Bishop Rawstorne Church of England Academy

Pupil Premium 2019-2020

Bishop Rawstorne C of E Academy Spend of Pupil Premium Money 2018-19

What is Pupil Premium?

Pupil Premium is a type of funding additional to the main school funding.  It is received from the government each academic year and is allocated to students under a few different criteria. These criteria are;

Those families who have been eligible for free school meals (FSM) at any point in the last six years. This is sometimes known as ‘the ever six’.

The amount received is £935 per eligible pupil.

 

Students are eligible for Pupil Premium Plus if they have left Local Authority care because of one of these reasons:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order.

If a student has left Local Authority care and is eligible for free school meals, they just receive the Pupil Premium Plus money. (Not Pupil Premium & Pupil Premium Plus).

 

Those students who have been in local-authority care for 1 day or more are also eligible for Pupil Premium Plus.

 

The amount received is £2300 per pupil and this reflects the unique challenges these students face at school where they often struggle to keep up with their peers both at primary and secondary level.

 

The Service Premium gives schools extra funding to support children and young people with parents in the armed forces. Students attract the premium if they meet the following criteria:

  • one of their parents is serving in the regular armed forces
  • one of their parents served in the regular armed forces in the last 3 years
  • one of their parents died while serving in the armed forces and the pupil is in receipt of a pension under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)

The amount received is £300 per eligible pupil.

 

All of these funding mechanisms are there to enable these students to:

  • improve their levels of attainment and progress
  • close the attainment gaps relative to their peers
  • ensure equality of opportunity across the curriculum and beyond
  •  

The amount of money to be received by Bishop Rawstorne for pupil premium this year was £100,800

Use of the Pupil Premium

The Pupil Premium at Bishop Rawstorne Church of England Academy is used to pay for a range of student support activities and interventions. Below are areas where the money will be spent with approximate costings;

 

Type Of Provision

Description

Rationale

Cost (£)

Impact

Evidence Of Impact

Use of a Pupil Premium Co-ordinator for whole school interventions across all of the areas below

To have a person central to the assistance of these students

This person will check on the students’ well-being as well as academic progression, attendance, equipment, uniform, extra-curricular activities and be a general point of contact should the need arise

£13431

 

The achievement of academic goals by the students and the closing of the gap between pupil premium students and none pupil premium students.

The monitoring of the day to day life of students across the school and the picking up of daily issues rapidly and effectively.

The ensuring that all Pupil premium students are getting the attention that they deserve across the school

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03 compared to 30.71 using Sisra collaboration data.

Also looking down the school at the final reporting point for 2018/19 there are particularly narrow gaps in predictions currently except in Y10.

 

On or above target % at end of summer term 2019

 

PP

NONPP

Y10

52%

60%

Y9

75%

72%

Y8

87%

89%

Y7

92%

92%

 

Learning and achievement across the school

Additional numeracy and literacy lessons for those who have fallen behind

To allow the delivery of more of the basic number and literacy work to a cohorts of students, delivered to small class sizes

£10368

Bedrock

£1400

Mathswatch

£300

 

To keep the levels of progress in English and maths  above the national average for this particular focus group and to improve year on year

66.7% of PP students achieved a strong pass at 5 or above in both English and Maths compared to 26.3% using SISRAs collaboration data. 77.8% achieved a grade 9 – 4 compared to 47.6% using the same collaboration data. 

Additional in class directed support and personalised interventions

To help students improve their progression in the various subject areas

£17364

To keep the GCSE results and Key Stage 2 to Key Stage 4 levels of progression above the national average for this particular focus group

33.3% of pupil premium students achieved the E-Bacc with standard passes and 22.2% achieved the EBACC with strong passes – compared to 13% and 7% respectively using collaboration data from SISRA.

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03 compared to 30.71 using Sisra collaboration data.

The table above indicates that the gap is narrow in most year groups for progress.

Year 11 independent learning activities

To help students improve their progression in the various subject areas

£3839

To keep the GCSE results above the national average for this particular focus group

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03 compared to 30.71 using Sisra collaboration data.

Of the 6 students that regularly attended after school revision sessions, 5 have + P8 scores with a P8 average of +1.15

Lunchtime sessions and extra classes both within and out of the school day including drop ins

To help students improve on the examination result they would have achieved should these not be offered

£7290

To keep the GCSE results and Key Stage 2 to Key Stage 4 levels of progression above the national average for this particular focus group

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03 compared to 30.71 using Sisra collaboration data.

 

One to one direct interventions

To help students improve on the examination result they would have achieved should these not be offered

£1480

To keep the GCSE results and Key Stage 2 to Key Stage 4 levels of progression above the national average for this particular focus group

81% of Students with the most frequent support ultimately achieved higher than their final predicted tracking indicated.

 

Revision packs and materials for students

To help students improve on the examination result they would have achieved should these not be offered

£867

And

 

£500 Revision agencys Elevate

And

 

Revision guides

£202

To look at a year on year improvement in academic outcomes in the subject areas for this particular focus group and above the national average for this particular focus group

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03 compared to 30.71 using Sisra collaboration data.

The 7 students that had the most time spent on revision skills 4 ended with +P8 scores and the average P8 score here was +0.098

 

Laptops and other extra ICT equipment and interventions

To ensure these students do not fall behind their peers and they have all the appropriate materials to help them with their studies, the materials support these learners

£1200

To increase the value added scores for this group and keep above the national average

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03

Homework issues across the school have quite negligible gaps depending on cohort sizes.

 

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

 

A member of staff to act as an achievement mentor who will meet the student on a one to one basis on a weekly (or fortnightly) basis either subject specific or for whole school issues

 

Works closely with the students in year 11 to ensure students do not fall behind with their coursework/controlled assessments and homework, as well as confronting and discussing any issues that may arise for the student

£13000

To maintain the average points score for each student above the national averages for this particular focus group

 

Average total progress 8 figure for pupil premium students was 0.3 and the attainment 8 figure for pupil premium students was 50.03. Also end of year progress gap in each year group is low.

 

On or above target % at end of summer term 2019

 

PP

NONPP

Y10

52%

60%

Y9

75%

72%

Y8

87%

89%

Y7

92%

92%

 

Families and Communities

Engagement of parents in the learning of the students

Parents for learning events, regular feedback to parents/guardians, other additional parental meetings

£1200

Music Lessons

£1310

 

To improve attendance and attitudes to learning by the students and engage the parents in support with their child’s learning

Overall PP attendance of 96.9% at May ½ term highlighting good engagement.

Of 83 PP students on roll last academic year 72 attended parents evenings and 47 (57%) attended at least 1 parental evening session other than parents evening.

Further employment of an attendance officer

Daily parental engagement and support for families of students with attendance issues

£6390

To improve attendance and attitudes to learning by the students and engage the parents in support with their child’s learning

Whole School attendance last year of 97.2% up to May ½ term allowing for study leave. PP attendance of 96.9% highlighting a minor gap and well-motivated students

Assist with day to day items

Bus pass, travel costs, uniform, additional equipment, resources and other items

£7000

Specific transport to and from revision sessions £1261

To ensure students do not feel out of place in the school community and therefore are able to make progress in line with their peers

Average total progress 8 figure for pupil premium students was 0.06 and the attainment 8 figure for pupil premium students was 48.10

 

Trips, Christmas celebrations, Year 11 Prom etc

Rewards for ‘going the extra mile’ in the students’ learning

£352

To improve attendance and attitudes to learning by rewards

Whole School attendance last year of 97.2% up to May ½ term allowing for study leave. PP attendance of 96.9% highlighting a minor gap and well-motivated students

 

Residential visits to enrich curriculum knowledge

 

£3260

Students have breadth of knowledge in core and Ebacc subject areas enriched, but attendance in school impacts attendance on these trips.

Whole School attendance last year of 97.2% up to May ½ term allowing for study leave. PP attendance of 96.9% highlighting a minor gap and well-motivated students

Additional Support

Online platform to support ICT work

 

£500

Consolidate learning of ICT classwork.

Average PP grade in Computing – 4 Non PP ave 5.5, small gap.

Average BTEC Grade for PP – Merit and Non PP Merit.

 

Placements of alternative provision

Acorns and Shaftesbury house

£6350

1 student on a medical placement and 1 student on a behaviour placement.

P8 scores of -0.9 still far better than predictions for student on behaviour placement. Medical placement is referred to below with regards mental health and wellbeing.

 

Mental Health and wellbeing

Counselling support and EdPsych referral

£2225

TO support students through their studies whilst processing emotional concerns either from PLAC or CLA process or from other issues in life, allowing students to be prepared fully for post 16.

Ed Psych referral support an EHC plan for student undergoing alternative provision and allowed her to access post 16 provision.

Counselling supported student to achieve a P8 score of +0.06, higher than any tracking prediction.

 

Chartered School

To keep teaching staff informed about the most recent changes in education and pedagogy, refreshing constantly classroom practice

£2000

To inform staff of the latest developments in pedagogy with a view to allow staff to enhance their teaching

All the different statistics listed above point to wards the overall impact the chartered college has had throughout all the different strategies run in school

TOTAL SPENT

 

 

£101132 (school supported additional £332 spend)

 

 

 

Pupil premium strategy 2019/20– March 2020 Review – Strategy Outline

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

2019/20

Total pupil premium (PP) budget

72 x 935 = 66385

14 x 2300 = 32200

£98585

Date of most recent PP internal Review

 

Oct 2019

(External July 2018)

Total number of pupils

 

Number of pupils eligible for PP

 

72 PP and 14 PP+ = 86 students in total.

Date for next internal review of this strategy

Oct 2020

 

  1.  
  1. Current attainment

 

Bishop Rawstorne Pupil Premium cohort 2017/18

Bishop Rawstorne Pupil Premium cohort 2018/19

Bishop Rawstorne Whole school figure 2018/19

Attainment 8 score average (2018/19)

48.10

50.03

58.65

Progress 8 score average (2018/19)

+0.06

0.479

0.302

Progress 8 score average English (2018/19)

+0.677

0.58

0.84

Progress 8 score average Maths (2018/19)

+0.127

-0.12

0.19

Percentage achieving standard pass or above in the English Baccalaureate (2018/19)

11%

33%

(Strong 22%)

55%

(Strong 41%)

Percentage achieving grade 5 or above English + Maths(2018/19)

61.11

66.7

72..8%

 

  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.

 

  • 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
  • Through lesson obsevations and appraisal process
  • Tracking data from targetted student in intervention groups
  • Behaviour and homework data for targettted students in the intervention groups.
  • Group Training Session for Bespoke needs
  • Focussed lesosn observations
  • Growth Mindset work with 3 year groups and staff
  • Employment of revision agency whole year group and bespoke group
  • Collaborative Learning + 5months
  • Mastery Learning +5 months
  • Indicvidualised learning styles + 3 months
  •  
  • SLT
  • Whole Staff
  • ADU
  1.  

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

 

Continue to focus on KS2 transition – though this was very effective last year.

 

Look at post 16 provision and tie in greater depth to the Gatsby benchmarks with regards workplace and employer experiences.  

  • Student engagement in workplace visits and employer experiances
  • Destination data
  • HE Destination data
  • Student engagement with University
  • University visits
  • Enhanced college careers programme
  • Maintain level of  KS2/3 liaison in Spring summer 2020
  • Gatsby benchmarks guidance
  • Parental engagement

+3 months

  • Individualised instruction +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.

 

  • 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.

 

  • 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
  • LHH
  • HBR
  • RHO
  1.  

Develop well rounded student that have aspirations to be involved in a variety of school activities. Enrich students to show that the focus does not need to be wholly on the academic, but that school is about creating a fully rounded individual.

  • 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 stuent wellbeing
  • 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.

 

  • 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

  • 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

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

Introduce Period 6 during November / December to run into the new academic year

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
  • Extending School time + 2months
  • Curric Leaders
  • ADU
  • HOY

 

 

 

WHAT HAS BEEN DONE

Mid-year data review

MOVING FORWARD

A

 

 

 

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

 

  • 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
  • Whole staff training from Ross McWilliam on growth mind-set and also head teacher on GM procedures. Staff provided with literature to develop teaching strategies.
  • Behaviour specialist brought in to discuss student behaviour and how to manage these in school with specific T And L strategies for PP students
  • Inset for whole staff on importance of PP across the school
  • Ongoing discussions with SLT regarding developing of T and L Styles to benefit all

 

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

TRACKING DATA REVIEW – MARCH 2020

 

Current Y11

Autumn

Winter

Spring

NON PP

0.558

0.42

0.429

PP

0.17

0.006

0.07

Currrent Y10

Autumn

Spring

 

NON PP

0.682

0.723

 

PP

0.239

0.198

 

 

Current Y10 –

81% PP students have P8 score above 0

55% have remained P8 consistent over the 2 rounds of tracking

27% have improved their P8  over the 2 rounds of tracking

18% have seen their P8 figure  reduce over the 2 rounds of tracking

Current Y11-

45% Y11 PP students have P8 predicted score above 0

37% have remained consistent over the tracking rounds up to March

45% have shown steady improvement over the tracking rounds and are either close to 0 or just above.

18% have shown a decrease in ability over the half year

18% have had significant mental difficulties during Y10 and Y11

 

  • GM programmes to be run with Year 7 into 8 students again in Summer and winter terms 2020-2021
  • Staff PM to be reviewed in prep for next academic year – to allow a hopeful development in teaching techniques, whilst still bespoke but also whole school
  • Review of Behaviour specialist feedback to ensure that the targeted students are able to benefit from QF teaching

 

B

 

 

 

Transition at all levels

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). 
  • 100% PP students offered bespoke transition work and advice in August September to smooth the transition
  • 34% of PP students in Y7 participated in a 6 week GM through Sport programme run through an external provider to enhance enjoyment of school and create new friendship groups

 

KS3 – KS4

  • 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)

 

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 (Jan 2020) – Attended by 72% of all PP parents (y11 and 10)
  • 100% PP students in Y11 interviewed by Runshaw College to develop careers skills and embedding hope and positivity for future outcomes.
  • 17% PP students Year 11 participated in an ongoing apprenticeship advice session

 

  • 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.

 

  • Of the 5 students in Y7 identified for the GM programme 5 have now settled into school – 3 have proven more challenging and so further behaviour sessions with an external behaviour specialist are being planned

 

 

 

  • Options are to be chosen in the next 3 months – all PP y8 students will have their options choices carefully considered and their paperwork checked before submission.

 

 

 

 

 

  • Support for Y10 students in the next 12 months ongoing with options choices. Support for Y11 students when the results come through to check destinations and qualifications they are taking are suitable.

 

 

 

 

 

 

  • KS2/3 transition events to be more carefully considered

 

  • Ks2 /3 Mental health evening

KS3/4 Mental health evenings

PP students and families to be targeted where appropriate.

 

 

  • Further logging of post 16 options experiences through Gatsby work to ensure that all students (PP) are accessing the routes that are applicable to them.

 

 

C

 

 

 

 

Numeracy and Literacy at all levels

Numeracy

  • Maths whizz programme has ongoing use across KS3 and KS4 students.
  • 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

 

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

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

 

NUMERACY

  • Maths-Whizz is an online package used with Year 7 and 8 Numeracy classes. Students complete an initial assessment at the beginning of the year, which gives them a Maths age. Students receive a personalised tailor made scheme of work to follow for the year based on their weaker topics highlighted by the initial assessment.
  • We have 14 students in Year 7 (4 Pupil Premium) who receive an hour of Maths-Whizz a week. We have 24 students in Year 8 (5 Pupil Premium) who received 2 hours of Maths-Whizz weekly.
  • The aim of each week is to make three progressions, which will improve their Numeracy ability and therefore Maths age by the end of the year.
  • We are able to see the Maths age students started with and their current Maths age. We are also able to see the progress each student has made with each particular topic. The aim of the resource is to bring all topics in line with their Maths age, so it will focus on their weaker topics first.
  • More detailed data available – but not appropriate to share figures here – however all PP students accessing Maths Whizz have seen progress made
  • MathsWatch is an online resource, which we use for Revision. Students are set a revision assignment on MathsWatch, which they have to complete, as homework, before their termly assessments. Assignments can comprise of 50-100 questions, which can take between 1 and 4 hours to complete. Students enter their answers online and receive immediate feedback. All students (Year 7 – 11) are expected to revise using MathsWatch, 86 Pupil Premium students in total.
  • More detailed data available – however of the 86 students engaged only 15 were below 80% success rate in the autumn data grab.

 

Literacy

Bedrock progress data

Progress

 

 

 

 

Year

Average pre

Average post

Average imp

 

7

33.40909

44.363636

32.7891

 

8

62.578947

78.526315

25.4835

 

9

50.39726

76.465753

51.726

 

Usage

 

 

 

 

Year

Total Count

Lessons Required

Lessons complete

%

7

4

192

171

89

8

18

864

967

111

9

11

528

493

93

 

  • 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

Engagement in extracurricular activities whole school

  • 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.
  • Y11 and Y10 revision sessions being well attended by PP students – all 11 Y11 PP students have bespoke revision timetable made for them – attendance at sessions well up on last year.
  • Sessions being run daily in the maths department at lunchtime for all students
  • The 2020 curriculum has led to a more enriched KS3 – Arts, Music to be integrated more fully into the KS3 curriculum leading to further opportunities for all students. PP is supporting all students with regards this – both financially and aspirationally.

 

  • 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 March 2020 – Data to be shared at end of year.
  • Period 6 – (referred to in homework section) engaged several PP students – leading to home engagement and improved quality of homework from most.

 

  • 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

 

 

 

 

Disengagement and negative behaviours – comparable to non-disadvantaged students

  • 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:
  • 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.

Current Year groups of Concern – Y7 and Y9

  • Y7 issues stem form 3 young boys – Behaviour specialist JWALIIS is working with them and their families from Feb 2020
  • Y9 Issues stem from 2 boys – both with exclusion issues – 1 working closely with staff mentor and staff team on the whole, 1 working closely with external agencies and ADU

 

  • 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

DATA BELOW COMPLETE EXCEPT FOR Y10 TRACKING SPRING

AVE NUMBER OF BEHAVIOUR ISSUES

 

ALL

PP

Yr 7 AUT

0.57

1.61

Yr 7 SPR

0.73

2.13

 

 

 

Yr8 AUT

0.91

0.57

Yr8 SPR

1.19

0.36

 

 

 

Yr9 AUT

1.16

2.00

Yr9 SPR

1.80

3.24

 

 

 

Yr10 AUT

1.11

1.08

Yr10 SPR

 

 

 

 

 

Yr11 AUT

0.41

0.60

Yr11 SPR

0.38

0.55

 

  • 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 of disadvantaged students compared to whole school

  • Students with attendance concerns noted at the start of the year
  • All students below 90% (PP or non PP) 2018/19 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:

Y7

1 boy

Exclusion issues - contribute to data

 

1 girl

Frequent illness - on contract - medical details clear

Y8

1 boy

Parental discussions ongoing - attendance low

 

1 girl

Frequent absence - unclear - 2 contracts being run

Y9

1 boy

Exclusion issues - contribute to data

 

1 boy

Exclusion issues - contribute to data

 

1 girl

Anxiety issues - Attendance contract imminent

 

1 girl

Anxiety issues - Attendance contract imminent

Y10

1 girl

bereavement, medical issues, on contract

 

1 boy

Persistent patchy absence - on contract

Y11

1 boy

ongoing issues - attendance patchy but improved

 

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

ATTENDANCE DATA – 15th FEB 2020

Year Group 7

Attendances

Diff

Pupil Premium

96.57

0.9 below

Not Pupil Premium

97.47

Year Group 8

Attendances

 

Pupil Premium

95.94

1.03 below

Not Pupil Premium

96.97

Year Group 9

Attendances

 

Pupil Premium

94.77

1.54 below

Not Pupil Premium

96.31

Year Group 10

Attendances

 

Pupil Premium

92.65

3.45 below

Not Pupil Premium

96.1

Year Group 11

Attendances

 

Pupil Premium

95.05

1.71 below

Not Pupil Premium

96.76

 

  • 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:
  • 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.
  • To combat homework issues across the school and the PP cohorts to a homework club (p6) was run for a 5 week trial in Y7 – 9 in the first half of the Easter term:
  • 10 students had fewer homework issues
  • 1 stayed the same
  • 4 had increased issues.
  • Staff feedback was that it was a good experience and that it should continue – now looking at how to tailor more effectively and where to run next with it and when.

 

 

 

 

  • 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

 

ALL

PP

Yr 7 AUT

0.84

2.39

Yr 7 SPR

1.26

4.04

 

 

 

Yr8 AUT

1.78

2.76

Yr8 SPR

2.16

3.59

 

 

 

Yr9 AUT

1.45

2.88

Yr9 SPR

1.80

3.88

 

 

 

Yr10 AUT

1.80

2.25

Yr10 SPR

 

 

 

 

 

Yr11 AUT

0.82

1.40

Yr11 SPR

1.25

1.55

 

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