pupil premium strategy statement - baines...
TRANSCRIPT
Pupil Premium Strategy Statement
1. Summary information
School Baines School
Academic Year 2017 18 Total PP budget 123,685 Date of most recent PP Review N/A
Total number of pupils 893 Number of pupils eligible for PP 174 Date for next internal review of this strategy JAN 2018
2. Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving 4+ in both English / Maths (2016-17 only) 19% 70%
% achieving 4+ in 2 sciences (2016-17 only) 15% 54%
Progress 8 score average -1.69 -0.62
Attainment 8 score average 24.5 45.22
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
B. Behaviour issues across PP pupils resulting in higher exclusion rates compared to non PP pupils.
C. Curriculum which is traditional therefore prevents high achievement through KS4 for PP pupils within the Lower & Middle attainment bands, school to explore a vocational route
to meet the needs of ALL pupils.
D. Literacy & Numeracy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them making good progress throughout each academic year.
E. All ability level PP pupils who are eligible for PP are making less progress in KS4.
F. Staff pastoral awareness which prevents good & outstanding teaching and learning to some PP pupils across all subjects and classes.
External barriers (issues which also require action outside school, such as low attendance rates)
A. Attendance rates for pupils eligible for PP are 93.5% (below the target for all children of 95%). This reduces their school hours and causes them to fall behind on average.
4. Desired outcomes (desired outcomes and how they will be measured) Success criteria
A. Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees (PA) among pupils eligible for PP from 17.1% to 16%. Overall attendance among pupils eligible for PP improves from 93.5% to 95% in line with ‘other’ pupils.
B. Behavioural issues across PP pupils addressed.
Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards). Reduced number of exclusion days for PP pupils. Improved parental engagement through a more transparent & proactive tutor/HOH system. Mentor invited to parents evening and formal meeting arranged in order to actively increase parental engagement & support in place. Review and embed a new exclusion provision. Baines fixed term exclusion % with 1 or more exclusions to be brought in line with national figure.
Fixed term exclusion % with 1 or more exclusion
BAINES NATIONAL
2015/16 4.34 3.97
2016/17 Raise on line Dec 17
Raise on Line Dec 17
C. Curriculum development for 2018/19 options & KS3.
Y10 PP & Non PP pupils start 2018/19 academic year with a more pupil centred curriculum. Higher progress 8 figure recorded for ALL pupils. Pupils actively linked into career pathways from a younger age and channelled into KS4 career choices through a more tailored curriculum.
D. High levels of progress in literacy and numeracy for Year 7 pupils eligible for PP. EP 100% EP+ 40%
Pupils eligible for PP in Year 7 make the same progress by the end of the year than ‘other’ pupils so that at least 40% exceed progress targets and 100% meet expected targets.
E. Improved rates of progress across KS3 & KS4 for ALL pupils eligible for PP.
Pupils eligible for PP identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 3, so that 100% or above are on track for 4 levels of progress by the end of KS4. Where they are not, departments are
putting in place immediate interventions, monitored by
heads of departments (HOD) and senior team both in KS3 & 4. Staff CPD - On Self regulation and indepenent learning – Independent speaker. Independent learning culture developed and sustained.
F. All staff have a more in-depth knowledge and awareness of individual pupil needs and their barriers to learning. PP ICON in place for staff to access knowledge about each individual very quickly. A wave (1-2-3) system in place within the icon. Staff presentations taken place in order to inform them of the possible barriers to learning.
5. Planned expenditure
Academic year 2017-18
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcome Chosen action /
approach
What is the evidence and rationale
for this choice?
How will you ensure it is
implemented well?
Staff lead When will you review
implementation?
D - Improved literacy &
numeracy progress
CPD on using
Accelerated Reader
effectively and
developing questioning
techniques to follow up
text reviews – develop a
bank of specific
resources to use for
follow-up to assess the
components of
language.
Components of language identified as an area of weakness from moderation. Schools in the English network have successfully trialled this approach. Accelerated Reader was shown to
have a positive impact in an
independent evaluation.
HOD to oversee resources and
scheme development with KS3
lead for English and SENCO.
Librarian to run an annual report
on accelerated reader programme
in order to justify annual
implementation.
Head of KS3 English –
CDS
Lead Librarian
Feb 2018
£3000 for programme
CPD - £500
E - Improved progress
for all PP pupils across
all ability levels
Staff training on high
quality feedback to be
delivered by GMS/CRO
Y11 PP mentoring by
key staff in which
feedback in embedded.
We want to invest some of the PP in
longer term change which will help all
pupils. Many different evidence
sources (including Sutton Trust
Research) suggest high quality
feedback is an effective way to
improve attainment, and it is suitable
as an approach that we can embed
across the school.
High impact for low cost.
GMS lead on T & L - Feedback placed as a priority in departmental development plans. Teaching & Learning walks and high quality book review by SLT & HOD’s SLT observations
GMS/CRO/
HOD
HOD/AMK/SWT/MHA
Feb 2018
F – Improved pastoral
awareness in order to
accelerate progress
and close the
attainment gap.
ICON in place on school
network.
Regularly updated
ICON in line with recent
academic monitoring
and attendance data.
Staff verbal feedback on gaps in
knowledge regarding PP pupils
‘barriers to learning’
Staff presentation
Staff feedback
Attainment gap to close
ACH MHA RWE
WCP
Feb 2018
ii. Targeted support
Desired outcome Chosen action /
approach
What is the evidence and rationale
for this choice?
How will you ensure it is
implemented well?
Staff lead When will you review
implementation?
English
D - Improved Y7, 8, 9,
& 10 Literacy
KS3 & Y10 intervention
delivered through IDL
programme during form
time.
English intervention
during KS3 class time.
Lower than average Y7 attainment
scores for pupils eligible for PP.
Y10 also still in the IDL programme to
ensure targeted support.
Progress scores recorded on a
half termly basis.
JIN Dec 2017 / Easter 2018
July 2018
£4173
£2280
D - Improved Y7,8,9
Literacy
Nurture groups in
place within KS3
English classes
Sutton Tool Kit provide some evidence
that slightly smaller groups are of
positive residual for the low achievers
and those from the lower socio-
economic status.
Academic Monitoring CDS Dec 2017
£3990
E - Literacy KS4
intervention
programme to be
introduced targeting
pupils with lower than
expected reading age.
JWA to co-ordinate a
programme in form time
which is to broaden
individual reading.
Weak literacy is a proven barrier to
learning across all academic subjects.
JWA review termly on an annual
basis.
Form time delivery
.
JWA March 18
Start Jan 18 – Tomlinson
House – Pilot
Reviewed Feb 2018 –
MHA/JWA
Maths
D - Improved Y7, 8 & 9
numeracy
D - KS4 numeracy
KS3 numeracy
intervention (1-3 & up
to 1-6) delivered
through a bespoke
numeracy programme.
KS4 nurture group in
place for Maths classes.
place for maths classes
place with KS
delivered by BSP - 3
term approach.
Lower than average Y7 attainment
scores for pupils eligible for PP.
+3 months EEF evidence –smaller
classes.
Progress scores recorded on a
termly basis.
Progress scores recorded on a
half termly basis.
JIN/BSP
CSH
Dec 2017
£9120
£3420
All Subjects
E - Improved rates of
progress across KS4
for pupils eligible for PP
KS4 Intervention
programme in place for
ALL pupils.
Jan 2018 Period 6 in
place
Oct 2017 Life Skills
intervention in place.
+2 Month impact EEF evidence for
extended school time.
.
Registers/Attendance
(Compulsory) for period 6
GCSE outcome 2017/18.
ACH/AMK/SWT/HOD/PP
Subject co-ordinators
(Form Tutors)
Dec 2017 - Following the first
round of core subject
intervention from Oct half term
– Christmas 2017.
Total budgeted cost
iii. Other approaches iv.
Desired outcome Chosen action /
approach
What is the evidence and rationale
for this choice?
How will you ensure it is
implemented well?
Staff lead When will you review
implementation?
Attendance
A - Increased
attendance rates.
Pastoral manager
employed to monitor
pupils and follow up
quickly on truancies.
First day response
provision.
HOH parental meeting
to take place when
second monitoring
period for a pupil is
allocated.
School attendance
panel set up in order to
review PA pupils on
third monitoring period.
We can’t improve attainment for
children if they aren’t actually
attending school. NfER briefing for
school leaders identifies addressing
attendance as a key step.
Thorough briefing of pastoral
manager about existing absence
issues.
Assistant head & pastoral
manager will collaborate to ensure
existing provision and standard
school processes work smoothly
together.
Same day calls about progress for
target students and reduced
timetable integration programme
to ensure students attend on a
regular basis, building to full
timetable. Personalised support
and assertive HOH assigned to
each PA pupil eligible for PP.
Attendance discussed fortnightly
with pupil and tutor/mentor.
Letters about attendance to
parents / guardians. Pastoral
manager to visit all PA at home to
discuss attendance with parents /
guardian and explore barriers to
learning.
HHA/MMG
School Attendance
Governor
Every Half term – Attendance
Report for Governors
£32,000
Behaviour
B - Improved
behaviour & reduced
exclusion rates for PP
pupils.
WHOLE SCHOOL
C1-C4 Blip policy altered and in place. MMG
Internal exclusion option in place and runs from 9am-4pm – Jan 20b18.
The EEF Toolkit suggests that
targeted interventions matched to
specific students with particular needs
or behavioural issues can be effective,
especially for older pupils.
Ensure identification of pupils is
fair, transparent and properly
recorded.
Use pastoral support to engage
with parents before intervention
begins.
MMG
HHA
HOH
HOH
Reduced timetables in place in order to reintegrate at ‘risk pupils’ following lengthy exclusions or returning from alternative provision.
HOH
Accountability of HOH - LEVEL 2 BLIP parental meetings. Pastoral
Targeted interventions in place ranging across a number of different projects E.g. D of E access
R. BLAKE (Mentor)
Formal meeting
arranged in order to
actively increase
parental engagement &
support in place of his
wave 3 pupils.
Monitor behaviour but also monitor
whether improvements in
behaviour translate into improved
attainment.
Achievement/effort points to be
tracked half termly through
mentors employed and HOH.
Roy Blake to formally meet all
parent/carers whose child receive
1-1 mentoring.
HOH/MENTORS/
ROY BLAKE
Oct 2017 – Deadline for first
cohort
£4560
D - Improved Y7 & 8
Literacy
Peer Tutoring by 6th
form pupils, D of E Y9 &
Y10 pupils, volunteer
parents & governors.
Sutton Tool kit identified that this can
have high impact at low cost and is
based on extensive research.
Progress measurement every term
by peer tutoring team and reported
to MHA.
KEG & 6th FORM
TUTORS/JWA/MHA
Easter 2018
£120 – 4 hours Pupil Training
B & A – Behaviour &
Attendance
D of E access for Y9 &
5 Y11 PP pupils.
Low expectations and low self-esteem
have been identified as a barrier to
learning through the Baines School
stakeholder group.
Measured through behaviour
points and % completion rates of
Bronze D of E & attendance
records.
KJN/ABD Termly
£500
B & A Music lessons for PP
pupils.
Low expectations and low self-esteem
have been identified as a barrier to
Behaviour & Attendance points
recorded termly.
HOD ½ Termly
£1500
learning through the Baines School
stakeholder group.
B & E Careers focus on all
PP pupils and a
university trip for Y8 & 9
pupils. A full career
programme to develop
& sustain.
Y11 careers advisor in
place.
Low expectations and low self-esteem
have been identified as a barrier to
learning through the Baines School
stakeholder group.
Pupil questionnaire to record data
from pupil voice following trip.
SWT/MHA/KJN
KJN
£1000 – University trip
Dec 2017
£1700
A & B Summer School +3 months impact (EEF) Behaviour/Achievement &
Attendance figures
MHA/RFN End of Academic Year.
£2000
A & B External Mentoring of
high attaining PP
cohort
Meta cognition and self-regulation
focus from mentors.
High impact for low cost – (EEF)
Mentor feedback / Academic
monitoring termly recorded
Pupil questionnaire
PCN/HOH/HOD Termly
Training of additional mentors
- £500
C Curriculum
development
Progress 8 attainment figures of option
choices recorded at -2.20 residual.
Overall progress 8 for PP = -1.69
Staff training and recruitment ACH/SLT/Governors
Total budgeted cost
6. Review of expenditure
Previous Academic Year 2016-17
i. Quality of teaching for all
Desired outcome Chosen action /
approach
Estimated impact: Did you meet the success criteria?
Include impact on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this approach)
Cost
PP identification PP pupils identified
clearly on SIMS
registers.
Staff have a clearer picture of PP barriers to learners.
Adapted Teaching & Learning.
Time must be saved by working with IT specialist.
Book scrutiny 20% of all books
identified as PP.
High quality feedback is an effective way to improve
attainment, and it is suitable as an approach that we
can embed across the school.
High impact for low cost.
Quality of feedback given from classroom teachers has to be more
specific and of a higher standard.
Follow up of MRI from pupils has to be embedded across all
departments.
ii. Targeted support
Desired outcome
Chosen action /
approach
Estimated impact: Did you meet the success criteria?
Include impact on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this approach)
Cost
D - Improved Y7 & 8, 9
Literacy
English
IDL Programme
introduced during form
time
English intervention
KS3 (1-1/2/3)
Accelerated Reader
IDL
10 PP Pupils took IDL programme
- All pupils made progress
English Intervention
11 PP Interventions undertaken Y7 / 8
- 8 Made Progress
Y7 + 7 Months Average Reading Age Development
Excellent calm approach and well attended in form time.
½ Y8 continue programme not all year. Extend training.
£599 +
£199 +
£3375
(Staffing)
£3000
D - Improved Y7 & 8, 9
Literacy
Nurture group
programme within
timetable lessons for
English
Feedback suggests staffing is the key. Identify the correct member
of staff to lead the group.
£3990
D - Improved Y7, 8 & 9
numeracy
Maths
1-1 1-2 1-3 Bespoke
intervention timetable
programme in place for
Maths
51 Interventions took place
47% made progress of 1 or more level
Transition from Y9-10 is very weak and pupils allowed to drift up to
Jan Y11.
No connection between tutor and parent.
Disengagement from some pupils went unchallenged.
£9120
E - KS4 intervention
programme
All subjects
- Life skills –
Form tutor
intervention
- Fri P5
intervention
Offered too late – so little impact
No cohesive plan and structure in place for
English/Maths & Science.
PP Co-ordinator needs to ensure English/Maths/Science
interventions are in place with immediate effect from Y10 for core
subjects. Liaise with HOD/ Subject PP co-ordinators/ HOY/Head
teacher.
Form
Tutors (9)
10/Wks./
Hours
each =
£2700
iii. Other approaches
Desired outcome Chosen action /
approach
Estimated impact: Did you meet the success criteria?
Include impact on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this approach)
Cost
A) Improve Y7 PP
attendance
Maintain Y6 summer
school funding and
places.
Y6 pupils still offered a
one-week free place at
summer school. Y7 & 8
PP Wave 3 pupils
offered 1-week free
place.
Annual MEAN figures – 2016-17
YEAR Attendance Behaviour Points
Achievement Points
7 97%
3.25 43.3
8 99%
98.5 10
9 96.30%
21.66 9.3
High attendance rates above 95% target
Cost of 2 weeks is now difficult to sustain due to withdrawal of
government funding in 2015/16. 1 week offered to 2016/17 Y6
cohort. Cost is sustainable for the 1 week.
Additional places for Y7/8 students still in place for wave 3 PP
pupils.
Continue.
£2000
A- Attendance Gap to
close between Non PP
and PP.
HOH to monitor 40%
PP pupils in relation to
poor attendance.
2015/16 School Gap = 3.1
2016/17 School Gap = 2.8
+0.3 Residual
Not enough 1-1 parent meetings taken place.
HOH accountability / Pastoral manager accountability.
Continue but improve through more parent meetings and
accountability. 2017/18 – Procedure -
1) First HOH monitoring phone call made.
2) Second HOH monitoring parental meeting must take
place.
3) SLT//Governor attendance panel required.
place.
£2280
High attainment band
PP pupils who are
eligible for PP are
making less progress
in KS4 – Raise on line
2015/16
Y10 G & T mentoring
programme.
4 pupils identified and
mentored by governor
(PCN) throughout
Y10/11
2016/17 progress – AM – June 2016/17
4 students –
BELOW ON ABOVE
A 6 4 0
B 1 3 7
C 2 8 0
D 2 5 4
1 (c) Pupil achieved silver in the D of E
Embed programme into KS4 programme.
Widen the programme across KS3 and all attainment bands in
KS4 PP and across a wider field of mentors from governors, local
business people & the military.
Only in 2nd year of cycle so full review not viable but expected
progress is evident.
Continue.
G & T co-
ordinator
£150
Homework club
D – Literacy &
numeracy KS3
Progress
B – Behaviour
A-Attendance
Homework Club
No evidence of intervention can be provided. No real strategic focus on identifying which PP pupils really
require homework club access and therefore the limited access
which can be a barrier to learning is not being identified.
More strategic and clear pathway in identifying targeted pupils to
attend – Letter sent home to parents – Attendance recorded on
SIMS – Pupil questionnaire/Interview.
Continue but ensure it is bespoke.
£2850
Life Coach
Behaviour
Attendance
Life Coach 2016/17 –Y11 Progress Scores
Minus Residual progress 8 value recorded.
SWOT analysis done at the end of the summer 2016/17 with RBE
& MHA regarding his work. – Continue.
Findings -
Parental contact is a limitation.
SIMS Access was not provided.
No formal meeting with any member of staff took place
on a weekly basis.
All mentoring must go through MHA / HHA / CRO.
£4560
Attendance/Behaviour
D of E
Music Lessons
Numbers enrolled = 2
Numbers completed = 2 = 100% 1 Bronze 1 Silver
Behaviour points/achievement points and attendance
all + residual on pupils who received lessons.
Clearer pastoral communication on the selected cohort for
following year (MHA/HHA/Army Mentor)
Continue with the programme & expand.
KS3 and KS4 impact is very positive and will continue to the
support.
£100
£1500
KS4 Progress
External provision
External provision –
Pupils educated off
site.
(10 pupils)
Very poor academic outcomes for 2016/17 cohort who
were educated off site.
A more settled school environment for pupils at school
due to a reduced number of behavioural issues within
the year group.
Ensure a stronger link and more formal contact takes place
between Baines school and external provider.
10 = Is a high number so a more targeted approach (HOH/AMK).
1/2 termly reports to be in place.
Key staff identified as the mentor and full control of the
programme.
Ensure each pupil/s take all exams expected in summer 2017/18.
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
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