Bishop Rawstorne Church of England Academy

Pupil Premium 2018-2019

Pupil Premium Spending 2017-2018

                                                                                                                                                                                

Pupil premium strategy 2018/19 – September 2019 – Strategy Review

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 = 8.85% of whole school population

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. Areas that could 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

Areas that could 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 academic 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:

  • Appraisal 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
  • Focussed lesosn observations
  • 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 disadvantaged students in Years 7 and 8. 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

F

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

G

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
  • Assessment data from Curriculum areas
  • Behaviour and homework reports produced weekly
  • Students with 3 or more issues contacted
  • Homework club being run Tues, Wed and Thurs evening
  • Pre-school 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

 

 

WHAT HAS BEEN DONE

END OF YEAR DATA

MOVING FORWARD 2019 / 2020

A

 

 

 

Whole School T and L Strategy

  • Whole staff identified T and L targets based on current best practice and up to date research.
  • Staff signed up to the Chartered Colleges and being up to date with current practices
  • Targets have been shared and collaboration is beginning to occur across whole school
  • Inset for whole staff on Quality First Strategies delivered as part of T and L  to improve outcomes for SEN students
  • Inset for whole staff on importance of PP across the school
  • Development of the role of PP champions over the year 2018/19
  • Ongoing discussions with SLT regarding developing of T and L Styles to benefit all

 

Post Feb Review

  • Observations in the summer term focussed on the different teaching strategies that staff are working on – to embed and share practice.
  • Whole Staff T and L feedback on what is being done by the developing of the shared reading channel on Teams
  • Increased use of the chartered school for work on pedagogy and up to date practices
  • Liaison with Growth Mind-set guru – and implementation of staff and students training in June
  • Plan for a second step to this programme into 2019/20

 

  • Staff developmental teaching work
  • Staff Meeting schedule
  • ILPS with quality first ideas
  • SLT meeting minutes
  • Faculty meeting documentation and minutes
  • Chartered college subscription

Data review - as of Feb 2019

 

 

 

Current Y11 Data

Autumn

Winter

Spring

Summer

OVERALL

Non PP

0.525

0.404

0.437

0.489

0.497

PP

0.241

0.092

-0.116

-0.026

0.3

Non PP excl 2

0.525

0.404

0.437

 

 

PP excl.2

0.584

0.404

0.370

 

 

 

 

 

 

 

 

Current Y10 Data

Y9 Sum

Y10 Aut

 Y10 Spr

Y10 Sum

 

Non PP

0.685

0.719

0.723

0.561

 

PP

0.23

0.271

0.198

-0.059

 

 

Departing Year 11 students

11.1% students very hard to manage data for – significantly negative P8 Score at final point - -0.9 and -3.7

55% of students achieved a positive P8 score

72% of students achieved higher than final predicted scores

 

Year 10 Data

39% have dropped since the spring prediction but remain + P8

54% have dropped since spring and remain with –P8

7.6% have increased and stayed +P8

And 1 student has left Year 10

 

  • Further use of growth mind-set strategies to develop student’s self-belief and challenge the conception of ability.
  • Intervention programmes to be bespoke to each year group and where applicable to each student.

B

 

 

 

Transition at all stages

 

KS2 – KS3

  • Students on arrival all identified clearly to ensure from day 1 the full support entitled / required can be given. Register then updated monthly.
  • Year 7 literacy evening during Autumn for parents of low readers and spellers, to encourage parental support for identified pupils
  • In resource heavy subjects such as in TAC PP pupils identified early so that extra resources can be made available (sketchbooks, access to computers and other resources). 

Post Feb Review

  • All PP students had a 121 meeting on taster evening – financial support provided to embed literacy and competitive tasks set to foster engagement over the summer
  • All schools visited by TSI and EPA and any PP students with SEN were offered additional support on the transition day
  • ON day 1 in August all PP students visited by ADU or JFR to see how they are settling in.

 

KS3 – KS4

  • Science transition work – KS3/4. Current Year 11 students, 61% Achieved or exceeded target pathway / grade informing progress for the next 2 years.
  • 100% PP students in Y8 given an options interview as a priority – any that require / desire further information were given a further interview
  • 100% LAC and PLAC students - Y7 and 8 given extra careers support to inform options choices, at least 2 interviews over 2 years. Up to 3.(90 minutes)

Post Feb Review

  • All students on PP register had options forms double checked for suitability of their choices and ADU offered bespoke advice to parents that needed it.
  • Any issues with options choices ironed out with staff members and curric leaders. All PP students and all LAC students got options choices.
  • We hosted a primary school maths challenge each July, however out of the current PP students, 2 have been entered by their school.

 

KS4 -KS5

  • Science, Humanities, and TAC subjects have run trips that have all involved or will involve PP students / LAC PLAC students being able to sample experiences in higher education OR in the workplace (Autopsy, Farm visits etc…)
  • Parents information evening run with specific regards applying for college and planning the future (Dec 2019) – Attended by 33% of all PP parents (y11)
  • 100% PP students (excluding outliers) in Y11 interviewed by Runshaw College to develop careers skills and embedding hope and positivity for future outcomes.
  • Outlying PP students given bespoke careers advice and being set up with opportunities at Wigan and Leigh / Runshaw / Preston’s College.
  • 17% PP students taken up offer of  Apprenticeship visit

Post Feb Review

  • Sept 2019 – students data been collated for destinations. Previous years all PP students destinations accounted for – this year’s data tbc
  • Results day 121 support offered by Runshaw – students with results concerns directed to the additional support
  • All PP students checked in May 2018 re their destinations choices – and offered further intervention and support if required

 

  • Registers from parents evenings
  • Class Registers
  • Careers interview notes
  • Applications data
  • Science Transition unit data
  • Report data
  • PP spending data for resources
  • Extra-curricular visit registers.
  • Transition data online – for successive years
  • Greater push on Post 16. Further focus on application process and Red brick universities.
  • Prepare all students for the world of work – life skills.

 

 

 

C

 

 

 

 

Closing the Gap – Numeracy and Literacy

Numeracy

  • Maths whizz programme being purchased to trial across KS3 and KS4 students. 4 Year 7 PP students and 6 Y8 students will benefit from more focussed numeracy related homework’s – Maths department is providing analysis of numeracy ages to see if the trial should lead to a full repeat purchase
  • Maths run extra numeracy classes for all pupils, currently from the PP students, 3 Yr 7s, 6 Yr8s, 7 Yr9s, 7 Yr10s and 5 Yr11s are timetabled.
  • Maths Watch percentages shared by PP Champion in Maths regularly to inform progress of target students prior to assessments
  • Whole school numeracy embedded in SOW and in Classroom practice and displays
  • Bespoke numeracy support being offered 121 with PP students in Y9, Y10 and Y11 following Feb ½ term

Post Feb Review

See Maths Whizz feedback in next column

 

Literacy

  • CLA Trialling bedrock Literacy programme in KS3 between now and the summer to assess quality of programme for 2019/20. 7 PP students in the trial, results will inform whether full rollout occurs.
  • 121 Literacy teaching targeted at Y11 and Y8 students that need it currently
  • All LAC and PLAC students being offered extra reading materials to support literacy skills- the only provision being that these resources then go into the school library.
  • ADU and RCO looking at digital readers to see if there is a way to develop OR relaunch this resource to all students – but again to enhance the idea of reading to the more disadvantaged.
  • Spelling and reading testing of all new intake to identify low readers/spellers. Retested during summer term
  • Handwriting club run by SWA for pupils in year 7, 8, 9 being accessed by 5 PP students weekly.
  • IDL – online 5 PP students in Y7, 6 PP Y8, 1PP Y9, 2PPY10 and 1 Y11 PP
  • After school 121 literacy with Y8 students and 121 Y10 and Y11 also

Post Feb Review

New Literacy Co-ordinator appointed – the below plans made moving forward into 2019/20

  • Reading: Book Buzz initiative autumn 1- All PP pupils in year 7 and 8 will be able to choose a free book (from a selection of age/ability related books). Pupils will be awarded points for completing the book and for completing a short review/recommendation bookmark.
  • Library visits/author visits (Tom Palmer – fantastic children’s author visiting school in November)
  • To ensure that staff are aware of the reading level of PP students in their classes, and to share strategies to support weaker readers.

Oracy:

  • Oracy is a priority this year. For PP students specifically the focus will initially be about students ‘finding their voice’ through strategies such as Stand and Speak, and supporting physical oracy such as confidence, body language. Following on from this, throughout the year a cross curricular approach will support to develop oracy skills such as using formal Standard English, developing a range of connectives to develop and extend responses, sentence stems to structure responses, and developing skills in discussion and debate.

 

  • Numeracy age data from the maths department – students using Maths Whizz on average showing a 2 month improvement in the very first data grab in October.
  • Maths watch data available in Maths department
  • SOW
  • Literacy and Numeracy Group Registers
  • IDL half year scores available in school and published to parents – Average so far between 6 and 12 months reading and spelling improvements.

Feedback RE impact of Maths Whizz

  • We currently have 13 Year 7 and 24 Year 8 students, who use Maths-Whizz for at least 1 hour a week during Extra Numeracy. Maths-Whizz is an online interactive service, which helps to improve basic Numeracy, students receive a personalised tailored plan based on areas they need to improve. Maths-Whizz takes a record of students Maths Ages, from an initial assessment, and monitors their progress throughout the year. Students should be aiming to make at least 3 progressions a week.
  • After trialling Maths-Whizz for the first time last year, our Year 8 students are on average completing 4.4 progressions a week. Their average Maths age at the start of Year 7 was 10.27, and at the end of Year 7 10.57. At the start of Year 8 their Average Maths age was 10.49 and currently (after 5 weeks) is 10.53. The dip in age between the end of Year 7 and start of Year 8 shows that these students need to be continuously working on their Numeracy skills.
  • The current Maths age for Year 7 is 10.0 and they are currently completing 2.2 progressions a week.

It will be run for a second year

 

Mathswatch feedback

Students get 4 weeks to complete a revision assignment before their termly assessments. Our students have given positive feedback for the exam type questions MathsWatch uses and the videos help them if they are struggling. Parental contact is made with their percentage completed for each individual assignment. So far, since the start of the new academic year 7501 questions have been completed and students have spent in total 149 hours completing tasks.

 

Feedback on Bedrock

 

The Bedrock programme has been a success showing improvement in year 7 and 8 student’s basic literacy with regards spelling overall.

The Programme was trialled with a small cohort of students but has now been rolled out to students in Y7, 8 and 9.

 

PP students using Bedrock have shown 27% Ability increase over the 2 months of use. Non PP students have shown an improvement of 25% so a small gap of 2% between the cohorts suggest a positive impact and worth continuing with.

 

 

 

  • Identify more clearly across the school Students that are significantly below ability re Numeracy and Literacy and Identify support strategies to help them over the second half of the year.
  • Further development of Literacy and numeracy programme across all subjects.
  • Look at targeting of PP students re numeracy and literacy as part of upcoming QA across subject areas re intervention
  • Set up a literacy working group in order to share ideas and best practice across faculties. Supporting PP pupils’ literacy will be a priority within the group

 

D

Extracurricular and enrichment

  • Support continues to be offered for students to attend extracurricular visits from the PP / LAC register. On a pupil by pupil basis BR continues to support students going to France, Germany, Italy, Iceland and Poland to develop student’s curriculum knowledge and enhance further social and independence skills.
  • BR continues to support all students on the PP register where additional resources may be required to support extended learning and independent work. On a need by need basis (identified by staff or parents) resources have been provided to complement and enhance learning and at the same give PP students the same opportunities as non pp counterparts.
  • At the start of the year a Gym facility has been established that currently is being used at lunchtimes and staffed by ADU and the PE team. This is to be promoted more heavily moving forward to increase health and activity amongst all but specifically PP students
  • Y11 and Y10 revision sessions being well attended by PP students – 5 students of significant concern in Y11 have bespoke timetable to highlight schools expectations of these students.
  • Sessions being run daily in the maths department at lunchtime for all students
  • PE run an extensive extra-curricular programme and whilst it is shared with all students it is repeatedly communicated home via post to all PP students to endeavour to enhance uptake
  • Curriculum plans for 2019/20 are looking to enhance the enrichment side of KS3 – Arts, Music to be integrated more fully into the KS3 curriculum leading to further opportunities for all students.

Post Feb Review

  • Attendance logs have not been able to be done as we wished – this is to be revisited this coming 12 months.
  • The Gym facility, due to staffing issues in the PE dept. has not been as well used as I would like – again this is to be revisited this coming year.
  • An external provider worked with a range of PP and non PP students to develop team building skill on the final week of the year as a trial for an extensive programme this coming academic year 19/20. This was a success

 

  • Attendance logs at all extra-curricular event and revision sessions.
  • Budget logs in the PP area.
  • Bespoke exam prep time tables available on request
  • Enrichment audit

 

 

 

  • Planning parent and child in school sessions for all students, but with specific focus on PP students to enhance the home school partnership.
  • Support all enrichment visits for educating the whole child and building character
  • Counselling and mindfulness to be employed further to help with student wellbeing.

E

 

 

 

 

Behaviour

  • PP behaviour is monitored every week by the generation of PP specific reports. Students with 3 or more behaviour / homework issues a week are met by ADU to discuss behaviour issues and then informed of the ongoing monitoring process. Further behaviour issues then lead to sanctions. Currently:

Y7 – 1 student target card – 2 students parental meeting

Y8 – 1 student target card – 2 students parental meeting

Y9 – 2 students target card – 1 student parental meeting

Y10 – 1 student target card and parental meeting

Y11 – 1 Student target card – 5 student parental meetings

  • ADU and EPA and HOY liaise following tracking report to ensure all students that are showing behaviour issues, Performance issues OR Target issues are being captured.
  • Following all tracking reports PP students all receive communication via phone from JFR or ADU depending on report. Opportunity to come in to discuss any issues offered.

Post Feb Review

  • Positive reinforcement before the end of the spring term for students that have had 2 positive behaviour reports to highlight quality of work
  • Acknowledgement of good behaviours formalised.

END OF YEAR BEHAVIOUR STATS:

Y7 – 1 student target card, 3 separate times

 3 students parental meetings 3 separate occasions

2 students meetings on 2 separate occasions.

 

Y8 – 2 students target card, for a prolonged period of time – 2 students parental meeting.

1 Parent – regular phone call communications and email, 1 parent met 3 times 2 separate parents met once

 

Y9 – 2 students target card – 1 student parental meeting three separate occasions

 

Y10 – 1 student target card and parental meeting

 

Y11 – 1 Student target card – 12 student parental meetings

 

 

  • Behaviour logs for all year groups available
  • PP Behaviour Log in PP area
  • Exclusion Log
  • In class Behaviour incident log
  • Points log to identify % of PP students in each Rewards category

 

AVE NUMBER OF BEHAVIOUR ISSUES

 

PP AVE

NON PP AVE

Y7 Winter

0.6

0.5

Y7 Spring

1.5

1.2

Y7 Summer

2.6

1.5

 

 

 

Y8 Winter

1.9

0.9

Y8 Spring

1.9

1.2

Y8 Summer

2.5

1.3

 

 

 

Y9 Winter

1.4

1.1

Y9 Spring

2.1

1.6

Y9 Summer

3.9

2.4

 

 

 

Y10 Winter

1.4

1.5

Y10 Spring

0.5

0.9

Y10 Summer

3.6

2.6

 

 

 

Y11 Aut

1.3

0.8

Y11 Winter

1.2

0.9

Y11 Spring

0.7

0.9

 

Admittedly the data shows a gap – And the PP students in Y9 – going to Y10 are the ones that may need the most significant focus next academic year with regards behaviour.

  • KS3 PP evening and KS4 PP afternoon planned to allow parents to come to an open forum to discuss any concerns that they have
  • Continue to act on behaviour
  • Develop a more inclusive and robust mentoring programme whole school

 

F

 

Attendance

  • Students with attendance concerns noted at the start of the year
  • All students below 90% (PP or non PP) 2017/18 informed in September that absence to be unauthorised and questioned rigorously
  • Weekly monitoring of attendance for all students. Students below 97% informed of concern by mail or phone and invited in to discuss ongoing concerns
  • Personalised responses to any calls made by letter to acknowledge and document ongoing medical concerns

Signif PP worries in:

Y7     1 female 2 weeks absent start of year

Y7     1 male – 2 weeks illness – Contract

Y7     1 male – 2 weeks illness fully documented

Y8     1 male Student – 2 weeks bereavement

Y8     1 male student on contract

Y8     1 male students – serious ongoing medical

Y9     1 female student improved following contract

Y9     1 male student – 2+ weeks operation (Y9 LOWER PP COHORT)

Y10   1 male student – slowly improving attendance following prolonged absence

Y10   1 female student – prolonged absence, working with another school.

Y11   No signif concerns – 2 main worries at other establishments

Post Feb Review

The students above were still impacting the overall stats.

Also

Y7     2 students on attendance contract – 1 on 3 contracts

Y7     1 student with prolonged absence (2 weeks) followed by being    disapplied from school

Y9     1 female 1 full week off no reason – then removal from school

Y9     1 student on attendance contract

Y10   1 student on attendance contract

 

 

 

  • Attendance logs
  • Attendance letters
  • Comparative attendance tables
  • Attendance contracts

ATTENDANCE DATA – UP UNTIL YEAR END EXCEPT WHOLE SCHOOL STATS and Y11 DATA – AMENDED TO ACCOUNT FOR STUDY LEAVE

Target - 97%

Y7 PP

96.2

Y7 Non PP

97.5

 

 

Y8 PP

96.2

Y8 Non PP

97.6

 

 

Y9 PP

93.9

Y9 Non PP

97.2

 

 

Y10 PP

92.9

Y10 Non PP

97.1

 

 

Y11 PP

96.3

Y11 Non PP

96.9

 

 

WHOLE SCHOOL – To May ½ Term

PP

95.3

NON PP

97.3

 

  • Further attendance panels with governors.
  • Maintain the standards currently set.

G

 

Homework

  • PP homework is monitored every week by the generation of PP specific reports. Students with 3 or more behaviour / homework issues a week are met by ADU to discuss behaviour issues and then informed of the ongoing monitoring process. In each year group:

Y7 – 2 Signif homework concern

Y8 – 1 Signif homework concern

Y9 – 1 Signif  homework concern

Y10 – 1 Signif homework concern

Y11 – 1 Signif homework concern

  • Homework sessions being run by all years and HOY are monitoring attendance at these. In 7 – 10 the students of concern have EITHER been at the HOY homework Club or have been at after school sessions run in the SEN department.

 

Post Feb Review

 

Y7 – 1 Signif homework concern – Homework and behaviour contract used and enforced attendance at homework club

Y8 – 1 Signif homework concern – Regular parental liaison – Improvement in the second half of the year.

Y9 – 1 Signif  homework concern. Enforced attendance at after school homework club during summer term.

Y10 – 1 Signif homework concern – significant improvement in second half of the year

Y11 – 1 Signif homework concern. Data ceased in April though.

 

 

 

  • SIMS data reports.
  • Homework Logs
  • Homework club attendance logs
  • ADU homework logs
  • DATA BELOW WILL BE MORE EFFECTIVE WHEN SECOND ROUND OF TRACKING IS COMPLETE FOR ALL YEARS
  •  

AVE NUMBER OF HOMEWORK ISSUES

 

PP AVE

Non PP AVE

Y7 Winter

1.5

1

Y7 Spring

2.8

1.2

Y7 Summer

5.8

2.6

 

 

 

Y8 Winter

2.3

1.5

Y8 Spring

2.6

1.4

Y8 Summer

1.4

1

 

 

 

Y9 Winter

1.6

1.3

Y9 Spring

3.8

2.4

Y9 Summer

4.5

2.8

 

 

 

Y10 Winter

6.4

2.6

Y10 Spring

4.1

2.3

Y10 Summer

1.5

1.5

 

 

 

Y11 Aut

2.9

1.1

Y11 Winter

2.1

1.1

Y11 Spring

3.2

1.6

 

The data shows a lack of a gap in Y10 and a very minor gap in Y8. The Y7s going into 8 will need watching Re homework and the Y9s into 10 also

  • Implementation of a period 6, and close monitoring continued of homework issues across the PP students in school.