Bishop Rawstorne Church of England Academy

Pupil Premium 2016-2017

Pupil premium strategy statement 2016-2017

 

  1. Summary information

School

BISHOP RAWSTORNE CHURCH of ENGLAND ACADEMY

Academic Year

2016/17

Total pupil premium (PP) budget

£74,860

Date of most recent PP Review

January 2016

Total number of pupils

907

Number of pupils eligible for PP

70

Date for next internal review of this strategy

May 2017

 

  1. Current attainment

 

Bishop Rawstorne pupils eligible for pupil premium funding

National average none pupil premium figures

Percentage achieving 5A* - C including English & maths (2015/16)

66.7%

Awaiting figures

Last three year average

74.0%

Awaiting figures

%Percentage achieving expected progress in English / maths (2015/16)

94.1% / 64.7%

Awaiting figures

Last three year average

92.3% / 76.4%

Awaiting figures

Progress 8 score average (from 2016/17)

0.43

Awaiting figures

Last three year average

0.41

Awaiting figures

Attainment 8 score average (from 2016/17)

52

Awaiting figures

Last three year average

53.8

Awaiting figures

 

  1. Barriers to future attainment of the pupil premium students, in-school barriers;
  1.  

Lack of support with homework, revision and independent learning.

  1.  

Inability to access extra curricular activities.

  1.  

Limited stretch and challenge for the most able disadvantaged students with high academic targets.

  1.  

Lower literacy ages at the start of Key Stage 3.

  1.  

A greater percentage of behaviour issues for these disadvantaged students.

Barriers to future attainment of the pupil premium students, external barriers;

F.

Attendance of the pupil premium students is lower than their none pupil premium peers.

  1. Outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

To further improve the teaching and learning across the school to ensure that the gaps for pupil premium students in both progress and attainment is closing continue to close.

 

Tracking data and GCSE results which will show the gaps closing. Where they are not, interventions are put into place and the impact of these are regularly monitored.

Monitoring of homework provision, regularity, appropriateness, quality of provision and quality of feedback is in line or better than those pupils who do not qualify for pupil premium.

Support with and the monitoring of the provision of homework.

  1.  

More students who are eligible for pupil premium funding are able to extra curricular activities.

More pupil premium students take part in these types of activities.

  1.  

Improved rates of progress across the school for the high attaining pupils eligible for pupil premium.

Progress 8 scores for the most able disadvantaged is in line with their none disdavataged peers.

Pupils eligible for pupil premium identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across the school, so that they are on or above track to achieve their high targets and the end of KS4. Where they are not, interventions are put into place and the impact of these are regularly monitored.

  1.  

The increase in the literacy skills means that this is no longer a barrier to the learning of the pupil premium students.

The reading and spelling ages of this cohort of students is in line with those of the none disadvantaged students.

  1.  

Improved behaviour of the pupil premium students both in and outside of the classroom.

 

Fewer behaviour incidents recorded for these pupils on the school system.

  1.  

Improved attendance for all the pupil premium students.

Overall attendance among students eligible for Pupil Premium improves.

       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Academic year

2016 to 2017

 

Desired outcome A

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

To further improve the teaching and learning across the school to ensure that the gaps for pupil premium students in both progress and attainment is closing continue to close.

Through lesson observations, learning walks, book scrutinies and other feedback instruments.

The homework needs to be of a good quality and relevant to the outcome to be achieved. 

Before, break, lunchtime and after school support for assisting in the completion of homework tasks.

EEF

Feedback; High impact for low cost, based on moderate evidence. +8

Homework; Moderate impact for very low cost or no cost based on moderate evidence. +5

 

Curriculum pupil premium champions.

PAl

JFr

Curriculum leaders

 

Termly meetings after each round of tracking data.

GCSE Review.

 

 

Desired outcome B

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

More students who are eligible for pupil premium funding are able to extra curricular activities.

Student one to one meetings with discussions around the provision of these activities and remove any barriers stopping the students attending.

To offer all those in receipt of pupil premium the opportunity to participate in extra curricular activities at school which may incur a cost (e.g.) (peripatetic music lessons, DoE, etc).

The school to contribute to the cost of either hire of specialist equipment or for the actual instruction itself if appropriate.

To ensure these students have access to funding for sporting activities, curriculum trips, year group trips, residential trips and for other opportunities outside the classroom.

 

 

EEF

Aspirational interventions; Very low or no impact for moderate cost based on very limited evidence. Impact 0.

Sports participation; Low impact for moderate cost based on limited evidence. Impact +2.

 

PAl

JFr

HWi

Curriculum pupil premium champions

Curriculum leaders

Half termly review of the extra curricular registers analysing those disadvantaged students who have attended as well as matching these names with the interviews previously undertaken.

Discussions with the pupils/students about the activities they have participated in.

 

Desired outcome C

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved rates of progress across the school for the high attaining pupils eligible for pupil premium.

The sharing of good practice across the school which includes the interventions and strategies that work for individual students, the interventions that work across departments.

Focussed and relevant events at any outside establishments.

Individualised and relevant academic targets for the students concerned.

 

 

CLi

JPr

PAl

JFr

Curriculum pupil premium champions

Curriculum leaders

Termly meetings after each round of tracking data.

GCSE Review.

 

 

 

 

Desired outcome D

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

The increase in the literacy skills means that this is no longer a barrier to the learning of the pupil premium students.

Assess the literacy ages of these students

Identify those of low literacy skills

IDL programme for those students who have been identified as to having traits of dyslexia.

Paired reading for pupil premium students who have literacy skills below their expected ages.

121 and small group provision of literacy.

SLT group tutor readings.

Target those who’s Cat score of <81 in quantitative element.

 

 

 

 

 

 

EEF

Reading comprehension strategies;

Moderate impact for very low cost, based on extensive evidence.+5

Small Group Tuition; Moderate impact for moderate cost based on limited evidence. Impact +4.

Improving literacy improves student outcomes overall - increases GCSE attainment and thereby life choices.

 

 

FHa

EHu/PAl/JHa

JPr

ARo/APa

Curriculum pupil premium champions.

PAl

JFr

 

January 2017

 

Desired outcome E

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved behaviour of the pupil premium students both in and outside of the classroom.

 

Meetings with the careers advisor.

Trips to colleges in school time.

One to one meetings after each round of tracking.

Discussions re future behaviour after any fixed term exclusions.

Continual monitoring of the procedures with a particular focus on the pupil premium group.

Further develop strategies to reduce exclusion of pupil premium students.

Use of a mentoring system to discuss and improve behaviour concerns, both in and out of school.

Provide incentives to promote good behaviour.

 

EEF

Behaviour interventions; Moderate impact for moderate cost, based on extensive evidence. +4 months.

“it is clear that reducing challenging behaviour in schools can have a direct and lasting effect on pupils’ learning.” (EEF Toolkit)

“Interventions which target social and emotional learning seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.” (EEF Toolkit)

Mentoring; Low impact for moderate costs based on moderate evidence. +1

School-based mentoring programs have on average been less effective than community-based approaches, possibly because school-based mentoring can result in fewer opportunities for young people to develop more lasting and trusting relationships with adult role models. However, positive benefits such as improved attitudes to school, better attendance and improved behaviour have been reported. (EEF)

Two schemes for incentivising pupil effort have been researched by the EEF. The first provided a financial incentive, while the second provided an incentive of a trip or event. The research identified an improvement in classwork effort across English, Maths and Science for the group who received the financial incentive, but no long term impacts on GCSE results were identified for students on either scheme. It seems that material incentives might have increased motivation, but this did not translate into better grades. 

ADu

HOY

PAl

JFr

Curriculum pupil premium champions

Curriculum leaders

Termly meetings after each round of tracking data.

Half termly review of the data, analysing those disadvantaged students who may have any patterns in their poor behaviour as well as any patterns in their good behaviour.

 

Desired outcome F

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved attendance for all the pupil premium students.

First day response provision. Particular focus on the attendance and rigorously following procedures for the pupil premium students.

One to one sessions

Mentoring programme.

 

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

PAl,

ADu,

HOY

JFr

After every half term.