Bishop Rawstorne C of E Academy Spend of Pupil Premium Money 2019-20
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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:
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:
The amount received is £300 per eligible pupil. All of these funding mechanisms are there to enable these students to:
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; |
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Type Of Provision |
Description |
Rationale |
Cost (£) |
Impact |
Evidence Of Impact – DATA RELEVANT TO MARCH 2020 |
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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
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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
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.
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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
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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 |
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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
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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 |
Very positive comparable P8 data |
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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 |
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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 |
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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 |
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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 |
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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
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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
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Independent tracking data not available due to Covid – Lockdown fom March 2020 – Lack of tracking reports from this time |
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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
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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.
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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 |
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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 |
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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 |
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Residential visits to enrich curriculum knowledge |
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£308 |
Students have breadth of knowledge in core and Ebacc subject areas enriched, but attendance in school impacts attendance on these trips. |
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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 |
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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 |
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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
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£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
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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 |
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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. |
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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 |
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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 |
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TOTAL SPENT |
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£10897 |
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Pupil premium strategy 2020/21– Final Review – September 2021
The strategy for 2020/21 is reviewed below – though due to the ongoing disruption of learning the next measurable set of data will be in summer 2022. The review below talk through how we managed theses strategies and where we have identified we need to go next
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.
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School |
BISHOP RAWSTORNE CHURCH OF ENGLAND ACADEMY |
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Academic Year |
2020/21 |
Total pupil premium (PP) budget |
LAC funding dependant on need. Without LAC funding total: £104035 |
Date of most recent PP internal Review
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Internal – June 2020 (External July 2018) |
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Total number of pupils |
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Number of pupils eligible for PP
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93 students as of Oct 2020
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Date for next internal review of this strategy |
March 2021 |
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Outstanding teaching and learning for all students – with tailored strategies to help close the gap across the school – Amended in second half of the year to Covid Catch up planning |
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Transition at all levels – Greater focus placed on this following April return to school after 2nd lockdown |
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Numeracy and Literacy at all levels – Plan created going forward 2021 – 22 re this as able to identify students in greater need of support |
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D. |
Disengagement and negative behaviours – comparable to non-disadvantaged students |
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Areas that could impact on the progress of students – External. |
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E. |
Attendance of disadvantaged students compared to whole school – Target amended to focus more on online engagement during lockdown |
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F |
Quality of Homework / Independent learning comparable to non-disadvantaged students. |
REVIEW OF TARGETS AND FUTURE PLANS - SEPT 2021
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Target |
WHAT HAS BEEN DONE |
MOVING FORWARD 2021/22 |
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A |
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.
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Autumn The focus on closing the gap was linked directly to lost knowledge following lockdown 1. Staff worked to identify pockets of lost knowledge with Year 11 and Year 10 students and then effectively fill those gaps in the best ways possible. Students in both year groups were set exam weeks and additional resources were provided for PP students to support that revision process further.
School was able to run a minor intervention programme in the autumn term however Covid rules meant that only a handful of students in each year group could stay, however 3 PP students in Years 7 8 and 11 stayed allowing intervention to happen with them We also ran an extensive Laptop loan scheme, purchasing a further 25 laptops from the PP funding due to the donation of only 3 laptops from the Gov scheme in the previous year. These laptops went to FSM students in the first instance and then PP then others where need be.
During the second lockdown we worked to engage weekly with all PP students. 3 members of staff plus ADU were tasked with contacting PP students via TEAMS and phone call weekly to touch base and safe guard where need be. Live lessons necessitated a greater reliance on ICT provision – and WIFI and Dongles were also sought out and provided.
Summer Returning students in Year 11 and 10 once again had assessment weeks planned in and the Year 11 students (pp) were also assigned mentors to work closely with them 121 to try to plan revision strategies and address issues in the run up to TAG. ADU compiled documentation re extenuating circumstances for a selection of PP students also. For PP students in Years 7 – 10 they were part of the extensive phase 1 of catch up session run by school documented below in target 3.
Catch up plan – began April 2021 Curriculum areas identified students in the greatest need of support moving forwards due to lost learning time. A high proportion of PP students were involved in this programme and staff delivered a bespoke tutoring programme in small groups across Years 7 – 10.
To support students in this programme food and drink was provided and where necessary students were provided with Taxis home. PP students identified as the priority and in each Year group 7 – 10 over 40% of PP students were invited and attended.
Attendance at these sessions was encouraged by letters home and then ongoing telephone discussion to engage the more reluctant learners. |
Teaching and learning across the school continues to be a focus – with staff empowered to use meeting time to develop their strategies of intervention with young people effected by Covid Continue to identify students that are under resourced and liaise with families to see what resources they need to help them move forwards.
Catch-up teaching will be ongoing through the next academic year to ensure that gaps are filled – we are well aware that this will take more than 1 academic year – even though the catch-up funding at present appears capped at this year. |
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B |
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.
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Autumn The focus was initially on making the Y7 students feel as settled as possible especially as they were attending school in covid bubbles. Tutors and HOY were instructed to focus on PP students and within the first 3 weeks all PP students in Y7 had had a 121 interview, parental conversation and where needed additional resources provided for them.
During the lockdown HOY Y7 and ADU monitored very closely lack of learning of PP pupils engaging with parents weekly to ensure that the student had all they needed. Home visits occurred to deliver resources where appropriate and safe.
Spring KS4/5 transition interviews occurred on a variety of Social Media platforms. ADU worked with the 6th form colleges to ensure that all the Y11 PP students took part in at least 2 interviews with colleges and that they then worked towards accepting the places offered.
Summer School appointed a specific transition co-ordinator with the aim of closing the gap at KS2-3 as we are aware of the weaknesses and vulnerabilities in the students coming through from primary school. Options interviews for all PP students in Year 8 co-ordinated via online meeting with Careers adviser then followed up by appts with ADU and JWO / TSI were appropriate to ensure that students chose correctly.
Online options evening with uptake of 160 parents run – all PP students and parent contacted prior to endeavour to ensure attendance. Online Careers event for Year 10 in June co-ordinated with guest speakers. Lower turnout, however 9 PP families attended this. Again, all parents contacted prior to this event to endeavour to ensure attendance.
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Transition work is a priority at the start of the Autumn term – embedding literacy and numeracy skills across the cohort, whilst also fostering a sense of responsibility for each individual student. From visits during the spring and summer, we are well aware of the weaknesses that our new Y7 cohort have, and out Y8 students also have suffered and are a focus for the academic year 2021/22 |
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C |
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.
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Through the year an extensive Bedrock programme and Maths watch programme was run with all students identified in need of additional numeracy and literacy support. Co-ordinated by RHO/ HBR/ LDA and CLA identified students had weekly additional tasks to accomplish on online platforms to stretch their skills and enhance their abilities.
Bedrock Vocabulary measures progress through tracking and comparing pupil performance in pre-topic and post-topic vocabulary tests, measuring an average percentage increase or decrease in vocabulary retention for each pupil. From the impact analysis report for the academic year 2020-21, across all cohorts using the programme, our pupils have made a 27 percent increase in tier 2 vocabulary knowledge and retention across the academic year. This 27 percent increase is also mirrored by the PP cohort, with the SEN cohort making an even greater, 32 percent increase.
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Literacy is a whole school priority and we will continue to embed strategies across all year groups to enhance the skills needed to allow all young people to develop further across all their curriculum |
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D |
Reduce behaviour issues in our vulnerable students. Decreasing behaviour concerns should improve the outcomes for all students across school
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Due to ongoing restrictions and the second lockdown this target changed to put greater focus onto lesson engagement rather than behaviour issues during the time out of school.
PP evenings / afternoons had to be cancelled – however to address this all KS3 and KS4 PP parents were contacted at the start of second lockdown to assess ICT needs again, and to speak to students re engagement.
Mentoring programme was utilised during this period and in April 2021 a staff member was appointed to oversee the mentoring programme into 2021/22, engaging whole school whilst also looking at PP students’ needs too.
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Behaviour engagement and parental support key to moving forward post covid. Parents evenings being digital now means additional support required to check on technology and the making of appointments. Mentoring programme growing through 2021/2022 |
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E |
Improved attendance for all, but closing the gap further between PP and non PP students evidenced through attendance data
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Ongoing discussion with the LA and central govt re the unfairness in the treatment of LAC children during Covid 19 lockdown 2. All Lacs have to be marked as absent if at home, even though home is the most appropriate place for them to be.
Attendance gap accounts for this due to the 6 LAC children having a 6 week period of unauthorised absences
1 student with significant issues also has contributed to the PP figure.
Data Whole school 2020/21 96.6%
PP 2020/21 90.4%
Further analysis available on request |
Attendance continues to be a priority – and as a school we continue to have additional focus on PP and LAC children External agencies such as CAMHS and My place being used where appropriate. |
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F |
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
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Not been able to work on period 6 due to Covid restrictions Independent work has suffered due to the lockdown and restrictions – this target not accomplished. |
After school sessions are a key focus for the 2021-22 school year in a variety of formats _ NTP, and 121 tuition and small group tuition as well as alternative amended curriculum. |
