Bishop Rawstorne Church of England Academy

Pupil Premium 2018-2019

Type of Provision 2017-2018

                                                                                                                                                                                

Pupil premium strategy 2018/19 – November 2018

Vision

Bishop Rawstorne’s Pupil Premium initiative is a commitment to students from disadvantaged backgrounds to enable them to be

supported to reach their full potential, regardless of social and economic circumstance.

 

Aims

At Bishop Rawstorne we believe that all students should be treated equally, and fairly, no matter what background or disadvantage they may have experienced in the past. We are committed to fostering achievement across all cohorts, and shaping our students so they are able to achieve their full academic and pastoral potential. All young people should have the same level of aspiration and hope, and it is down to the school and the staff therein to promote this widely.

Ultimately the funding that is provided through the Pupil Premium grant should be used to develop strategies that create a culture of respect for all.

 

  1. Summary information

School

BISHOP RAWSTORNE CHURCH OF ENGLAND ACADEMY

Academic Year

2018/19

Total pupil premium (PP) budget

PP  = £61700

PP+ =£39100

Total = £100,800

Date of most recent PP Review

July 2018

Total number of pupils

937

Number of pupils eligible for PP

PP = 66, PP+ = 17

83

Date for next internal review of this strategy

September 2019

 

  1.  
  1. Current attainment

 

Bishop Rawstorne Pupil Premium cohort 2017/18

Bishop Rawstorne Whole school figure

National average none pupil premium figures

Attainment 8 score average (2017/18)

48.10

57.14

46.4

Progress 8 score average (2017/18)

+0.06

+0.46

0.0

Progress 8 score average English (2017-18)

+0.677

+0.85

0

Progress 8 score average Maths (2017-18)

+0.127

+0.38

0

Percentage achieving grade 5 or above in the English Baccalaureate

11%

33%

Data not available

Percentage achieving grade 5 or above English + Maths

61.11

72.07

43%

         

 

  1. Learning barriers that will impact on the progress of students – Internal.
  1.  

Outstanding teaching and learning for all students – with tailored strategies to help close the gap across the school

  1.  

Transition at all levels

  1.  

Numeracy and Literacy at all levels

D.

Engagement in extracurricular activities whole school

E.

Disengagement and negative behaviours – comparable to non-disadvantaged students

Learning barriers that will impact on the progress of students – External.

F.

Attendance of disadvantaged students compared to whole school

G

Quality of Homework / Independent learning comparable to non-disadvantaged students.

 

 

WHAT DO WE WISH TO ACHIEVE

HOW WILL IT BE MEASURED and HOW FREQUENTLY

Chosen Actions / Approach

Evidence for target

Staff Lead

 

  1.  

Enhance the opportunities for our disadvantaged students across the school by focussing on the quality of Teaching and Learning as part of a whole school strategy – the aim being to consolidate subject knowledge and develop teaching strategies that close the gap.

 

 

Staff engagement of a whole school target measured by:

  • Performance Management targets
  • Engagement in collabarative research
  • Feedback through online forums such as Teams and the Chartered College
  • Measured on an ongoing basis through Line Manager meetings
  • Extensive reading
  • Collabaritive teaching approaches
  • INSET
  • Group Training Session for Bespoke needs

 

  • Collaborative Learning + 5months
  • Indicvidualised learning styles + 3 months
  • Mastery Teaching  + +5 months
  • Metacognition + 7 months
  • SLT
  • Whole Staff
  1.  

Transition from KS2/3 and KS4/5 to be smooth and effective, as well as internal KS3/4

 

WHY IS THIS A PRIORITY

The large number of feeder primary schools that Bishop Rawstorne has makes this a necessity for all students, but PP and PP+ students and Parents may require additional reassurance and engagement in June / July and August /September. The creation of a resource pack to support PP students in the transition with equipment to help those students start the year more effectively in August.

 

Also the variety of colleges in the local area means that parents / carers require guidance on the application process.

 

Students will also be well informed about the options process and the post 16 provision through bespoke careers advice to assist them in their decision making.

  • Measure parental attendance at Y6, Y8 and Y11  organised events measured between PP students and non PP students.

 

  • Measure students attendance on voluntary visits – uptake of students taking College and university visits when offered PP measured against non PP.

 

  • Staff liason at KS2/3. Effective deployment of HOY7, SENCO and Group Tutors into local primarys to meet students were possible and gather transition data.
  • University visits
  • Enhanced college careers programme
  • Careers provision across KS3 and KS4
  • Transition from KS3 – 4 – Careers and post 16 opportunities to be highlighted to all to ensure success
  • Increase KS2/3 liaison in Spring summer 2019
  • Gatsby benchmarks guidance
  • Parental engagement

+3 months

 

 

  • ADU
  • JFR
  • HOY TEAM
  • CLA
  1.  

Closing the gap across all year groups in Literacy and Numeracy – with specific regards underperforming students, this should enhance the outcomes for students in many areas as the recent changes to the GCSE curriculum mean many subjects are now a lot more reliant on Literacy and Numeracy skills being of a high standard

  • Measurable through tracking data tri -yearly to monitor the gap in literacy and numeracy.
  • The English and Maths department are being supported in the development of new strategies. Online platform and bespoke teaching groups to target the Literacy and numeracy issues in KS3. The impact is to be measured by these areas
  • Development of literacy strategies across the school. English department working on IDL, Switch on Reading and additional literacy support.
  • Year 7 students being targeted on arrival and setted to improve outcomes
  • Small group tuition in Y7
  • Y7 Numeracy strategy – MathsWhizz being trialled
  • Additional English and Maths being delivered to students that either school or parents have identified as needing it.
  • Phonics +5 months
  • Reading Comprehension Strategies +6months
  • Small group tuition +4months
  • RHO
  • CLA
  • SENCO
  • ADU
  1.  

Increase student buy in of school life by promoting the extra-curricular opportunities that are available. Improve student’s health and motivation in the AM with Sporting activity one morning a week and develop academic success one day a week in a morning homework club. 

  • Attendance logs for extracurricular activities compare PP with non PP
  • Invite PP students to attend extra-curricular sessions and expect all students to attend 1 per ½ term.
  • KS4 students should attend revision sessions also.

 

  • Promotion of new Gym Facility
  • All students to be targeted further with regards extra-curricular options
  • Transport to be addressed on a need by need basis
  • All students should attend at least one extracurricular session per term
  • Arts and extracurricular participation  +2months
  • Outdoor and extracurricular learning +5 months
  • Sports participation +2 months
  • Allstaff

E

Reduce behaviour issues in our vulnerable students. Decreasing behaviour concerns should improve the outcomes for all students across school

Less behaviour incidents with PP students comparatively to non-PP.

Evidenced through:

  • Ongoing Behaviour logs over the year
  • Parental communication logs
  • Tracking reports over the course of the year
  • Exclusion data historically and current
  • Behaviour and homework reports produced weekly
  • Students with 3 or more issues per week communication home occurs
  • Regular contact leads to ongoing dialogue and parental support
  • Ongoing Teaching and Learning support through school professional development priority

 

  • Behaviour intervention +3months
  • Parental engagement+3

 

Whole staff

  1.  

Improved attendance for all, but closing the gap further between PP and non PP students evidenced through attendance data

Better whole school attendance and closing of the gap further between PP and non PP attendance

Evidenced through:

  • Attendance statistics.
  • Rewards achieved by PP vs Non PP
  • Attendance has to be good to allow all other areas of school life to improve.
  • Weekly attendance monitoring.
  • Support plans put in for all students that need it.
  • Parental meetings to be followed by governor intervention if need be
  • Medical support sought for students that may need it

• Behaviour intervention +3months

•Parental engagement+3

  • ADu,
  • CPr,
  • HOY
  1.  

Improved level of independent work at KS3 and KS4, and better engagement of students across the school leading to enhanced buy in and closing of the gap

Closing of the gap across the year of homework issues between PP and non PP students

Evidenced through

  • Tracking reports across the year
  • Homework issues reported week on week
  • Behaviour and homework reports produced weekly
  • Students with 3 or more issues contacted
  • Homework club being run Tues, Wed and Thurs evening
  • Morning homework sessions to be implemented post-Christmas
  • All year groups have specific homework support also

 

  • Period 0 or Period 6 –+ 2months
  • Homework Secondary –+5months
  • 121 tuition +5 months
  • Curric Leaders
  • ADU
  • HOY

 

January Review

A

B

C

D

E

F

WHAT DOES THE DATA SAY

 

 

 

 

 

 

WHAT HAVE WE AMMENDED AND WHY

 

 

 

 

 

 

 May Review

A

B

C

D

E

F

WHAT DOES THE DATA SAY

 

 

 

 

 

 

WHAT HAVE WE AMMENDED AND WHY

 

 

 

 

 

 

September Review

A

B

C

D

E

F

WHAT DOES THE DATA SAY

 

 

 

 

 

 

HOW DID WE DO