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Overcoming Disadvantage at Lawn Manor Academy 2018-19
Our approach to supporting pupils in receipt of the Pupil Premium
The government recognises that students from more disadvantaged backgrounds can be at greater risk of
underachievement at school than their peers. To combat this, they have introduced the Pupil Premium fund to support
these students in school.
At Lawn Manor Academy, we aim to deliver quality first teaching to all students, regardless of social background.
However, through extensive evaluations and strategic planning, we have a catalogue of support strategies in place for our
students in receipt of the Pupil Premium.
Pupil Premium Performance 2017/18:
Year 11
Measure 2018 Results 2017 Results (Churchfields Academy)
Improvement
5+ in English and Maths 28% 13% +15%
4+ in English and Maths 43% 25% +18%
Progress 8 -0.66 -0.78 +0.12 Attainment 8 37.17 32.21 +4.96
Achieving Strong E Bacc 12% 8% +4% Achieving Standard E Bacc 18% 10% +8%
Evaluation of the Impact of our Actions in 2017/18
Summary:
Attainment and progress for disadvantaged pupils improved significantly in all categories when compared to the
performance of the predecessor school.
We recognise the need to make further improvements in all categories.
Areas of Success:
Improving the quality of teaching:
Introduction of TLAC strategies improved learning environment for pupils, evidenced through improved results and
analysis of QA data.
Teach First staff successfully completed NQT year, and strong results were achieved, particularly in Maths.
New assessment model allowed for reliable indications into the performance of pupils in all subjects in all years, and
evidenced improved progress for disadvantaged pupils.
Withdrawal of 1-1 Maths tuition (a strategy of Churchfields Academy) helped ensure greater focus on classroom
learning in Maths.
The purchase of visualisers provided a significant boost to the classroom experience allowing the modeling of
excellence.
Supporting pupils through appropriate intervention:
Saturday Maths tuition – 100% of invited disadvantaged pupils attending, supporting the much improved MAths
results as above.
100% of disadvantaged pupils engaged with the Period 6 programme.
Steps for success – 80% disadvantaged pupils attended with parents.
Revision folders provided to 100% of disadvantaged pupils.
Holiday interventions popular with disadvantaged pupils – 85% of disadvantaged pupils attended at least one
intervention.
Supporting financially and adding cultural capital:
55% of disadvantaged pupils attended a club regularly.
The disadvantaged fund was used to support a wide range of local and international trips, uniform purchases, and
other expenditures.
The Academy ran a successful Enrichment Week in the summer term, where all disadvantaged pupils selected a
variety of workshops.
These successful initiatives are being improved and carried through to year 2 of Lawn Manor Academy.
Areas of Lower Impact:
The Passport to Success program proved inaccessible for some pupils and is under review for 2018/2019.
There was no clear impact between 1-1 tuition and improved Maths performance. The improvements in Maths
were as a result of high quality teaching in lessons, careful setting, and a clear program of targeted after school and
Saturday morning intervention. As a consequence, money has been redirected into supporting these sessions.
There was not enough evidence of money directed towards rewards having a clear impact on the progress of Pupil
Premium pupils.
Potential Barriers Facing Disadvantaged Pupils
At Lawn Manor Academy it is our intention to ensure that any barriers to progress are removed for all our pupils. Through
analysing data and information we receive when pupils arrive at our school, and drawing on national research, we have
identified the following specific barriers our disadvantaged pupils may face:
1. Disadvantaged pupils may arrive at our Academy with lower than average Reading skills. In particular, reading
ages are below chronological ages for a majority of our disadvantaged pupils.
2. KS2 performances in Grammar, Punctuation, and spelling are below average in majority of cases. The vocabulary
of pupils, particularly second and third tier language, may be underdeveloped.
3. Maths performance at KS2 is below national average, and whilst pupils have relative strengths in various areas of
the curriculum, they often lack a coherent understanding of basic concepts.
4. Financial hardship can result in pupils experiencing a lack of cultural capital, and may also mean that basic
equipment such as calculators is unaffordable.
5. Attendance of Disadvantaged pupils may be below the expected standard.
How much Pupil Premium funding are we receiving in 2018/19?
We are expecting to receive £264690 in Pupil Premium funding for 2017/18. This is based on receiving Pupil Premium
funding for 283 eligible students, and Service Premium for one pupil.
How are we spending our Pupil Premium funding?
Our Pupil Premium spending is focused on achieving three key outcomes:
1. To ensure all our disadvantaged students receive outstanding teaching in their lessons.
2. To enable support and interventions to be provided to those disadvantaged students who are at risk of academic
under achievement.
3. To provide a broad range of experiences and opportunities for our disadvantaged students, both within the
curriculum and outside of it.
Ensuring outstandingteaching in lessons - £169748
Academic Interventions -£80066
Providing opportunities andsupport - £15726
Area Action Planned Impact Success Criteria Cost Impact
Leadership of Achievement (Barriers 1, 2, 3)
Assistant Head teacher to lead on raising outcomes for disadvantaged and to ensure appropriate tracking and intervention is in place. Ensure there is a focus on the performance of disadvantaged pupils through HIMCD documents and Triangulation Meetings. Attend Improving Vulnerable Outcomes
Improved outcomes for disadvantaged pupils in all years and across all subject areas. Raise the profile of the performance of disadvantaged pupils and ensure teaching strategies and interventions are relevant and timely. Ensure LMA’s work with disadvantaged
Ensure pupil progress is good or outstanding for PPG students with a P8 score of at least 0. Teachers identify underachieving disadvantaged pupils in their classes and record their intended actions in response to them. All 3 sessions attended and £19163
Progress 8 score for PPG pupils is -0.885
and -0.455 for the whole cohort.
Intervention
programmes have been reviewed and
will now form part of triangulation
meetings, where pupils making poor
progress are identified and plans put in place
to address gaps in knowledge.
PiXL wave for English and Maths continues to aid pupils in their
learning out of lessons from the QLA. This
programme led by Marc Rowlands. Engage with Pixl Strategies such as Pixl Wave and Microwave. Ensure there is a strategy in place to support pupils with independent revision work – Steps for Success Evening, Period 6, MADE revision days, holiday interventions, Saturday Morning Maths, Independence revision folders.
pupils is in line with national research. Allows us to monitor in year the performance of our disadvantaged pupils in Years 7 and 11 with other Pixl schools. This will help pupils revise independently and successfully for their public exams.
knowledge gained used to develop PPG strategy. Year 7/11 end of year performance in line or exceeding national average. All pupils attend Period 6 supprot/MADE sessions and all recive revision folders leading to the above targets being met.
also informs teachers in the planning of
their lessons.
The Improving Vulnerable Outcomes
programme led by Marc Rowlands has
allowed us to reflect on our Pupil Premium strategy to maximise
its impact.
Revision strategy was refined and formed part of our Step for
Success evening.
Parental engagement strategy in Year 11
proved a success in raising confidence in
pupils.
Ensure there is an appropriate parental engagement strategy – Steps for Success/Good luck letters/Parents Evening.
Parents are able to support their children’s work at home and school due to high quality communication between the school and home
100% attendance at Steps for Success and return of Good Luck letters.
Curriculum, Teaching and Learning, and Staffing (Barriers 1, 2, 3)
Support staffing in core subjects to ensure class sizes are appropriate.
All disadvantaged pupils experience high quality teaching and Lawn Manor is able to ensure its subjects are staffed with well qualified subject specialists.
Class sizes below 30 in all English and Maths groups in all year groups. See above for Y11 success criteria. Year 10-7% of PPG students on course to at least meet targets to increase from term 1 to term 6 £167748
Class sizes small which allowed for more focused teaching.
Classes in Maths set
for ability and English will follow suit.
Teach first trainees
successfully completed their
induction year. With 2 new Teach First
trainees appointed.
TLaC routines continue to be
Ensure Lawn Manor can continue its successful partnership with Teach First, allowing the school to access high quality trainees keen to work with disadvantaged pupils. Support the implementation of the school’s commitment to the Teach Like a Champion strategy, a proven approach to developing routines in classrooms to support excellent learning.
Pupils can continue to enjoy access to high quality teaching. Ensures the identified TLAC routines are incorporated into all classrooms to ensure
and to be higher for each year group than last year’s cohorts.
Two new Teach First trainees successfully inducted into the Academy. QA results reflect adoption of TLAC strategies and improvements in attainment.
developed and embedded into
classroom practise, creating a warm strict
approach in lessons.
Maths Mastery assessment results improved term on
term with pupils making more progress
each term between their pre and post
assessments.
With the success of Maths Mastery we
have enrolled on the English Mastery
course.
Support the development of Tier 2 and 3 vocabulary in the classroom – Autumn CPD to be held Introduce Maths Mastery into Y7
Heightened focus on tier 2 and 3 vocabulary in the classroom Y7 pupils have a stronger grounding in underlying Mathematical concepts by the end of Y7
QA results reflect heightened use of tier 2 and 3 vocabulary leading to improvements in the performance of disadvantaged pupils. Progress of pupils in Maths in Y7 above Mastery national average.
IAG (Barrier 4) To provide aspirational and careers support for disadvantaged pupils through connections with Study Higher.
Improved careers guidance, leading to raised expectations. All pupils will be presented with a range of post 16
100% of disadvantaged pupils to secure appropriate and stretching post-16 education.
£3,726
Careers advisor met with all PPG pupils
and supported them to fill in applications for post 16 options.
Ensuring all pupils have at least one careers interview and that college/6th form applications are pursued for all pupils. RWBA 6th Form taster day
choices including the promotion of academic 6th form routes and work experience will be developed in Year 10. Pupils are aware of how to apply for post 16 education and are supported to do so. Provide pupils with a taste of an academic 6th form
100% RONI-risk
identified
students to
secure places in
education or
employment
post-16.
Study Higher worked with our PPG pupils to
mentor them in post 16 opportunities,
including higher education.
25% of Lawn Manor
pupils that attend RWBA 6th Form are
PPG pupils.
Targeted Intervention (Barrier 5)
Targeted individual and group work with student support team to improve social, emotional and behavioural development through the use of the PLC.
Improved attendance for disadvantaged pupils and improved confidence, employability and
Attendance of disadvantaged
pupils to be 96% +
PLC to be used to support
£35,807
The PLC continues to be a success in
improving pupils learning habits
allowing them to access school and
lessons.
Attendance Officer to track attendance of Disadvantaged pupils and intervene as required.
life skills which in turn will support improved outcomes.
vulnerable pupils.
Attendance Officer
increased the amount of hours that she
worked with our EWO to intervene with
more pupils that had poor attendance.
Transition Support (Barriers 1-5)
Vulnerable Year 6 students to be identified and additional support prior to and at transition to be provided through our specialist Transition Officer.
Improved care and guidance. Improved transfer of information leading to more appropriate student grouping arrangements. Improved communication between professionals to allow for a smooth transition.
100% of disadvantaged
pupils to attend the Meet the
Tutor Evening
Positive Parent Voice/Student
Voice feedback.
Connect 7/8 Students to
meet or exceed all targets in
core subjects. £14,786
83% of parents attended the Meet the Tutor Evening. Positive feedback
received.
Connect 7/8 used to support vulnerable learners on entry to the Academy. Meet the tutor Evening to be held early in Y7.
Musical Instrumental Lessons (Barrier 4)
Support disadvantaged pupils who are studying a musical instrument by paying for individual and small group lessons in full.
All students can access the Music curriculum and are not disadvantaged due to family finance. To provide cultural capital to these pupils, and to improve outcomes in GCSE Music.
100% of disadvantaged pupils who study Music at GCSE, and those who are selected from KS3, to successfully complete a full programme of lessons. £6,000
Musical Instrument Lessons for
disadvantaged pupils were increased this
year. Allowing them access to private
tuition that would otherwise be
unavailable to them.
Literacy (Barrier 1 and 2)
Literacy is promoted throughout the school and the library is supported in retaining its superb learning environment.
Improved standards of literacy throughout the school, leading to improved outcomes, and a heightened interest in the
All pupils in Year 7, 8, and 9 to be
supported through the Accelerated
Reader programme and
all pupils to £4,760
Accelerated Reader programme continues
to have a positive impact on the reading
competency of our PPG pupils.
Disadvantaged pupils are assisted in attending the Swindon Literature Festival English Mastery to be investigated.
importance and the pleasure of wider reading.
experience a reading lesson
on a weekly basis. Reading
ages of disadvantaged
pupils to be above their
chronological age, and where
they are not, reading support
and intervention is provided
leading to rapid improvement.
Successful Swindon
Literacy Festival held and pupils engaged
fully with the event.
English Mastery to begin this year after a successful application onto the programme.
Supporting the more able (Barrier 4).
Higher attaining disadvantaged pupils are to be supported in achieving excellent outcomes, and aspirations to access higher education are increased. The school will continue to engage with the Villiers Park programme.
Improved outcomes for disadvantaged higher attaining pupils across the curriculum. Higher attaining disadvantaged pupils will aspire to make applications to Russell Group Universities following visits to them through the Villiers Park programme.
Higher on entry pupils Progress 8 score to be at least 0.2. 100% of higher attaining pupils to achieve at least a 5 in English and Maths. Villiers Park to run successfully.
£3,750
High on entry pupils progress 8 -0.615.
59% achieved at least a 5 in English and
Maths.
Villiers Park continue to work with some of
our PPG pupils that would otherwise may
not have the aspirations to go onto
higher education.
An increase in the amount of places
being offered to Lawn Manor Academy this
year.
An increase in the number of pupils
attending Universities from our school. BBC
Points West ran a story on the journey
of Lawn Manor pupils through the Villiers
Park programme due to its success.
Additional Classes (Barrier 1-4)
Holiday/Saturday classes to be provided where appropriate to support out of school learning for disadvantaged pupils
To ensure that disadvantaged pupils have access to staff, resources, and a quiet learning environment where appropriate during the school holidays. Subjects will provide holiday classes of 2 hours as appropriate and where necessary. This will in turn support improved outcomes.
At least 80% of disadvantaged pupils invited to holiday/Saturday classes to attend. See above for intended impact on outcomes.
£1800
Saturday Morning Maths sessions were
extended to 10 sessions rather than 6
and attendance at these increased
significantly. With 2 teachers taking the sessions instead of just 1 as previously
done, we were able to address Higher and
Foundation areas of improvement
separately.
MADE revision sessions held for all of
Year 11.
Curriculum Bid Fund for Disadvantaged pupils (Barrier 1-4).
A fund is available for staff to bid into in order to provide additional materials for disadvantaged pupils.
Disadvantaged pupils are supported through additional resources such as calculators, revision guides, study books etc.
All applications for Curriculum Bid fund money to have clear and measurable success criteria provided.
£2000
Bids from fund developed ways in
which homework was completed in Maths,
an increased engagement from PPG
pupils.
Bids also approved to provide lesson
resources to ensure all pupils had what
was required in order to access the lessons.
Disadvantaged Fund (Barrier 4)
Create a support fund for pupils with parents on low income to supply uniform and subsidise trips and extra-curricular activities
Equality. Students to have access to all areas of the curriculum
All applications for disadvantaged fund money to have clear and measurable success criteria provided.
£6,000
Bids from fund allowed us to ensure that PPG pupils were not disadvantaged in
attending trips due to financial issues.
Uniform for those pupils not able to
afford it was purchased to ensure
that they were able to access lessons.
Total Spend: £264690