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Pupil Premium Strategy

Pupil Premium

 

1. Summary information
SchoolFrederick Gent School
Academic Year2019/20
Total PP budget£213,746
Date of most recent PP ReviewSept 2018
Total number of pupils752
Number of pupils eligible for PP213
Date for next internal review of this strategyJuly 2020
Results for All pupilsResults for PP pupilsDifference
Progress 8 score average (from 2018)-0.208 (-0.59)-0.84 (-0.924)0.64 (0.33)
Average Attainment 8 (A8) score44.46 (40.43)34.15 (31.02)10.31 (9.41)
Percentage EM5+ (2018)46.3 (35.3)23.1 (9.1)23.2 (26.2)
Percentage EM4+ (2018)68.7 (53.2)41 (24.2)27.7 (29)
Average A8 Maths (2018)4.87 (4.17) 3.82 (3.18) 1.05 (1.01)
Average A8 English (2018) 4.73 (4.34)3.76 (3.42)0.97 (0.92)
Average A8 EBacc (2018)4.19 (3.97)3.15 (3.04)1.04 (0.93)
Average A8 Open (2018)4.23 (3.843.18 (2.90)1.05 (0.94)

Commentary:

Positives

  • Raw results for PP pupils 2019 examinations showed an improvement, when compared to 2018 PP results, in all areas.
  • In some areas (EM5+ and EM4+) that improvement was dramatic.
  • In some areas (EM5+ and EM4+) there was also a diminishing of the difference.
  • Therefore, in EM5+ and EM4+ we have achieved exactly what we need to, a diminishing of the difference with both PP and Non-PP pupils showing improvement as part of this.

Negatives

  • Although EM5+ and EM4+ have achieved the exact change that we need them to the gap remains too large. This is most evident in the P8 scores for PP and Non-PP pupils.
  • In other areas the difference has increased, although this is as a result on Non-PP not improving as much as PP rather than as a result of PP going backwards or failing to improve, this clearly needs to be addressed.
2. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers (issues to be addressed in school, such as poor literacy skills)External barriers (issues which also require action outside school, such as low attendance rates)
AVarying numbers of PP students enter Frederick Gent School with below average levels of functional literacy. This results in a slower rate of improvement across all subjects in formative years at secondary school.Attendance rates for pupils eligible for PP are at 93% (below the target for all children of 97%). This reduces their school hours and causes them to fall behind on average.
BThe attainment and progress of all PP students is below other students when compared to school and national figures.Significant numbers of PP students lack aspiration and lack social and emotional competencies resulting in lower outcomes and expectations compared to other students.
3. Outcomes
Desired outcomes and how they will be measuredSuccess criteria
AAll PP students will make rapid progress to reach expected levels of literacy and numeracy. Students’ progress will be monitored through class teachers’ assessments and through catch-up tests. Reading levels will be assessed using the Accelerated Reader scheme assessments.Gaps between the progress and attainment of PP and non PP students will deminish. PP students’ progress will be in line with or where appropriate greater than non-PP students.
BGaps between performance of PP students and others will diminish to meet at least national expectations. Students’ and families’ barriers to learning will have been addressed and resources supplied where appropriate. Data will be regularly assessed over the course of the academic year. A full review will take place in September 2020Gaps between the performance of non-disadvantaged and disadvantaged students will have diminshed. PP P8 scores to moving towards and then hitting 0.0 or better. Differences will also have been removed for all sub-groups e.g. gaps by ability, gender and SEND.
CAbsence rates for PP students will decrease and attendance will meet or be better than national expectations. Students’ attendance is checked daily and cohort information monitored weekly so that actions can be timely and relevant.PP student absence figures will be in line with both peers and national expectations Disadvantaged students’ attendance will be at or above school target (97%). Gap between PP and non PP students’ attendance will be as close to 0 as possible and will be below the gap of 1.87% from 2018-19. Persistent Absence for PP students will be below 12.6% from 2018-19.
DParticipation in all additional activities in school will increase. There will be a ‘wider curriculum record’ created to track involvement for all pupils but particularly to monitor the involvement of PP pupils. There will also be an increase in the number of PP students exposed to higher level education through university contact and other providers. Students career pathways will show increased levels of students with such aspirations.Disadvantaged students’ participation will be increased. All whole school activities e.g. school tours etc. to be conducted by PP students. All PP students will participate in enrichment activities and attendance at events for PP students and their families will exceed 80%. All Y10 and Y11 PP students will have increased links to FE and HE with middle and higher band students visiting or having explicit contact with universities. Students in Years 7,8,9 will have increased exposure to HE courses and information. All PP students in Years 10 and 11 will be linked to a mentor through the Raising Aspirations programme.
4. Planned expenditure - Academic Year 2019/20 - i. Quality Teaching for All
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.All staff will follow the ‘PP firsts’ strategy as part of the FREDs lesson which involves PP students being:
a. the first to be asked a question
b. the first to offered support/checked upon in class
c. PP work being the first to be assessed.
d. given first consideration in seating plans.
Nationally recognised research has established that quality first teaching has the greatest impact on pupils as a whole and that this is disproportionately the case for PP. This approach ensures that PP students are at the forefront of staff’s thoughts when planning and delivering a session. This gives them greatest access to the best provision.matter of priority to ensure that appropriate feedback is madeEach department has learning walks/lesson observations and work scrutiny as part of their QA processes. TCT visits will also focus on these strategies. Governor visits will also focus on these issues whenever a classroom is visited.Teachers HoCAsOn every classroom visit and in more formalised QA processes.
A. All PP students will make rapid progress to reach expected levels of literacy and numeracy.Hackney Reading Scheme (funded by catch-up) to be used as curriculum for Year 7 English lessons.Hackney Reading Scheme used for catch-up students during 2017-18 resulting in student performance being closest to target in English of any group in Year 8 (0.29 pts). The scheme of work can be personalised to meet the needs of all abilities and ensures consistency throughout lesson delivery. Also evidence nationally and from elsewhere within the TCT of the efficacy of this approach.HoCA English oversees the implementation of the scheme and is line managed by DH. Data entries are scrutinised after each input at a teacher/ class and department level and actions put in place to support improvements. Lesson observations and learning walks form part of the department’s and school’s QA processes.HoCA EnglishScheduled data reviews will assess the impact of this strategy.
A. All PP students will make rapid progress to reach expected levels of literacy and numeracy.All students will continue to access Accelerated Reader Scheme at least once per week.School data shows the use of Accelerated Reader continues to grow students’ reading capabilities. With the ever increasing requirements for literacy competence to access GCSE examinations, the scheme aims to ensure students have a reading age of 15+ in Years 10 and 11.Accelerated Reader sessions are timetabled as a bespoke subject and delivered by trained teachers. Each member of staff is responsible for student performance and this is overseen by the school’s literacy coordinator and HoCA English. Data is reviewed and action taken each term to ensure progress is being made.Teachers Literacy Coordinator HoCA EnglishProgress is reviewed termly and delivery of AR, falls under the department’s and school’s QA systems.
A. All PP students will make rapid progress to reach expected levels of literacy and numeracy.All staff with responsibility for AR delivery to have additional training in supporting students to improve progress.A range of English specialists and non-specialists are being used to deliver the Accelerated Reader Programme. This is to expand the use of identified techniques across all subject areas and enable all departments to benefit from the scheme. As AR is taught as a discrete lesson, staff are given up to date training to ensure that they are competent and confident in their delivery as well as their assessment of student performance.Training is overseen by the literacy Coordinator and HoCA English. This forms part of the whole school curriculum delivery and therefore is monitored also by the DH (T&L).Literacy Coordinator HoCA English DH (T&L)Training delivered annually and additionally as required
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.All staff to have increased awareness of disadvantaged students. Staff class folders will contain seating plans identifying PP pupils and will also have the ‘Planning for Progress’ sheets to identify pupils needing extra support and the support that is required. PP pupils will be over-represented through this process to diminish the difference. The decision has been taken to redice the number of pupils to 6 to ensure genuine action is taken.Research and evidence points to classroom practice as the most important factor in improving outcomes for students. Personalisation of lessons and delivery is crucial to ensure that students individual needs are met. Planning for Progress grids ensure that actions can be reviewed at key points e.g. after data entries and amended to suit. Barriers to learning are produced and reviewed by pastoral teams.Staff folders are reviewed by HoCAs as part of each department’s QA process and in learning walks and whole school QAs. Where changes are made, staff are given specific timelines to meet and this is checked also as part of the T&L review process.Teachers Pastoral teams HoCAsUse of planning grids and information is reviewed during every classroom visit. Department use is followed up as part of their QA process and after every data input.
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.Whole school appraisal targets, INSET and CPD will all contain a PP focusResearch and evidence points to classroom practice as the most important factor in improving outcomes for students. The development of pedagogy through whole school INSET, visits to other schools and through the collaborative professional development offered by lesson study have evidence of success within school, within the TCT and nationallyReview of INSET activities to assess impact will be carried out both through soft data (staff survey, pupil questionnaire) and through hard data (GR analysis).RSKSGAAfter each INSET day/CPD session. After each GR Final review September 2020
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.Purchase of Mint Class system to support classroom seating planning and student awareness.To support classroom teachers’ personalisation and reduce time taken to gather information, the school has chosen a system that combines all aspects of a students’ performance together with key personal information, so that seating arrangements are purposeful and easily reviewed. PP students are clearly identified on plans.All class folders require a seating plan inside and these are checked on every class visit as well as being checked through department and whole school QA. Use of plans will be evident in classroom practice observation.DH (T&L)Use of planning will be part of focus in every whole school QA – approximately every 3 weeks. Software review to take place in February 2019.
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.A leadership secondment will be tied to the delivery of the school’s PP strategy. This individual will create around them a team of Middle Leaders and PP Champions to support the drive to improve PP outcomesStong leadership has been established as second only to quality classroom practice in the effect size on pupil outcomes. The creation of this focused leadership role will ensure that PP action is given the focus and status it requires to succeed.Line management of HoCA English is by DHT with HT working alongside he too overseeing PP. English is by DHT with HT working alongside he too overseeing PP. HoCA English DHTFirst review of progress in January 2019, followed by further checks in March and June 2019.

Total budgeted cost:
£17,926

4. Planned expenditure - Academic Year 2019/20 - ii. Targets Support
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.LT mentoring of PP pupilsStong leadership has been established as second only to quality classroom practice in the effect size on pupil outcomes. The involvement of the leadership group in mentoring our PP pupils will ensure that PP action is given the focus and status it requires to succeed.The group is co-ordinated by the LT secondment and by the HTLT secondment HTMock exam performance in January 2019 will be first indicator of whole scale impact. Review of learning in other areas to take place during PP QA (December 2018).
D. Increased levels of participation in events by PP students and their families.PP students to access Cambridge Summer School project. Student and family interviews will take place before each project to ensure that students understand the project and the expected impact on their future performance. More able PP pupils will also access the Brilliant Club.In-house data from previous involvement shows that Brilliant Club and Cambridge Summer inspire students and promote learning and have a proven record of enhancing students’ performance both at GCSE and in the future.MAT co-ordinator and LT secondment will have these actions as clear objectives within their roles.ABO, ATRData from providers.
A. All PP students will make rapid progress to reach expected levels of literacy and numeracy.HLTA staff continue to support student attainment and performance. In maths, the HLTA will be used to support in- class activities as well as working directly with small groups of students.Evidence suggests that small group or specific 1:1 working can be effective in supporting students to make good progress. HLTAs have the capacity to work flexibly with designated students.HLTAs’ work is directed by HoCAs who are line managed by both SLTs. Student progress is monitored after each data capture and impact is to be assessed at each point. Workload can then be assessed and re-deployed if necessary.HoCAsReview after every data capture to review outcomes for all years. Weekly/ fortnightly line management meetings will oversee deployment.
A. All PP students will make rapid progress to reach expected levels of literacy and numeracy.Paired/ guided reading sessions for all disadvantaged students in buddy reading scheme. Older students will spend time listening to and supporting younger PP students. This will give older PP students the opportunity to develop leadership skills whilst giving additional time for younger students to practise their reading skills.Research states that one to one reading is effective in developing students’ performance and improving reading age. Using older students also helps to develop younger students’ aspirations.Buddy readers are supervised and overseen in the Learning hub by the school’s librarian and members of the English department, including the Literacy Coordinator. HoCA English oversees the work of the team to ensure that progress is met.English teamStudent reading ages will be reviewed each term and data point entries will show student progress.
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.RADY interventions for Year 7 cohort. This will include ‘uplift’ of all PP students’ targets to address the gaps at KS2, increased number of students accessing the higher band curriculum and increased school awareness of national and local strategies through attendance at and working with RADY organisation.RADY scheme has proven results in improving outcomes and aspirations for students in a variety of school across the country. Through participation, RADY will enable the school to network with other colleagues to ensure that best practice is considered and implemented where appropriate.DHT (overseeing PP) line manages the HoCA English who will participate in this scheme. DHT also oversees school data.HT LT secondmentYear 7 data captures during each term will show progress. In addition, further testing of reading ages will give additional information.
D. Increased levels of participation in events by PP students and their families.All PP students will participate in additional activities. Staff will use PP funding (to be accessed from a discreet PP bids fund monitored by SLT) to ensure there are no financial barriers to enrichment activities. Students will be used in positions of responsibility to support their development. All parents of PP students will be contacted in person ahead of the events. Individual discussions with students will ensure direction towards. There will be PP champions to work as advocates for the involvement of PP pupils.Participation in school events will contribute to building confidence and positive attitudes for disadvantaged students. Ensuring all PP students have access to all enrichment experiences will mean that there are no barriers to their learning experiences.All middle leaders overseeing enrichments activities are instructed to ensure that all PP students have access and parents and carers are made aware of this. Registers of those attending will be checked to ensure that students are not missed. PP champions will have a monitoring role. This will be supported by the ‘Wider Curriculum Records’.All staff PP champions Middle LeadersEnrichment activity registers and lists will be checked as they are produced. Termly checks on in-school sessions will be held to ensure PP participation.
D. Improvement in social and emotional competencies of disadvantaged students.PP students in Years 10 and 8 will participate in sessions organised and run through Humanutopia to build inspiration, confidence and personal development. Year 10 students will become ‘Humanutopia Heroes’ and work alongside the organisation to deliver to and support Year 8 through the sessions.EEF suggests that improvements in social and emotional learning can have a positive impact on students’ performance. Improvements in this area may lead to improved performance and progress.The programme will be overseen and reviewed by the school’s PSHE coordinator, using drop- down days, to ensure that programmes have the appropriate time and resources to be successful.PSHE coordinator HTReview of effectiveness of each of the five sessions after completion. Student performance to be reviewed termly using behaviour, attendance, academic performance data.
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.All Year 8 students will be given a 1:1 interview to discuss option choices to ensure that chosen courses and qualifications meet each student’s needs, abilities and aspirations. PP pupils will be given priority. All Year 11 pupils will be given a 1:1 interview about P-16 options. PP will be prioritised.This will ensure that PP students make the appropriate choices to best fit their talents and abilities, whilst also taking into account their own preferences. This will enable students to make better progress at the end of Key stage 4, thus improving their future opportunities.All interviews will be undertaken/ overseen by HT for Year 11 and for AL for Year 8.AL Year 8 DHTPreference choices to be finalised in March 2019. Student data checked in Terms 4 and 6 of 2019. Future data of PP students during 2019-20 academic year. Destinations data
D. Improvement in social and emotional competencies of disadvantaged students.Specific student centred programmes will be made available for individual students. This will involve the use of internal and external provision, that best fits the needs and requirements of each student.Personalised programmes will not only help to support student behaviour but also reduce the risk of exclusion. Students requiring this support will therefore have the opportunity to make progress in an environment best suited to their individual needs, where a school setting is less appropriate.Placements will be visited and carefully matched to meet students’ needs. All safeguarding checks will be carried out as part of initially enquiries. Student performance will be reported on weekly. Students will be visited at least termly. AHT and SENDCO will oversee the programmes.AHT SENDCO ALsReviews will take place at least termly. Student progress reports will be requested weekly. Visits to placements will take place each term.

Total budgeted cost
£86,620

4. Planned expenditure - Academic Year 2019/20 - iii. Other Approaches
Desired outcomeChosen action / approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
C. Absence rates for PP students will decrease and attendance will meet or better national expectations.Student attendance will continue to be monitored and reviewed by Achievement Leader Support Assistants (ALSAs), Achievement Leaders (ALs) and overseen by AHT.Historically, absence in PP student has been higher than non PP students. In addition, FSM students have attended less well. Absence rates for PP students have been above national expectations.Student attendance is recorded through SIMS and information is widely available. ALSAs are line managed by Achievement Leaders Weekly reports on student absence are compiled by AHT and reviewed by LG.AL ALSA AHTYear attendance is reviewed daily by PAs and ALs and weekly by AHT/ LG.
C. Absence rates for PP students will decrease and attendance will meet or better national expectations.ALSAs will undertake first day home visit for all absent PP students and will continue to work alongside families and carers to ensure regular attendance with particular consideration given to FSM students.Historically, absence in PP student has been higher than non PP students. In addition, FSM students have attended less well. Absence rates for PP students have been above national expectations.Student attendance is recorded through SIMS and information is widely available. ALSAs are line managed by Achievement Leaders Weekly reports on student absence are compiled by AHT and reviewed by LG.AL ALSA AHTYear attendance is reviewed daily by PAs and ALs and weekly by AHT/ LG.
C. Absence rates for PP students will decrease and attendance will meet or better national expectations.All barriers to attendance will be addressed through additional funding where necessary. For example the school will purchase spare uniform and address the costs of travel where appropriateHistorically, absence in PP student has been higher than non PP students. In addition, FSM students have attended less well. Absence rates for PP students have been above national expectations.Student attendance is recorded through SIMS and information is widely available. ALSAs are line managed by Achievement Leaders Weekly reports on student absence are compiled by AHT and reviewed by LG.AL ALSA AHTYear attendance is reviewed daily by PAs and ALs and weekly by AHT/ LG.
C. Absence rates for PP students will decrease and attendance will meet or better national expectations.There will be regular parent/carer meetings where there is an attendance issue and the meetings will take place at most appropriate times for parents or in the family home if required. ALSAs have the flexibility to meet as required.Historically, absence in PP student has been higher than non PP students. In addition, FSM students have attended less well. Absence rates for PP students have been above national expectations.Student attendance is recorded through SIMS and information is widely available. ALSAs are line managed by Achievement Leaders Weekly reports on student absence are compiled by AHT and reviewed by LG.AL ALSA AHTYear attendance is reviewed daily by PAs and ALs and weekly by AHT/ LG.
B. Gaps between performance of PP students and others will diminish to meet at least national expectations.The curriculum offer for students’ choice in Years 9,10 and 11 will expand to include a wider range of GCSE and non GCSE subjects. All Year 8 PP students will be interviewed ahead of their option choices to ensure that their preferred pathways matches ability and aspirations.As part of its raising aspirations programme, the school wants to ensure that all PP students are equipped with the relevant information and guidance regarding appropriate qualifications and courses. Students in previous years have held lower aspirations and choices have been affected by this.Interviews will be held with the Achievement Leader (Y8) and DHT to ensure that the correct information is given.AL (Y8) DHTStudent performance review (December 2018/ January 2019) Option choice discussions review (February/ March 2019)
D. Improvement in social and emotional competencies of disadvantaged students.School will continue to provide supervised breakfast club before school where identified students can be directed to.Clear link between nourishment and student performance. Disadvantaged students can then be supported through this to ensure that they are sufficiently fed and that attendance at school is not impaired through lack of food or nourishment.ALSA support and run the breakfast club and work with Achievement Leaders to meet the pastoral needs of each year group. They will have up to date information on student situations to ensure that this is effective in its provision.ALSAs ALsDaily/ weekly reviews by pastoral teams. Termly review of provision.
D. Improvement in social and emotional competencies of disadvantaged students.In house awards schemes (platinum tickets, golden tickets, mega draw and A points vouchers) to be funded to support student achievement and good attendance.Rewarding students has a positive impact on their aspirations to succeed and supports families as well. Disadvantaged students can then access the same range of rewards as non-disadvantaged students.Rewards scheme is monitored by the AHT. Awards for student performance are distributed by all staff. Progress of disadvantaged students is a school priority and staff are aware of the importance of using rewards to bring about positive outcome.All staffWeekly reports Termly reports

Total budgeted cost
£109,200

5. Review of expenditure - Previous Academic Year 2018-19 - i. Quality Teaching For All
Desired outcomeChosen action/approachEstimated impact: Lessons learned Cost
Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.(and whether you will continue with this approach)
A. Improved Year 7 literacy progressY7 students grouped in all subject areas according to KS2 outcomes. Continued development of Literacy programmes. Hackney Reading Scheme delivered to NSR group. JPD for staff on effective delivery and use to support and develop scheme.Context from Primary feeders is that our students are up to -5 on target data upon entry to FGS. JPD delivered departmentally by HLTA alongside mentoring staff and working closely with the AR Lead has supported a consistent delivery of AR lessons. Leadership on Hackney has similarly improved T&L and pupil outcomes. The Y7 PP attainment gap had decreased from a -0.4 gap to +0.03 indicating +0.43 improvement.The school plans to continue with the scheme in order to support the continued progress of vulnerable students and build on the success thus far. JPD is to continue for staff alongside continued evaluation of the scheme to ensure SOL are effective.£3000
A. Improved Year 7 literacy progressStudents identified as not making sufficient progress will be given additional Accelerated Reading. This will focus on students eligible for PP but may also include others as well.Data from morning interventions demonstrates an average +9.8 months’ growth. The consistent approach to reading intervention is delivered by the specialist team of Literacy Coordinator, Library Manager and TAs & offers successful support of PP students. The Literacy Lead and AR Lead use live data to identify key Y7 PP students and all other ‘at risk’ Y7 students for intervention. Additionally, the identified groups are targeted for IDL and inference Training. The impact of this data shows a range of improvement from+3 months to + 1yr 4 months, delivered over 10hrs of teaching.This year, the literacy coordinator has plans to expand the literacy interventions to target more students. In addition, the literacy coordinator has plans to continue to raise the profile of literacy across the curriculum. Greater and more frequent tracking of PP students on AR will take place.£42,917
5. Review of expenditure - Previous Academic Year 2018-19 - ii. Targeted Support
Desired outcomeChosen action/approachEstimated impact: Lessons learnedCost
Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.(and whether you will continue with this approach)
B. Improved outcomes for higher band PP students.All Curriculum Areas will receive additional resources to ensure that all PP eligible students have full access to resources and opportunities. Curriculum Areas will be able to personalise opportunities for students using additional resources.The gap between P8 scores for all compared to PP students has diminished slightly to -0.808. Students’ average points increased in 2019 compared to 2018 in Computer Science, Dance, English Literature, Food, French, Geography, German, History, Maths and Science and gaps have also diminished. In Combined Science and English Literature, the percentage of HAPP students attaining grades 9-7 increased. In Computer Science, HAPP students performed as well as all students. In Food HAPP students outperformed others.The school will continue to make funds available to curriculum areas to enhance and support the progress of vulnerable students. This approach and flexibility will allow curriculum leaders and teachers to continue to respond to individuals needs and positively support personalisation within the classroom and across the curriculum. A greater emphasis will be placed on the specific targeting of higher band PP students to ensure that the funding increases the impact on the progress of this focus group.£15000
B. Improved outcomes for higher band PP students.All PP students will have the opportunity to access Higher Education resources through either visits to sites or visits from organisations. In addition, students will be given the opportunity to participate in the ‘Brilliant Club’ project, linking students with undergraduates, to complete university type projects or the ‘Discover Us’ project run by Sheffield University.The continued development of the careers programme to include more visits to a range of educational establishments has had a positive impact on the NEET figures with the % of NEET students decreasing year on year. 2014 4.27 2015 3.1 2016 3 2017 2018 1.1 0.74 .All students successfully completed the Brilliant Club programme achieving either a 1st, 2:1or 2:2.Whilst the impact can be seen in the reduction of NEET figures it is yet to be seen where this has an impact on attainment overall. This approach will continue as the value it adds to student’s experience, aspirations and cultural capital is regarded as positive when evaluated by students. These programmes provide students with experiences they would otherwise not be exposed to.£5,000
B. Improved outcomes for higher band PP students.PP eligible students will be targeted to attend additional visits to theatres etc. to further engage students in literary activities.All PP students take part in all cultural English Visits across Y10 and Y11 with 100% attendance. There are two visits over a two- year period. Impact of this initiative on APS is from APS 4.14 in Jan’19 to APS 4.43 in April ’19, +0.29 growth. The impact of the project alos demonstrates a range of grade improvements for individual students of anything between 1 to 3 grades.The school will continue to fund additional visits. Impact will be monitored going forward to ensure that the experience continues to positively contribute to vulnerable student’s engagement and progress.£3000
D. Improve outcomes for PP eligible students in English and mathematics.HLTAs in both English and maths departments will focus on improving outcomes for PP students. This will involve in class support, 1:1 sessions and small group activities. In addition, all students will participate in English masterclass sessions with an English Consultant as well as attending additional revision conferences.The Maths HLTA has worked with small groups of students to give additional support where necessary. Outcomes at 9-4 have improved by 41% with 56.4% of PP students achieving these grades. The percentage of students achieving grades 5- 9 has also increased by 45% with over 33% being awarded these grades compared to 18.2% in 2018. In English Language, almost twice as many PP students achieved grades 9-5 compared to the previous year leading to a reduction in the performance gap between PP and all students.This year we will offer holiday interventions in English but with a narrowed focus. English will be targeting PP/Boys as a primary focus. With the addition of a full time Maths HLTA a timetable has been put in place this academic year to focus more closely on the support of PP students. The Math’s HLTA will be working with small groups in Y11, supporting and running the morning registration intervention sessions (Tue and Thur). In addition, the HLTA will be supporting in class to ensure that PP students are specifically targeted for support in order to improve performance.£21,586
C. Improve outcomes across all curriculum areas at KS4 for students eligible for PPAll Curriculum Areas will receive additional resources to ensure that all PP eligible students have full access to resources and opportunities. Funds will be used to support students in a wide range of activities as well as possibly funding specific training issues for staff.Whilst the gap between P8 scores of all and PP students has increased, the performance of middle and lower group PP students has improved both in attainment and progress. In achieving grades 9-4, gaps were diminished between all students and PP students in Biology, Drama, German and Maths. At 9-5, the gaps were reduced in English Language and Maths. In PE, PP students’ performance was better than others at grades 9-4 and 9-5 and in Computer Science, PP students performed better than others in all measures. Over all subjects, in comparison to 2018 results, the gaps between PP and all performance at grades 9-5 was diminished.The school will continue to make funds available to curriculum areas to enhance and support the progress of vulnerable students. This approach and flexibility will allow curriculum leaders and teachers to continue to respond to individuals needs within the classroom and across the curriculum. In addition to resources the school will implement and develop the use of PP profiles to highlight the barriers to learning for individual PP students to support teachers and departments in removing barriers to learning. There will be ongoing review of the efficacy of this approach through HoCAs own analysis of PP bids.£14, 300
5. Review of expenditure - Previous Academic Year 2018-19 - iii. Other Approaches
Desired outcomeChosen action/approachEstimated impact:Lessons learnedCost
Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.(and whether you will continue with this approach)
C. Reduce the number of exclusions involving PP studentsThe school has created PHASE – its own support area designed to give students access to behaviour trained staff who can work on building their skills before behaviour leads to exclusion. Funding will continue to support the position of PHASE manager who will liaise with pastoral teams and students/ families to provide the most appropriate levels of support. The school has also built links with other schools through the TCT and BAMBER.Exclusion rates for PP students is higher than that of non-PP students however whole school exclusion rates overall have decreased since 2018. The number of PP students permanently excluded has decreased by 100% since 2018. The number of PP students receiving a fixed term exclusion has reduced by 28%, repeat PP exclusions has reduced by 25% and the number of days lost by PP students due to exclusion has been reduced by 18% since 2018. Whilst PHASE did not prevent some students from being excluded, other students have managed to successfully reintegrate back into mainstream lessons. PHASE also provided the opportunity for PP students to follow a personalised pathway, which ensures that PP students with specific needs leave with positive outcomes.A personalised program for each student is key along with communication with all staff and the link with parents for effective work to be carried out. The PHASE manager will continue to support students and develop further Workshops to support the wider PP cohort. The provision is still under review after changes to the original plan and continues to evolve to meet the individual needs of PP students and the school.£6000 £15,149
C. Improve attendance of PP eligible students across all years.Each year group will continue to have a non- teaching ALSA with the responsibility to improve attendance in their year.The attendance of PP students continues to be below that of non PP students however the gap has continued to narrow over a 3 year period. 15/16 16/17 17/18 18/19 Gap 3.86 2.87 2.8 1.83ALSAs are continuing to be provided through the PP funding. Their focus will remain on ensuring the most vulnerable attend regularly and families are supported to enable them to make sure this happens.£81,794
C. Improve attendance of PP eligible students across all yearsThe school will continue to use reward schemes to promote positive attitudes and behaviour.After evaluating the VIVO’s system, through student voice, it was clear that students did not value the current system and as such, it was having a limited impact in successfully rewarding students or promoting positive attitudes and behaviour.After surveying students, it was clear that the VIVO system was not popular and therefore the impact of its success was limited. As a school we have now decided to move away from the VIVO system and implement an in house school rewards system. This system will be evaluated again in order to evaluate its impact in 19- 20.£5000
D. Improve aspiration, personal, social and life skills for students eligible for PP.The school will provide a broad PSHE and Enrichment curriculum through dedicated PSHE and Enrichment days to provide PP students with increased opportunities to expand their aspirations, personal, social and life skills to improve attitudes to learning.All PP students got the opportunity to take part in enrichment visits and extra-curricular activities. Feedback from the School Council was very positive highlighting the positive impact that the additional opportunities has had on individual student experiences. Visits to further educational establishments also proved successful with the feedback indicating that many PP students now considering university thus raising aspirations.Visits will continue to take place this year. The PSHE coordinator will continue to evaluate the provision for students on PSHE days and Enrichment week to ensure students are provide with a broad range of experiences. Further analysis will be developed to improve the tracking of PP students attitude to learning to monitor the impact on this element.£1000