Pupil Premium

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

• Questioning

• Groupings

• Challenge and Support

Marking: - All PP books are marked first in a set of books

£9000

£8200

+800

• Training of all new staff on ‘PP First’ Charter

• September 2019, whole staff training and review of faculty ‘PP charter’ in faculty shared area

• CPD time for staff to complete seating plans in late September

• The school DNA promotes

• Outstanding Questioning

• High levels of challenge for all

• High-quality bookwork

• SMART provision for individual needs

• Rigour and Consistency

• All lesson observations, work scrutinies and faculty review have a PP and DNA criteria and focus

• Annual Challenge Partner QAR

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

£31,500

250+3800+4000

+4000+2700

+5*5000

• Reading and phonics packages such as Bedrock Learning and Lexia across all Key Stages

• Homework Club
• Additional TA support
• Study Support Plus- To support students in KS4 taking one less option
• Year 7, 8 and 9 Catch Up –English and Maths
• Year 10 and 11 Intervention of English Maths and Science
• At KS3 students have been withdrawn from languages and other interventions have taken place after school and during Form Times.
• KS4 interventions have taken place before and after school

Due to only two sets of data and the COVID -19 lockdown these targets are on-going

• Year 7s and 8s Catch-Up English and Maths work alongside their withdrawal from languages has had a positive impact on progress scores Yr 7 which has made 0.03 progress since Autumn and year 8s have made 0.22 progress since last Summer’s progress score.

• The year 8 positive progress score also validates that the Excellence for Everyone programme is having an impact
• Year 11 mock data shows progress of 0.21 between the two mock papers, this means that interventions have had an impact.  One year 11 student, who no longer attends our school continues to be included in the progress data. There has been a significant number of students accessing year 11 intervention. 100% of PP students in year 11 had been invited to the core interventions (number of attendance not known) and 38% of PP in year 11 have accessed individual, smaller group English, Maths and Science interventions during Form time since September 2019. Attendance registers were starting to be taken after February half term for all revision sessions, but unfortunately these registers have not been processed due to school closures. Year 10s who have had -0.13 progress since the Autumn and therefore would now be a focus in the Summer term for interventions. 

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

£41,500

10200 + 29000

• Using the EEF guidance on parental engagement HoY planned interventions and reviewed current practices.

• An annual plan for each year group
• Review of letters and correspondence that is personalised and concise
• Ringing of students prior to parents evening if they have not made an appointment and the arrangement of another time or a telephone conversation
• Use of postcards and Friday phone-calls to celebrate achievements

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips, Extra-curricular activities should have a percentage of PP involved

£6,000

• Money set aside to support individual students
• Purchase school uniform, equipment, books etc., D of E, school visits, music lessons and extra-curricular activities
• All PP students were fast-tracked for a careers interview at year 10 and 11,

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, attendance, outreach, careers or attitude to school and self

Excellent for Everyone

A team of six staff working with 15 targeted Year 8 students are involved in the EFE programme looking at the following five key strands:

• Attendance
• Engagement
• Independence
• Behaviour for Learning
• Developing an enriched curricular and extra-curricular experience (Cultural Capital)

£17, 000

1000+10000+6000

• One to one mentoring with follow up parent meetings as required ( 5 per year group, per term)
• AHT in charge of Attendance Programme
• Parental Engagement Plan, Do, Review - students, teachers and parents to identify barriers to progress and devising strategies to provide personalised support
• Clear monitoring and tracking of interventions to help evaluate and measure the impact of the various strategies

Excellence for Everyone – Additional Support

• EfE - A breakfast club at the start of
• week to catch up with students and organise them for the week ahead
• EfE -Attendance reward cards and raffles
• Further Parental Contact and Engagement (e.g. texting home to recognise achievements)
• EfE -Regular book looks and praise to ensure High Quality Bookwork is a focus for this group of students
• EfE- Year 8s ‘Have You Met’ event to raise their personal profile and self-esteem
• English and Literacy interventions

Due to only two sets of data and the COVID -19 lockdown these targets are on-going

This year our focus across the school has been attendance. Please refer to ‘All year PP attendance, DoLs and progress’ data. This table enables us to compare attendance, behaviour, engagement and progress from Autumn to Spring.

• In Year 7, the average behaviour and engagement DoL are broadly similar and students have not moved attendance bands. However, there has been individual successes and attendance has increased.  More students are now ‘above track’ % in the Spring data this demonstrates that some students are being challenged and progressing above expectation. These students are also in the 96% attendance bracket. 
• Year 8 data demonstrate the impact of the Excellence for Everyone programme. Again there has been individual successes, but this is not reflected in the final percentage figure. Year 8s in the 96% attendance bracket between Autumn and Spring, have made 0.2 progress. There has also been a percentage increase of students moving from below to at expected progress for those students who are in the 91% bracket and above.
• Year 9s students are broadly the same and again students have not moved attendance bands. More students from the 91% upwards bracket make better progress
• Yr 10 and 11 students, again little movement in DoLs data. However, year 10 students in the 96% bracket make 0.1 progress between Autumn and Spring.
• In Year 11, those students in the 96% bracket made 0.27 progress above their FFT20 target. Between the two data drops those students in the 85% bracket made 0.17 progress, 91% bracket made 0.08 progress with the overall progress 0.14. This demonstrates that interventions such as attendance and others listed are having an impact on the progress of disadvantaged students.

All PP

36

Number

%

Number

%

Number

%

Very Good

6

17%

3

8%

9

25%

Good

25

69%

14

39%

20

56%

Working Towards

5

14%

19

53%

7

19%

Progress compared to Baseline Threshold

All PP

15

Number

%

Number

%

Number

%

Very Good

2

13%

6

40%

5

33%

Good

9

60%

7

47%

4

27%

Working Towards

4

27%

2

13%

6

40%

Progress compared to Baseline Threshold

All PP

21

Number

%

Number

%

Very Good

4

19%

3

14%

Good

14

67%

5

24%

Working Towards

3

14%

13

62%

Progress compared to Baseline Threshold

All PP

18

Number

%

3 students - Average across all 3 sciences

Above

0

0%

0

0%

Met

7

39%

1

33%

1 Grade Below

2

11%

1

33%

2 or more below

9

Progress compared to FFT20

All PP

19

Number

%

Number

%

16

Number

%

3 students - Ave of 3 sciences

Above

2

11%

4

21%

5

31%

0

0%

Met

12

63%

5

26%

7

44%

2

67%

1 Grade Below

4

21%

9

47%

2

13%

1

33%

2 or more below

1

5%

1

5%

2

13%

0

0%

Progress compared to FFT20

All PP

17

Number

%

Number

%

Number

%

Above

2

12%

4

24%

9

53%

Met

8

47%

8

47%

2

12%

1 Grade Below

5

29%

4

24%

1

6%

2 or more below

2

12%

1

6%

5

29%

Centre Assessed GCSE Grades compared to FFT20

19

Number

%

Number

%

Number

%

3

16%

9

47%

8

42%

9

47%

5

26%

7

37%

7

37%

5

26%

4

21%

22

Number

%

Number

%

Number

%

1

5%

6

27%

9

41%

18

82%

6

27%

8

36%

3

14%

10

45%

5

23%

20

Number

%

Number

%

Number

%

1

5%

2

10%

4

20%

14

70%

8

40%

4

20%

5

25%

10

50%

12

60%

19

Number

%

Number

%

Number

%

2

11%

1

5%

5

26%

10

53%

4

21%

1

5%

4

21%

3

16%

1

5%

3

16%

11

58%

13

68%

18

Number

%

Number

%

Number

%

2

11%

1

6%

2

11%

5

28%

6

33%

4

22%

8

44%

8

44%

4

22%

3

17%

3

17%

8

44%

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

Questioning

Groupings

Challenge and Support

Teachers will know who their PP students are

Groupings and partners should be sensitive to the needs of the students

Students and strategies are clearly identified on PARS seating plans

Seating plans to be revised and updated every half term

Marking: - All PP books are marked first in a set of books

A modification of this might be to mark the highest performing students in the class first, then PP so that work can be compared

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

PP First when organising intervention groups

Early intervention and identification of need in Year 7 and monitored at every data drop

Directed provision for KS4

KS4 Easter revision, PP must attend

Literacy/numeracy programmes at KS3 and 4

A programme of peer and teacher mentoring

Published list of mentors/mentees in staff room

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

Remind and encourage parents to book appointments – personal reminders to those harder to reach parents

Information evenings specifically for PP students

Those students being mentored by a teacher will also have regular contact with parents

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips.

Extra-curricular activities should have a percentage of PP involved

Increased inclusion for trips

A set percentage of PP for a trip or enrichment opportunity to be set

Use PP students in Published list of mentors/mentees in staff room

ambassadorial roles e,g interviewing teachers

Strategy

Activities/Resources

Revised cost

Details

Whole School Intervention

Deputy Headteacher

8,200

Responsible for leading on PP

Data Manager

3,800

Support with data management

Pastoral Interventions

Careers Advisor

1,500

Independent Advisor

Head of Year

10,200

Pastoral Support

Library lunch club

4,000

Run daily

Pastoral Assistant

29,000

To support with pastoral needs

School counsellor

4,800

To support with emotional issues/mental health

Academic Interventions

Bedrock Learning

2,585

Intervention for students in years 7 and 8 to promote reading skills

Additional TA support

4,080

Additional TA support

Homework Club

1,000

Run daily

Lexia

250

Reading intervention (computer program)

Provision Mapping

715

Provision mapping software

Study Support Plus

2,700

To support students in KS4 taking one less GCSE options

Intervention

Year 7 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 8 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 9 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 10 Intervention - English, Science & Maths

5,200

Before and after school

Intervention

Year 11 Intervention - English, Science & Maths

5,000

Before and after school

Individuals

Money set aside to support individual students

10,230

Purchase school uniform, equipment, books etc., D of E, school visits, music lessons and extra-curricular activities

Total Expenditure £108,260

Funding Allocation £96,410*

Whole School intervention

11.08%

Pastoral Interventions

45.72%

Academic Interventions

33.74%

Individuals

9.45%

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

Questioning

Groupings

Challenge and Support

Teachers will know who their PP students are

Groupings and partners should be sensitive to the needs of the students

Students and strategies are clearly identified on PARS seating plans

Seating plans to be revised and updated every half term

Marking: - All PP books are marked first in a set of books

A modification of this might be to mark the highest performing students in the class first, then PP so that work can be compared

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

PP First when organising intervention groups

Early intervention and identification of need in Year 7 and monitored at every data drop

Directed provision for KS4

KS4 Easter revision, PP must attend

Literacy/numeracy programmes at KS3 and 4

A programme of peer and teacher mentoring

Published list of mentors/mentees in staff room

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

Remind and encourage parents to book appointments – personal reminders to those harder to reach parents

Information evenings specifically for PP students

Those students being mentored by a teacher will also have regular contact with parents

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips.

Extra-curricular activities should have a percentage of PP involved

Increased inclusion for trips

A set percentage of PP for a trip or enrichment opportunity to be set

Use PP students in Published list of mentors/mentees in staff room

ambassadorial roles e,g interviewing teachers

2,585

Intervention for students in years 7
and 8 to promote reading skills

Additional TA support

Intervention put in place to support KS4 students
who could not cope with the full KS4 curriculum

Run daily

Reading intervention (computer program)

To support students in KS4 taking one less
GCSE option

Withdrawal from Languages

Withdrawal from Languages

Withdrawal from Languages

Withdrawal from MFL

Money set aside to support
individual students

Purchase school uniform, equipment etc,
Duke of Edinburgh pay for trips, school visits
and extra-curricular activities, free music lessons