

To work towards closing the P8 gap between disadvantaged students and non-disadvantaged students.

Through Year 11 Subject AIMs, PP students identified as below expected progress in individual subjects will be placed into smaller cohort interventions to support their progress with specific skills/topics. Examples include: - Period 1 and targeted period 7(led by experienced teachers). - Bespoke curriculum time. - Subject masterclasses.

The premium will be used to

fund:

Holiday/weekend sessions.

• Online learning platforms: Hegarty maths, SumDog.

• Parent conference

• Rewards

• Staffing and running of

- Subject AIM meetings used to identify key PP students in need of intervention. - Attendance to P1 and P7 tracked. - Data Point analysis. - Access and progress on learning platforms tracked and analysed for PP students. - SLT presence and learning walks for QA. - Faculty CPD for QA. - SLT/MTL Link meetings.

SB - Half termly Subject

AIMs – data

reviewing.

- Termly data points. - 2020 outcomes. - Edudash learning walks.

AIM meetings

EEF Research


EEF evidence on extending the school day – ‘The evidence indicates that, on average, pupils make two additional months' progress per year from extended school time and in particular through the targeted use of before and after school programmes. There is some evidence that disadvantaged pupils benefit more, making closer to three months’ additional progress.’


Extended school time Moderate Low


Feedback Low High


Supporting Success –

Years 7, 8, 9 and 10

To work towards closing the P8

gap between disadvantaged

students and non-disadvantaged

students in a long term approach

to support.

For cohorts completing a

qualification in Year 10, the same

AIM process as for year 11

students will take place.

Through the new assessment methodology, any disadvantaged

student identified as making below expected progress will receive targeted intervention to close gaps in learning. Examples include: - time following hinge assessments to ‘fill in the gaps’ in learning through use of purple pen - Targeted Period 7 - Subject masterclasses The premium will be used to fund:

• Online learning platforms: Hegarty maths, SumDog.

• Staffing and running of AIM

meetings

- Subject AIM meetings used to identify key PP students in need of intervention. - AP/PYL student AIM meetings. - Attendance at interventions tracked. - Data Point analysis. - Access and progress on learning platforms tracked and analysed for PP students. - SLT presence and learning walks for QA. - Faculty CPD for QA. - SLT/MLT Link meetings

SB -Regular review at

SLT link meetings.

-Half termly by

curriculum leaders.

-Year 10 AIM meetings.

EEF Research


EEF evidence on extending the school day – ‘The evidence indicates that, on average, pupils make two additional months' progress per year from extended school time and in particular through the targeted use of before and after school programmes. There is some evidence that disadvantaged pupils benefit more, making closer to three months’ additional progress.’


Extended school time Moderate Low


Feedback Low High


Transition support One-to-one support for disadvantaged students through the transition process from primary school to Horbury Academy to ensure that students are prepared for their move to Horbury Academy and parents/carers are engaged with the Academy.

Where students and parents/carers are happy with their transition move, this will lead to greater engagement in education. Ofsted KS3: The Wasted Years? stressed the need for schools to prioritise the pastoral AND academic needs of pupils during transition from primary school. The premium will be used to fund:

• One to one transition meetings

• No Wasted Weeks programme including launch event at Horbury Academy

• Holiday Homework resources

-One to one transition meetings before taster day with student and parents/carers -No Wasted Weeks KS2-KS3 transition programme -Contact home where needed -Structured support re: holiday homework -Extra transition taster visit -Literacy and numeracy support as part of Catch Up Strategy. -EWO to target PA disadvantaged families in year 6 for support

SC -During and after the transition process




Parental engagement Moderate Moderate

Homework Low Moderate

Homework and

revision support

- Homework Club

- Revision support

- Peer tutoring

To work towards closing the P8 gap between disadvantaged students and non-disadvantaged students through offering support for students with homework and revision.

Support in place for disadvantaged students who struggle to organise their homework, complete their homework, access their homework, organise their revision, strategies for revision and/or use revision strategies to retain revision. A range of strategies to be used, including trailing subject peer tutors. The premium will be used to fund:

• Show My Homework package • Staffing with key responsibilities

- Use of AIM meetings and assessment/PPE data to identify students struggling with revision strategies. - Use of and analysis of Show My Homework. - Interventions put in place. - Student voice.

CC - Data point analysis.

EEF evidence on homework – ‘The evidence shows that the impact of homework, on average, is five months' additional progress.’




iii. Other approaches



Staff lead

When will you review implementation?


Pastoral support

New ‘HUB’ intervention rooms

To work towards bringing attendance, behaviour and exclusions data of all disadvantaged students at the academy in line with national and higher than 2018-2019.

Many students have EBD, social skills

difficulties, lack of home support, lack

of breakfast, incorrect uniform and

require counselling/mentoring and

tailored intervention courses e.g.

mental health and/or anger

management to ensure the

foundations are in place to allow our

disadvantaged students to improve

their attendance and reduce their

behaviour and exclusion rates.


• Mental health practitioner

• Targeted resources for HUB

intervention rooms

• Staffing with key responsibilities

-Appointment of a new

Inclusion Co-ordinator

(Sept 2019) who will lead 1-

2-1 and small group

sessions in the ‘HUB’ and

work with outside agencies

and Academy colleagues.

-SEMH interventions to be

supported through a

structured timetable,

including: BEAM (anger

management), smoking

intervention, social skills, hygiene, and safeguarding e.g. online and restorative practice.

SG -QA of Inclusion updates and actions at least fortnightly. -Termly review of range of strategies.

EEF Research

EEF evidence on behaviour interventions – ‘Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic

performance along with a decrease in problematic behaviours.’

EEF evidence on small group tuition – ‘Overall, evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the better. Tuition in groups of two has a slightly higher impact than in groups of three, but a slightly lower impact than one to one tuition. Some studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact.’ – Moderate impact.



Social and emotional learning Moderate Moderate

Small group tuition Moderate Moderate


Pastoral

New California Drive provision

To work towards bringing attendance, behaviour and exclusions data of all disadvantaged students at the academy in line with national and higher than 2018-2019.

Alternative provision is defined as

something a young person

participates in as part of their regular

timetable, away from the Academy.

We use provisions to prevent

exclusions, prevent NEETs or to

reengage pupils in their education.

Bespoke timetables, interventions and

alternative provision is used where

required. PP funding is used to access

external support and off site provision.


• Targeted resources for California Drive provision

• Staffing with key responsibilities, for example mental health practitioner

-Appointment of a new California Drive Coordinator (Jan 2020) who will lead this provision.

SG -QA of Inclusion

updates and actions

at least fortnightly.

-Termly report.

EEF Research

EEF evidence on behaviour interventions – ‘Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic

performance along with a decrease in problematic behaviours.’



Social and emotional learning Moderate Moderate



Pastoral

Year 11 mentoring

Programme

To work towards closing the P8

gap between disadvantaged

students and non-disadvantaged

students.

To work towards bringing

attendance, behaviour and

exclusions data of all

disadvantaged students at the

academy in line with national and

higher than 2018-2019.

Studies have found that a structured

mentoring programme, where mentors

are trained and supported, can have a

positive impact on disadvantaged

pupils. With weekly mentor meetings

and a whole school focus on the fifteen

year 11 mentees that runs up to their

final exams in June 2020 students will

have the structures in place to revise

and resilience and raised aspirations to

succeed in their 2020 exams.


• CPD for mentors

• Revision resources for all

mentees

-Mentoring programme

overseen by Senior Leader

leading Disadvantaged

First.

-All mentors trained. -15

key year 11

disadvantaged students

chosen based on data and

barriers.

-Information shared with all

staff and acted on at a

curriculum level.

-Regular review of impact. -Mentoring continues up to final exams.

SC -Review of progress

data at data points. -

Weekly mentor

reports.

-2020 outcomes.

EEF Research

EEF evidence on mentoring – ‘Studies have found positive impacts for pupils from disadvantaged backgrounds, and for non-academic outcomes such as attitudes to school, attendance and behaviour.’ ‘Positive effects tend not to be sustained once the mentoring stops, so care must be taken to ensure that benefits are not lost.’


Mentoring Moderate Low

Pupil Premium Plus strategy

Pupil premium plus pupils to

make progress in line with peers.

The attendance, behaviour and exclusions of all pupil premium plus students at the academy remain better than national.

Research from the charity Adoption UK

found that adopted pupils could be up

to 20 times more likely to be excluded.

Ability to meet complex and

individualised needs of Pupil Premium

Plus pupils.

-Vice Principal oversees

PP+ strategy

-Regular reporting of PP+

strategy progress through

SLT meeting

SG -Progress of pupils at data points -Half-termly via internal inclusion and attendance data.

Parent’s Evenings: Increase the attendance of disadvantaged parents/carers at all Parents’ Evenings Years 7-11: - Phones calls home to PP - Appointment support for PP

-Use of MCAS App


• MCAS app

• Parents’ Evening resources

-Tracking of appointments. -Attendance figures for parents’ evenings. -Improved figures where there are two evenings over a year.

JJ After each parents evening – attendance figures analysed.

EEF Research

EEF evidence on behaviour interventions – ‘Parental and community involvement programmes are often associated with reported improvements in school ethos or

discipline and so are worth considering as alternatives to direct behaviour interventions.’


Behaviour interventions

Moderate Moderate

Social and emotional l earning Moderate Moderate


Disadvantaged First -

Attendance

The attendance, behaviour and exclusions of all pupil premium pupils at the academy remain better than national.

Evidence has shown that improving attendance can remove one of the most significant non-academic barriers to success. The more time a child spends around other children, whether in the classroom or as part of a school team or club, the more chance they have of making friends and feeling included, boosting social skills, confidence and self-esteem and having a direct impact of achievement.


• Attendance rewards • Attendance ‘breakfast club’

-Data analysis. -KIT Reports. -EWO records on CPOMs and with LA. -Fast track records. -Penalty notice issued. -Student tracking.

SG -Weekly analysis. -Daily updates

and reports

through

Bromcom.

-QA of PYL updates and actions at least fortnightly.

Individualised instruction Mod Mod

Feedback Mod High

Disadvantaged First -

Enrichment

To improve the knowledge, cultural capital and aspirations of disadvantaged pupils

Many Pupil Premium students have had fewer life experiences and have not taken part in the same breadth of events as Non-Pupil Premium students e.g. enrichment activities, school trips, sports teams and student leadership groups which build the Cultural Capital which is essential for success at school. The premium will be used to fund:

• Horbury Academy ‘Passport of experiences’ which includes contribution of funding towards enrichment activities

• Part staffing enrichment clubs • York St John University

outreach work

-PP participation tracked via BROMCOM -Standard trips letters to guide parents on how to apply for financial support -Student questionnaires -PYL intervention re: enrichment take up rates

JJ -Termly analysis of participation rates and feedback through questionnaires.

EEF Research

EEF evidence on sports participation – ‘The overall impact of sports participation on academic achievement tends to be positive … (about two additional months’

progress).’

Intervention

Cost Impact

Sports participation Moderate Low

Careers Support Disadvantaged pupils of all abilities are prepared for college/job/university interviews. NEET figures decrease on 2018/19.

Year 10 Mock Interview Day and Wakefield College/ Ossett Sixth Form College taster days. Pupils are prepared for interviews through bespoke Period 1 activities, leading up to an interview with feedback by an external interviewer. PP analysis of scores will lead to additional support with the process

-External stakeholder feedback -NEET figures -Destinations data -Careers advisor intervention program for PP students underperforming tracked

DG -Analysis of stakeholder feedback, NEET figures and destination data.

and followed by a re-interview to show improvement.


• Part staffing careers advisor

• Year 10 Mock Interview Day

• Wakefield College/ Accord Sixth Form College taster days.

EEF Research

EEF evidence on aspiration interventions – ‘Most young people have high aspirations for themselves. Ensuring that students have the knowledge and skills to progress towards their aspirations is likely to be more effective than intervening to change the aspirations themselves.’


Aspiration interventions Moderate Moderate

Feedback Low High




Overall budgeted cost 2019-2020 £314,770

horbury academy pupil premium strategy · to close the gap by providing additional supplementary...

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