Pupil premium strategy statement: Kingsmead School1. Summary information

School Kingsmead School

Academic Year 2017/18 Total PP budget £206 600 Date of most recent PP Review Jan 2018

Total number of pupils 1,146 Number of pupils eligible for PP 217 Date for next internal review of this strategy Dec 2018

2. Current attainmentPupils eligible for PP (your school) Pupils not eligible for PP (national average)

% achieving level 4 in English and Maths 33 48

% achieving level 5 in English and Maths 13 26

Progress 8 score average -0.33 -0.16

Attainment 8 score average 38 43

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

In-school barriersA. Low attainment Levels for pupils eligible for PP at KS4, especially PP High Potential Students, means they are unable to access all post-16 options available to them.

B. Parental engagement is low for some PP – particularly attendance at Parents Evenings and supporting revision at KS4.

C. Social and emotional issues impact on learning for some PP students in KS3 and 4.

External barriersD. Attendance rates for pupils eligible for PP are the same as for all pupils of 96%). This reduces the amount of time they are in lessons, impacts on their learning and causes them to

fall behind.

4. 5. OutcomesDesired outcomes and how they will be measured Success criteria

A. B. Improved attainment by PP students – a closing gap between Kingsmead PP and non-PP students, esp. HPS.

The gap between the attainment and progress of Kingsmead PP and non-PP students closes by several percentage points year on year. From 5.24 (Att) & 0.17 (Pro) in 2017 to 2.5 (Att) & 0.1 (Pro) in 2018.

C. D. Increased numbers of PP parents making and completing appointments for each year group’s Parent Progress Meetings

Every PP non-booker is called and at least 5 extra appointments are made from the PP list of non-bookers after the close of booking window. Increased numbers of appointments year on year. The same applies to PP parents attending Y11 interviews. Last year, Yr11 and Yr 7 were best attended. Typically, 30% of PP parents book without being chased increasing to 73% (7), 38% (8), 51% (9) 48% (10) 52% (11) after calls. 2017-18 this figure will be at least 50% for all year groups.

E. F. Mentors (academic & social/emotional) support PP students and prevent issues impacting on learning. PP students who receive mentoring in KS3 and into KS4 make expected progress.

G. H. Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees (PA) among pupils eligible for PP. Overall attendance among pupils eligible for PP improves to 96% in line with ‘other’ pupils.

Kingsmead School Pupil Premium Strategy 2017-18Academic Year 2017/18 Total PP Budget £206600 Number of pupils eligible for PP 217

Total number of pupils 1146 Date of most recent PP Review 10/17 03/18Date for next internal review of this strategy

PLANNED EXPENDITUREThe three headings below demonstrate how we are using Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for allDesired Outcome Chosen action / approach What is the evidence and

rationale for this choice?How will you ensure it is implemented well?

Staff lead When will you review implementation?

A) The current gender gap between pupil premium boys and pupil premium girls will reduce by at least 20% in Maths and English

The attainment and progress of pupil premium students in their 8 best GCSE subjects in years 10 and 11 will be positive.

Student voice will indicate that students are enjoying their learning.

Participation rates of pupil premium boys in leadership activities will increase.

Use additional teaching capacity to close skills gaps in Maths and English for 46 targeted Year 11 students via small group tuition /one to one tutoring /mentoring.Create targeted intervention programme using Growth Mindset principles to challenge and engage this cohort. Research and trial ideas for engaging boys in lessons and via creative homework setting in all year groups via Teaching and Learning Steering Group and share with all teaching staff. Include students’ own ideas in this strategy. Develop student leadership programme and target at

Ofsted’s most recently published “Pupil Premium Progress: An Update” report indicates that schools with robust tracking systems are showing the most improvement nationally.

Expert teaching and additional adult support will be allocated to small group tuition to increase the outcomes of the 46 targeted year 11 students.Academic outcomes and student engagement measures will be closely monitored at each tracking window, calendared throughout the year. In addition teachers/ mentors will undertake their own monitoring and feedback into senior leader responsible for PP monthly.The SLT member responsible for PP will monitor the Teaching and Learning Steering group reporting to the Head of School for Pupil Premium every month.The development of the student leadership

English and Maths CLs and Champions for Literacy and Numeracy

Quality of student work will be monitored weekly by subject teachers for the cohort of 46 Year 11 students. Academic outcomes and student engagement measures will be closely monitored at each tracking window, calendared throughout the year.The leader of theTeaching andLearning Steering group will report to the SLT member responsible for PP who will be reporting to the Head of School every month and Governors each half term.

pupil premium boys to encourage confidence,resilience and determination.

A) 100% of high attaining pupil premium students will make at least expected progress in English and Maths in all year groups.

The attainment and progress of pupil premium students in their 8 best GCSE subjects will be positive in Years 9, 10 and 11.

High attaining pupil premium students in KS3 will make at least expected progress towards staged targets.

Develop classroom strategies to encourage the critical thinking skills of higher attaining students and their ability to pose their own high level questions via whole school training on questioning, self-regulation and metacognition.Ensure students know what outcomes look like for A/A*, 8/9 work by using exam board exemplars, examination buy-backs and student work. Provide mastery learning provision in English and Maths for Years 9, 10 and 11. Introduce Growth Mindset principles to challenge and engage this cohort.Ensure successful strategies are then applied to Years 7 and 8.

Ofsted’s most recently published “Pupil Premium Progress: An Update” featured a case study which carried the statement “The school never confuses eligibility for the pupil premium with low ability, and focuses on supporting our disadvantaged pupils to achieve the highest levels.”

A team of mentors will be deployed to oversee the development and implementation of this strategy. This team will be led by the Extended Leadership member responsible for HAS (KG) who will report in to the Steering Group

KG Academic outcomes and student engagement measures will be closely monitored at each tracking window, calendared throughout the year by the steering Group.Quality of delivery and outcomes will be monitored as per established school

Practices for the quality assurance of teaching and learning.

B) The whole-school CPD focusing on the Golden 8 will result in consistent, high-quality teaching, assessment, marking and feedback for all students.

The attainment and progress of

Ensure action-research based CPD training for staff is sharply focused on need as identified by quality assurance. Time will be allocated to a metacognitive debrief in each CPD session to ensure

NFER research (from‘Supporting theAttainment ofDisadvantaged Pupils’ 2015), states “Greater success for disadvantaged pupils was associated with schools using…a

The whole-school CPD programme will be informed by the outcomes of quality assurance and coordinated by the Assistant Head with responsibility for Teaching and Learning.Academic outcomes and student engagement measures will be

SCO, JVM DM

Each CPD session (calendared throughout the year) will be evaluated by participants.

pupil premium students in their 8 best GCSE subjects will be positive in Years 9, 10 and 11.

Students in KS3 will be on-track to meet staged targets.

teachers reflect critically upon their own progress.

Best practice and successful strategies will be shared and celebrated as part of the CPD programme.

Ensure training on Growth Mindset principles results in the adoption of teacher to student language which focuses on the process of learning and explicitly links success to effort.

combination of metacognitive, collaborative and peer learning strategies.” Sutton Trust/EEF evidence demonstrates the potential for very high impact regarding self-regulation and feedback.

closely monitored at each tracking window, calendared throughout the year.Quality of delivery and outcomes will be monitored as per established school practices for the quality assurance of teaching and learning.

i. Targeted supportDesired Outcome Chosen action / approach What is the

evidence and How will you ensure it is implemented well?

Staff lead When will you review implementation?

rationale for this choice?

A) 45 pupil premium students in Year 7, who entered Kingsmead School with a reading age below their chronological age, will reach, or at least significantly close the gap on, age related expectations in their reading by the end of the year.

Identify appropriate reading recovery programme for each student via analysis of transition data and gaps in learning.

Implement recovery programme using through Access reading recovery interventions, monitor impact and adjust accordingly.

Liaise with parents to encourage and monitor reading at home.

Ensure struggling readers are placed in small classes for English lessons with an additional adult to support where appropriate.

Utilise reading intervention specialist as a dedicated post to deliver intensive reading and numeracy interventions in small groups or 1-2-1.

Research evidence from the Sutton Trust / EEF suggests that improving the reading comprehension of pupil premium students will impact on progress in all subjects.

Ofsted’s most recently published “Pupil Premium Progress: An Update” report makes clear that evidence from 151 inspection reports shows that the most effective leaders identify their pupils’ specific needs accurately and promptly so that low attainment can be tackled at the very earliest stage.

Delivery will be regularly quality assured as per the intervention QA calendar.

Students will take the NFER reading age test at the end of each term to assess progress.

Reading assessments in English will be used to evaluate transference of newly-gained skills.

CL for English , Literacy Champion and support staff delivering support programmes

Quality assurance will take place throughout the year ( Oct, Dec, March, June )

Test data will be evaluated at the end of each term. Attendance and engagement will be monitored weekly.

Reading assessments in English will be evaluated during Year 7 assessment weeks which are calendared through the year.All data will be feed into the steering group.Teaching andLearning Steering group will report to the SLT member responsible for PP who will be reporting to the Head of School every month and Governors each half term.

Previous impact data for this reading intervention (2015-16) shows that this intervention is effective.

B) 45 pupil premium students in Year 7, who had a spelling age below their chronological age on entry to Kingsmead School, will reach, or at least significantly close the gap on age related expectations in their spelling by the end of the year.

Identify key gaps in spelling pattern knowledge for each student.

Implement recovery programme, through spelling intervention. Single Word Spelling Test (SWST) monitor impact and adjust accordingly.

Liaise with parents to encourage and monitor spelling practice at home.

Previous impact data for this spelling intervention (2015-16) shows that this intervention is effective.

This intervention is delivered by KS

Delivery will be regularly quality assured as per the intervention QA calendar.

Students will undertake the SWST spelling age test at the end of each term to assess progress.

Writing assessments in English will be used to evaluate transference of newly-gained skills.

CL for English , Literacy Champion and support staff delivering support programmes

Quality assurance will take place throughout the year. ( Oct, Dec, March, June )

Test data will be evaluated at the end of each term. Attendance and engagement will be monitored weekly.

Writing assessments in English will be evaluated during Year 7 assessment weeks which are calendared through the year This data will be fed into the steering group.Leader of the Teaching andLearning Steering group will report to the SLT member responsible for PP who will be reporting to the Head of School every month and Governors each half term.

B) The 45 pupil premium students in Year 7 who entered Kingsmead School below national expectations in Mathematics will

Use the numeracy assessment tests to identify gaps in learning and provide bespoke small

This intervention is delivered by the member of the support staff responsible for Maths.

CL for Maths Numeracy Champion and support

Quality assurance will take place throughout the year.

Test data will be evaluated at

reach, or at least significantly close the gap on, age related expectations in Maths by the end of the year.

group intervention programmes to close gaps.

Implement programmes, monitor impact and adjust accordingly.

Delivery will be regularly quality assured as per the intervention QA calendar.

Students will be retested at the end of each term to assess progress.

Assessments in Maths will be used to evaluate

staff responsible for delivering the Maths programme

the end of each term. Attendance and engagement will be monitored weekly.

B) The pupil premium Year7, 8s, 9s and 10’s for whom behaviour is a barrier to learning will learn to self- regulate.

Behavioural issues addressed through a graduated response to managing behaviour will result in increased engagement, as evidenced by a ratio of achievement to behaviour points of 20:1.

External and internal exclusions and isolations will reduce for this cohort.

Provide bespoke behaviour mentoring programmes using Student Support

Provide programme of structured activities at lunchtime and target the attendance of this cohort.

Ensure the School’s graduated response to behaviour management and sanctions is applied effectively.

Provide boys’ friendship and self-esteem group.

Sutton Trust / EEF provides evidence that social and emotional learning alongside behaviour interventions can be effective, as long as they are personalised to need and the school concerned is consistent in applying rules and expectations.

NFER research points to the need to reinforce the basics, “Taken together, the findings suggest that

This intervention will be led by the Assistant Head with responsibility for behaviour.

CBU (SENCo) Behaviour and achievement points will be monitored weekly.

Mentoring notes will be quality assured.

All data will be feed into the steering group. The leader of the Teaching andLearning Steering group will report to the SLT member responsible for PP who will be reporting to the Head of School every month and Governors each half term.

schools which have been more successful in raising the performance of disadvantaged pupils have put the basics in place (especially addressing attendance and behaviour

C) Pupil premium students in Years 8 will be on-track to meet staged targets in English and Maths.

Provide small group intervention with a Maths specialist.

Provide small group intervention with an English specialist.

Evidence from an Ofsted best practice case study states, “We allocate our best teachers to teach intervention groups to improve mathematics and English, or re-deploy support teachers who have a good track record in raising attainment in those subjects.”

Sutton Trust / EEF evidence suggests small group tuition can

This intervention will be delivered by specialist teachers and coordinated by Curriculum leaders for Maths and English. together with Numeracy and Literacy champions

CL for Maths Numeracy Champion and support staff responsible for delivering the Maths programme CL for English , Literacy Champion and support staff delivering support programmes

Progress in Maths and English will be evaluated during assessment weeks which are calendared throughout the year.

be effective if delivery is targeted at specific gaps in learning.

D) The attainment and progress of pupil premium students in their 8 best GCSE subjects will be positive in Years 9, 10 and 11 ideally +0.2 or above.

Flexible targeted intervention will ensure that key skills gaps are closed.

Coursework for all subjects will be submitted at least in line with and revision classes for examination skills after school and target off-track pupil premium students to attend.Provide bespoke CPD programmes for teachers to develop subject and pedagogical knowledge where necessary.

Expected progress, with the majority above.

Use additional teaching and additional adult capacity to close skills gaps in key subjects and classes in Years 9, 10 and 11 as identified by Key Stage Leaders and Curriculum LeadersUse intervention and after school provision to provide targeted coursework support.

Provide a programme of homework and “Fix –IT” Sessions.

One to one External provision from SENDS provided by Entrust daily

Evidence from an Ofsted best practice case study states, “We allocate our best teachers to teach intervention groups to improve mathematics and English, or redeploy support teachers who have a good track record in raising attainment in those subjects Sutton Trust / EEF evidence suggests small group tuition can be effective if delivery is targeted at specific gaps in learning.”- Create Fix it groups

This intervention will be co-ordinated Key stage leaders together with the Subject Curriculum Leaders

DM Progress acrossall subjects will be evaluated during assessment weeks which are calendared throughout the year.Attendance at homework, booster and revision classes will be monitored weekly

E) Looked After Children are entitled to additional support to ensure any gaps in learning are addressed. Looked After Children in KS3 will reach staged targets throughout the year.

Provide targeted 1:2:1 tuition in core subjects according to specific needs as identified by subject teachers.

Sutton Trust / EEF evidence suggests 1:2:1 tuition can be highly effective if targeted at specific learning gaps and delivered by expert practitioners.

Staff skill sets matched to individual learning needs.1:2:1 tuition provision will be monitored weekly. Liaison with subject staff and the designated teacher for Looked After Children will occur weekly.

SENCo and JVM

1:2:1 tuition provision will be monitored weekly. Liaison with subject staff and the designated teacher for Looked After Children will occur weekly.

The attainment and progress of pupil premium students in their 8 best GCSE subjects will be positive in Years 9, 10 and 11.

Looked After Children will make at least expected progress in English, Maths and Science.

The transference of skills will be monitored via assessments weeks which are calendared throughout the year for each year group.

SENCo and DM

The transference of skills will be monitored via assessments weeks which are calendared throughout the year for each year group.

F) The pupil premium students in Kingsmead School who also have Special Educational Needs (including those who have an Education Health Care Plan) and require additional support, will meet staged targets throughout the year.

Progress in Maths, English and Science will be in-line

Provide bespoke support and intervention packages, utilising additional adults and small group interventions where appropriate. Monitorand adjust as appropriate.

Provide training and support for teachers and additional adults to develop skill sets as appropriate to role.

Ofsted evidence states “The best leaders ensure that additional adult support is of high quality. Every effort is made to ensure that pupils eligible for the pupil premium have access to

The SENCo will coordinate support packages and monitor via review procedures for SEN students. Quality of delivery and outcomes will be monitored as per established school practices for the quality assurance of teaching and learning.

SENCo Progress will be evaluated during assessment weeks which are calendared throughout the year.

with expectation.

The progress of pupil premium SEN students in their 8 best GCSE subjects will be positive in Years 10 and 11.

the best teachers and are supported by skilled and well-trained additional adults. These schools ensure that the work of additional adults is closely monitored and thoroughly evaluated.”

G) Remove barriers to learning for pupil premium students including mental health issues such as anger management and self-esteem will be overcome.

Provide bespoke mentoring and small group support with support staff or if appropriate, counselling support via external provider

Previous impact data suggests this is a necessary service.

Student voice will indicate a positive impact across a range of mental health indicators on completion of the programme.

SENCo Counselling records are kept for each session. Provision is reviewed on a case-by-case

H) Remove barriers to learning for pupil premium students including Handwriting, Memory Recall to support Dyslexia and Social

Provide bespoke mentoring and small group support with support staff or if appropriate, counselling support via external provider

Previous impact data suggests this is a necessary service.

SENCo Support Staff responsible for delivering each programme

I) Student voice will reflect progress across a range of mental health indicators.

Provide a range of targeted extracurricular groups and activities including self-esteem girls’ group, Zumba and examination stress strategy sessions.

Student voice is used as an indicator of progress on completion of the programme.

J) Students who require bespoke packages of support in order to remain in education will reengage and achieve outcomes as appropriate.

Broker bespoke programmes in cooperation with parents and external agencies.Ensure provision, whether part-time or full-time, short-term or long-term, on-site or off-site, is effective in meeting specific, identified needs and will result in outcomes for students. Monitor and adjust support accordingly.

Ofsted’s most recently published “Pupil Premium Progress: An Update” report encourages schools to be flexible in response to need, “Where schools encountered barriers to providing the support required, they found creative ways to achieve their aims.”

The Engagement Officer ( CB) will quality assure provision both on-site and off-site, monitor outcomes and adjust provision accordingly.The SENCo will quality assure the work of the EngagementOfficer (if a135different person the SENCO) and liaise with parents and external agencies.

SENCo Outcomes will be evaluated during assessment weeks which are calendared throughout the year.

ii. Other approaches

Desired Outcome Chosen action / approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A) 135 pupil premium students in Years 7-9 who entered Kingsmead School below national expectations will reach, or at least significantly close the gap on, age related expectations in all academic subjects by the end of the year.

Set equality targets for all pupil premium students ensuring their average is the same as none PP students

The Rady project suggests that target setting is predominantly based on prior attainment consequently without the adjustment to equality targets PP students are less likely to be identified for intervention and the gap will continue to widen as student moves towards KS4

Data Manager will provide a tool to address the bias. Staff training will be undertaken to help staff understand the theory behind the methodology , to ensure they understand and engage with this

BM, DM, JVM

Quality Assurance will take place throughout the year( Oct, Dec, March, June )

B) Pupil premium attendance will continue on its rising trend and will increase by at least 4%.

Returning persistent absentees will make accelerated progress to close gaps in knowledge, skills and understanding, meeting staged targets accordingly.

Target pupil premium students for attendance monitoring and support, developing the roles of the newly appointed attendance team and the impact of new systems and procedures.Provide a bespoke ‘returners’ package to ensure any persistent absentees are supported on return to school and gaps in learning are recovered, including those students in Year 7 with historical attendance issues from primary.

The NFER study reference above states:“Certain school characteristics have a strong relationship with disadvantaged pupils’ performance. For example, lower performance was associated with higher absence levels…”

The senior leader with responsibility for attendance will monitor attendance data weekly,

The attendance officer will closely direct the activities of the intervention worker responsible for home visits and monitor impact.

SENCo, TB Attendance is monitored daily by the attendance officer / weekly by the Assistant Year Progress Leader and the senior leader with responsibility for attendance.Attendance data is reported to the Governing Body termly.

C) Pupil premium attendance at Target pupil premium NFER research Line-management procedures and close SENCo , TB Attendance at each parents’

parents’ evenings will increase to at least 70 % in each year group.

At least 70% of pupil premium parents will engage with school life through adult education, enrichment or support programmes. Parent voice and evaluations of each provision will be positive.

families to attend main parents’ evenings.

suggests that increased parental engagement is an essential foundation for improving aspirations amongst pupil premium families.Evidence from the Sutton Trust / EEF also suggests that increased parental involvement has a positive impact on outcomes for pupil premium students.

monitoring will ensure effective implementation.

evening is closely monitored

A) Pupil premium students who lack an appropriate space and equipment to complete homework and revision will be supported.

Work scrutinises will indicate that pupil premium students are completing homework to the expected standard.

Pupil premium students in all year groups will achieve staged targets throughout the year.

Provide homework and revision programme and target pupil premium attendance across all year groups.Recruit sixth formers to provide peer tutoring.

Analysis of internal data and student voice has indicated that homework completion to standard is an area for development.

Evidence from the Sutton Trust / EEF indicates that support with homework can impact positively on outcomes,

Homework clubs will be run by subject staff.A special provision will be made for special needs students in the Base. Sixth formers supporting homework clubs will receive supervision and guidance from teaching staff. Attendance will be closely monitored.

MRC Attendance will be monitored weekly. Key Stage Progress Leaders and MRC ( EL responsible for Homework) will check that homework is being set, recorded and signed for by parents and tutors every two weeks via spot checks.Work scrutinises will take place during each year group’s assessment window, calendared throughout the year.

particularly in combination with peer tutoring.

B) Pupil premium students will access a healthy diet, allowing them to grow and concentrate on their learning.

Student and parent voice will indicate a high level of student well-being.

Pupil premium students will access a healthy diet, with a variety of food options available.Continue to provide around the world ‘theme’ days to increase cultural and geographical awareness.Offer informal adult and peer mentoring and homework support after breakfast.Target KS4 students to ensure continued attendance, particularly those in Year 11.Provide free school meal top up as required. Ensure every pupil premium student in school is accessing a free school meal every day.

Evidence suggests attendance and well-being of pupil premium students to improve exponentially once they begin to attend regularly.

The SENCo and theSchools StudentEngagement Team will monitor breakfast club provision daily

Student voice, parent and engagement measures will be used to monitor this spend. The cafeteria manager will monitor consumption weekly. School leaders will eat regularly with pupil premium students.

SENCo Attendance at breakfast club is monitored daily.

Free school meals consumption is monitored weekly.

C) Aspirations will rise, as demonstrated by the increasing number of students seeking level 3 post-16 pathways.

Students in Year 8 will have a full understanding of the options available and the requirements of each pathway prior to taking

Provide targeted careers advice and guidance for pupil premium students at risk of not being in education, employment or training on leaving the school.

Ensure careers programme targets pupil premium students in Year 8. Ensure sixth form pupil premium

The senior leader with responsibility for careers advice and guidance will closely monitor this spend. The school’s careers advisor will report to him every two weeks.Student voice and engagement measures will also be used to monitor this spend.

JVM, DM, DP SCO, JBU

The senior leader with responsibility for careers advice and guidance will review provision every two weeks via line-management meetings.

options and to allow them to make fully informed choices.

The number of pupil premium students on a university post-19 pathway increases from 5 students in 2016-17 to 7 in 2017-18.

All Year 11 students will have a full understanding of their post16 pathway options, as indicated by student voice. Students will engage positively with their post16 pathway on leaving the school.

There will be no students not in education, employment or training. The risk of future homelessness, which is above the national average in Staffordshire particularly amongst young men from a deprived background, will be minimised.

students receive appropriate guidance and support to secure their post-19 pathway.

Continue to develop the School’s careers calendar which features a wide variety

D) Pupil premium students will have the opportunity to participate in extra-curricular and enrichment activities, thus breaking the ‘insular’ culture many experience in the

Evidence from previous cohorts indicate that students who engage with wider school life have increased attendance.

Student voice, student leadership and engagement measures will be closely monitored by Key Stage Progress Leaders.

Attendance at extracurricular and enrichment activities will be monitored weekly by the school’s coordinator

SENCo Attendance at extra-curricular and enrichment activities will be monitored weekly by the Schools coordinator.The senior leader with responsibility for attendance will monitor attendance data

community.

Students will have the opportunity to gain accreditation in Sports Leaders, Junior Football Leaders, music and Duke of Edinburgh Award.

Academic trips will contribute directly to students reaching staged targets throughout the year.

Student voice will reflect progress across a range of indicators such as self-esteem and mental health.

Student engagement will increase, as evidenced byincreased attendance in line with school’s expectation and an increase in achievement to behaviour point’s ratio to 20:1. staged targets throughout the year.

Student voice will reflect progress across a range of indicators such as self-esteem and mental health.

Student engagement will increase, as evidenced byincreased attendance in line with school’s expectation and

Evidence from the Sutton Trust / EEF indicates that outdoor adventure learning and sports participation can positively impact on the attainment and progress of pupil premium students.

weekly.Student voice will be monitored termly.

an increase in achievement to behaviour point’s ratio to 20:1.

6. Review of expenditurePrevious Academic Year 2016/17

i. Quality of teaching for allDesired outcome Chosen

action/approachEstimated 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

Feedback Whole school implementation of Feedback policy.

WWW: Feedback policy has become established (Teaching and learning monitoring shows staff compliance, especially with the push for better student responses) Where the policy has been less effective (work scrutiny showed some PP student responses are less effective) the policy has been supported by various levels of feedback training, including specific approaches for PP.EBI: A particular approach for PP (mark them first) is less well established. The feedback policy will be further enhanced when linked with questioning and challenge.

Feedback has been refined by staff and broadly accepted by all students, including PP students, as the principle means of them making progress.

Ensure high quality information about generic approaches to feedback for PP (in to staff planner for 2017-18)

Provide early information about individual student strengths, interest and destinations so feedback can be precise and fitted meet to student needs.

More staff direction of ‘Mark PP books first’ required.

£21,000.00

ii. Targeted support

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned(and whether you will continue with this approach)

Cost

Improved Maths and English at KS4

Withdrawal group working with TA. Using tutor time. Revision guides bought for students.

WWW: Resources gratefully received and mostly used – good attendance at launch but despite DHT involvement better engagement was needed

EBI: Ensure parental interest (DHT) and focus intervention precisely on key PP groups

. Continue with approach and improve engagement my matching precisely with student needs, DHT involvement and rewards;

Buy resources Withdraw students for short interventions out of PE Improve communication between TA and Maths Dept.

£12,000.00

iii. Other approachesDesired outcome Chosen

action/approachEstimated impact: Success criteria? Include impact on

Lessons learned(and whether you will continue with this approach)

Cost

pupils not eligible for PP, if appropriate.E. Increased attendance rates

Support worker employed to monitor pupils and follow up quickly on absences. First day response provision.One-to-one liaison with family and co-ordination of outside agencies.

WWW: Out of 40 students identified as PA across all year groups, 17 increased their attendance rate. Of those who did not 8 are school refusers who receive extensive support. The other 15 have received letters or agency support depending on circumstances. This intervention currently runs across all year groups.

This is an intervention that really makes a difference not just with students who have one or two absences but more importantly with monitoring and improving attendance of PP students with significant PA. The intervention grows in effectiveness as TB increases her knowledge of the families and their circumstances.

Early intervention in Year 7 (PA identified by end of Sept 17 and first contact made) and praise letters at the same time for students who have improved since 2016-17.

£24,000.00

F. Increase PP parent engagement with parents evenings.

Individual telephone calls to parents who have not booked parent’s evening appointments.

WWW: Increased PP parent attendance across all year groups e.g.Some parents took opportunity for 1-2-1 meeting with DHT, some appointments taking place on separate day from main event e.g. in year 11 9 interviews took place with DHT, with 2 students increasing performance after it.

This works on a number of levels – it establishes positive links with parents who, for whatever reason, find it difficult to engage with school so the conversation can be about progress and other issues e.g. behaviour, learning habits etc.In year 11 it also allows for a positive meeting with student and DHT about exam preparation & career plans.To improve this intervention DHT will meet with all PP students in year11.

£3,500.00

G. Support students through mentoring – academic and social & emotional.

Mostly 1-2-1 sessions, occasionally group.

Nearly all PP students in year 11 (93%) received mentoring. (See case studies)Of these, 12 increased progress score from predicted to actual (31%) and 14 (36%) achieved a progress score above the school’s.All PP students received at least one IAG interview (most received 2-3) No PP students were NEET and 12 (31%) in sixth form.A group of targeted girls – underachieving MAP & HAP in Year 10 (9) included 5 PP students received staff support (AGO) 4 passed H&SC, 1 achieved target progress and 1 in 6th Form.

The relationships built through this work can be transformational – not just the obvious practical support and guidance but the exchange of information between staff that can be used to raise ambitions and open up opportunities. E.g. case studies of PP students in sixth form after successful mentoring and students placed on high level apprenticeships and l3 courses (see case studies).

£1,200.00

7. Additional detail The school’s strategy is based principally on the Education Endowment Fund / Sutton Trust document - The key recommendations have also been written into school support documentation that is in the teacher planner and has been distributed to all staff as a detailed booklet and a summary quick reference guide. The work of John Hattie has influenced our approach to PP, in particular the importance of best classroom practice.

A major part of work in school has been the dissemination of information to all teaching staff. This has been done through Departmental Pupil Premium Champions with regular meetings about progress, strategies and PP updates that was fed-back to departments.

School case studies have been referenced that were included in Ofsted and National College publications.

John Dunford training attended by DHT and lead governor. Follow up work and updates from JD included in strategies.

Small group work

We incorporated some of the Rady methodology by setting aspirational targets for all PP students.

PP Review as part of whole school review February 2017 – PP comments included; ”The school is able to track the progress of disadvantaged students clearly in Years 9 – 11 and can demonstrate that the gap is closing year on year. However, more evidence was needed of the impact on outcomes in Key Stage 3” (The school’s response post review between Feb and July 2017included new tracking proforma and closer monitoring of interventions at KS3. This will continue into 2017-18.)

PP? 2015Predecessor

School

2016New Academy

2017

Number of students N 176 186 183Y 51 41 33

Ave. Core KS2 APS per student N 28.58 27.55 28.08Y 25.44 25.71 26.89

Ave. total Attainment 8 N 50.32 49.06 42.81Y 36.19 40.05 37.57

Ave. total Progress 8 N -0.19 -0.17 -0.16Y -0.66 -0.55 -0.33

Breakdown of Additional Expenditure, 2016-17 £Breakfast 9,276Student Support Team 14,533Literacy and numeracy support 10,082Peripatetic music lesson subsidy 1,250Trips subsidy 2,020Teaching Assistant support in lessons 56,107

Alternative provision & external agencies 4,793Individual monitoring & reports 15,176Keyworker 7,331Attendance 2,077

122,645