Bishop Rawstorne Church of England Academy

Pupil Premium 2020-21

Bishop Rawstorne C of E Academy Spend of Pupil Premium Money 2019-20

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 the academic year 2019/20 year was £100,800 – see below how this monmey was spent

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 – DATA RELEVANT TO MARCH 2020

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

£14431

 

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

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

 

 

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

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.

 

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

£10768

Teaching commitments

Bedrock

£1400

MathsWhizz

£180

 

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

 

Name

9-7 E/M %

9-5 E/M %

9-4 E/M %

A8

PP

0

54.5

90.9

50.27

 

Eng A8

Mat A8

Eng P8

Total P8

 

12.36

9.09

1.18

0.33

 

Intervention programme KS3 and KS4 Spring Term

10 week programme – 2 nights a week of 2 hours of additional support for up to 14 students per night. Staffed and transport provided

£2100

To reduce the amount of homework concerns across the key disruptive students – and engage PP and non PP students

AVE NUMBER OF HOMEWORK ISSUES

 

  • To combat homework issues across the school and the PP cohorts to a homework club (p6) was run for a 10  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.

 

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

 

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

Name

Total P8

Y11 Cohort

0.77

PP

0.33

Very positive comparable P8 data

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

Name

Total P8

 

 

 

Y11 Cohort

0.77

 

 

 

PP

0.33

 

 

 

 

 

 

 

 

Name

9-7 E/M %

9-5 E/M %

9-4 E/M %

A8

PP

0

54.5

90.9

50.27

 

Eng A8

Mat A8

Eng P8

Total P8

 

12.36

9.09

1.18

0.33

 

EBacc Strong %

EBacc Standard %

EBacc APS

 
 

27.3

27.3

4.27

 
 

Mat P8

EBacc P8

Open P8

 
 

0.01

0.11

0.2

 
         

 

One to one direct interventions

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

£1220

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.

To also support Y7 – 10 students with 121 support where needed

Revision packs and materials for students

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

£470

And

 

£700 Revision agencys Elevate

And

 

Revision guides

£709

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

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

£4290

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

 

Homework data shows negligible gaps across the year groups PP students are a smaller cohort and the ICT support provided seems to have had a benefit on the vast majority.

ICT provided during lockdown certainly led to a greater completion of work

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

 

 

Independent tracking data not available due to Covid – Lockdown fom March 2020 – Lack of tracking reports from this time

Engagement of parents in the learning of the students

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

£600

Music Lessons

£581

 

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

Attendance Data at Feb ½ term looking fairly positive reflecting goo student engagement and general positive attitude towards school. Data is only half a year.

 

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

 

Families and Communities

Further employment of an attendance officer

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

£7390

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

Assist with day to day items

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

£1194

Specific transport to and from revision sessions £400

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

 

Data for these 3 targets is less tangible due to the Lockdown from March onwards.

Up to this point all students on the PP register had been given financial support – either where requested or where school saw fit towards enrichment activities and additional support towards any residential trips where applicable,

 

As well as this a small cohort of students had been gifted financial support towards uniform and transport where hardship was  particular concern – and discussion have been had about setting up a hardship fund that the PP fund can also support

Trips, Christmas celebrations, Year 11 Prom etc

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

£1062

To improve attendance and attitudes to learning by rewards

Residential visits to enrich curriculum knowledge

 

£308

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

 

Lockdown engagement General

All PP students had at least 4 points of contact during the lockdown period

£1530

Safety of students and wellbeing to be shown to be key

Parental survey to be conducted Sept 2020

 

Lockdown engagement bespoke 121

Several students received more bespoke care during the lockdown. 121 support, home visits, regular weekly contact from mentors, 121 tuition, family support and guidance, SW referrals etc….

£4150

Safety of students and wellbeing to be shown to be key

Parental survey to be conducted Sept 2020

Intervention and Motivation and Esteem

Y7 Transition Team building activities

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

 

£350

Friendship building and teamwork for students from the smaller primary schools to develop confidence

All students completed the programme and behaviour data for Autumn term shows negligible gap – suggesting students are comfortable at this time  

 

ALL

PP

Yr 7 AUT

0.57

1.61

 

 

Y8 Growth Mindset work

20 students in Y8 worked with a GM specialist with the aim being to improve attitude towards learning and school overall

£800

To improve attitude and mindset of students in Y8 cohort moving forward.

Detailed student by student sheets available

1 student of 22 decreased in both Grit and Self esteem during the project

11 Improved their Grit score or self esteem score

9 Improved BOTH grit and self esteem

 

Y7 Behavioural interventions

Behavioural specialist to work with 3 students in Y7

£500

Initial session ran – and parental sessions planned for September

Can’t measure progress at present due to only starting this in Feb 2020.

Additional Support

Mental Health and wellbeing

Counselling support and EdPsych referral

£3510

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.

Counselling support has had a positive impact on mental attitude of students involved – detailed writeups provided by counsellor weekly – further support to be used in Sept to combat lockdown concerns

 

Chartered School

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

£3000

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

 

 

£10897

 

 

 

 

Pupil premium strategy 2020/21– October 2020 – 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

2020/21

Total pupil premium (PP) budget

 

FSM

51

955

48705

Ever 6

18

955

17190

PLAC

16

2345

37520

LAC

6

2345 up to

14070

Services

2

310

620

     

118105

 

LAC funding dependant on need. Without LAC funding total: £104035

Date of most recent PP internal Review

 

Internal – June 2020

(External July 2018)

Total number of pupils

 

Number of pupils eligible for PP

 

93 students as of Oct 2020

FSM

51

Ever 6

18

PLAC

16

LAC

6

Services

2

 

Date for next internal review of this strategy

March 2021

 

 

 

 

 

  1.  
  1. Current attainment

 

Bishop Rawstorne Pupil Premium cohort 2018/19

Bishop Rawstorne Pupil Premium cohort 2019/20

Bishop Rawstorne Whole school figure 2019/20

Attainment 8 score average

50.03

50.27

60.01

Progress 8 score average

0.479

0.33

0.77

Progress 8 score average English

0.58

1.18

1.01

Progress 8 score average Maths

-0.12

0.01

0.67

Percentage achieving standard pass or above in the English Baccalaureate

33%

(Strong 22%)

27.3%

(Strong  87.3)

58.2

(strong 45.1)

Percentage achieving grade 5 or above English + Maths

66.7

36.4

69.6

 

  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.

Disengagement and negative behaviours – comparable to non-disadvantaged students

Areas that could impact on the progress of students – External.

E.

Attendance of disadvantaged students compared to whole school

F

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.  

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

E

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