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Pupil Premium impact

September 2016 – August 2017 Allocation £426,360

Students eligible to receive this funding are in four groups:

• students entitled to free school meals (FSM),

• students that have been entitled to FSM during the last six years (Ever6),

• children in care or looked after (CLA)

• services children.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The level of the premium in 2011-12 was £488 per student. It increased to £623 in 2012-13. The Government increased this further in 2013-14 to £900 and £935 in 2014- 2015. From April 2012 the Pupil Premium was extended to include children who had been eligible for free school meals at any point in the last six years (FSM 'Ever 6'). Secondary schools will continue to receive £935 for secondary FSM 'Ever 6' pupils for 2015-16 and 2016-17.

Children who are looked after attract a higher rate of funding than children from low-income families. This is known as the ‘pupil premium plus’, which is currently £1,900 per pupil and will remain at this rate for 2015-16. This is to reflect the unique challenges looked after children face at school where they often struggle to keep up with their peers at both primary and secondary level.

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2016 – 2017: 40% of Ashcroft’s students are in the FSM/Ever6 cohort (22% FSM and 18% Ever6). This is significantly above the

2015 – 2016 national figure of 29.0%. There are 10 CLA (0.8%) and no services children.

There are 273 FSM students in our cohort (61 in Y7, 59 in Y8, 63 in Y9, 51 in Y10 and 39 in Y11). This cohort changes weekly by one or two students as financial circumstances change for their families. We also have 223 Ever6 students and 10 CLA. This information is up-to-date in September 2016. An action plan was drawn up to address the identified needs of the cohort and to establish a time frame for monitoring the impact of the provision.

Key Priorities

Our core aim is to raise the attainment and progress of students eligible for pupil premium funding, particularly in English and maths.

Success Criteria:

Improved levels of attainment in English and maths which are above the national average for students eligible for pupil premium funding.

Close the attainment gaps relative to non – pupil premium students nationally

Enhance reading, writing, mathematics and communication skills

Engage and develop learning through extra-curricular provision

The staff have a clear focus on improving outcomes for all disadvantaged students.

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Pupil Premium Spending Plan

September 2016 – August 2017 Allocation £426,360

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Pupil Premium used for:

Amount allocated to the intervention / action.(£)

Is this a new or continued activity/cost centre?

Brief summary of the intervention including details of year groups and students involved, and the timescale.

Intended Outcome

How will this activity be monitored, when and by whom? How will success be evidenced?

Actual impact: What did the action or activity actually achieve?

Evaluation period: August 2016

Extra teaching capacity during school week to support English, maths and science intervention to improve GCSE results.

£40,790 Continued

Year 11 students will receive additional support in core subjects to ensure they achieve the best GCSE outcome.

Students will focus on fewer subjects to ensure that each student in year 11 achieves the best possible GCSE outcome.

½ Termly by raising standards team – Data tracking sheet will show progress.

Headline template and year 11 reports continue to indicate the fine level grades for each student. This is used to identify the appropriate intervention for each student.

30 pupil premium (PP) students received additional English in one of their option blocks. 38 PP students received additional maths in one of their option blocks. 13 PP students received additional science in one of their option blocks.

Summer 2017 GCSE results show that 42% of PP students achieved 5A* - C grades in 5 or more subjects including a grade 4 in English and maths.

School results show a 4% increase compared to the 2016 school GCSE results for PP students (38%). Female PP students achieved significantly better (53.7%) than male PP students (27.6%).

The gap between non PP students and PP students has decreased by 14.2% from -27% in 2016 to -11.8% in 2017 when comparing 5A* - C grades in 5 or more subjects including English and maths grade 4. This gap is now

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significantly narrower than the national gap in 2016 of 27.4%.

Attainment 8 (A8) and Progress 8 (P8) figures are published for state-funded schools for PP students and non PP students. Based on 2016 national results the A8 score for PP students was 41.1 compared to 53.3 for non PP students, a gap of -12.2 points. Ashcroft 2017 results show the A8 score for PP students as 44.6 compared to 47.3 for non PP students, a gap of -2.7 points. This gap is 9.5 points narrower than the 2016 national average gap.The A8 score for PP females was 49.9 and for PP males 36.8.

Based on 2016 national results the P8 score for PP students was -0.38 compared to 0.10 non PP students, a gap of -0.48.

Ashcroft 2017 results show a P8 score for PP students as 0.223 compared to 0.179 for non PP students.

Based on the P8 measure 2017 GCSE results show PP students have made +0.044 more progress than non PP students.

PP students at Ashcroft have also made +0.123 more progress than non PP students made nationally based on 2016 national results for P8 (0.10).

After school hours English 1:1 / small

£15,285 Continued

1:1 sessions with year 11 students not working at their

KS4 students to achieve their target

Every 4 weeks –Subject Leader-Year

2017 GCSE English results show that 55% of PP students achieved a 9-4 grade compared to 67% non PP students.

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group intervention delivered by permanent English staff.

target grade. grade. 11 tracking sheet

The school gap between non PP students and PP students has decreased by 2% from -14% in 2016 to -12% in 2017 when comparing 9-4 (A-C) grades in English.

Extra teaching capacity for staff to deliver English 1:1 intervention for all LAC students.

£16,750 Continued

Timetabled lessons once a week for 10 LAC are in place.

Personal learning charts are used to identify the topic areas that need improvement

½ Termly –Subject Leader – English tracking sheets.

4 LAC students received 1:1 sessions in English. 25% of the LAC in year 11 achieved a 9-4 grade in English and 100% achieved a 9-1 grade.

Continue to employ a full time English graduate to deliver English intervention sessions.

£21,375 Continued

Coaching year 11 students to prepare them for GCSE exams.

Also working with groups of KS3 pupil premium students with a scaled score in reading of less than 100.

KS4 Students to achieve their target grades.

KS3 pupil premium students to meet the expected standard of 100 in reading by the end of the academic year.

Every 4 weeks –Subject Leader-Year 11 tracking sheet.

½ Termly –Subject Leader– English tracking sheets.

2017 GCSE English results show that 55% of PP students achieved a 9-4 grade compared to 67% non PP students.

The school gap between non PP students and PP students has decreased by 2% from -14% in 2016 to -12% in 2017 when comparing 9-4 (A-C) grades in English.

19% (8/42) of year 7 PP students who started with a scaled score in reading of less than 100 have now met the expected standard and have achieved a scaled score of 100 or above in reading. Students still not meeting the expected standard continue to receive intervention.

73% (27/37) of year 8 PP students who started with a KS2 English score of 4c or below are now working on track or above in English. Students still not meeting the expected standard continue to receive

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intervention.

1 additional English TA to support pupil premium students in lessons.

£18,275 Continued

Working with PP students not reaching their target grade.

PP Students to achieve their target grade.

½ Termly – Faculty tracking sheets – Subject Leader.

2017 GCSE English results show that 55% of PP students achieved a 9-4 grade compared to 67% non PP students.The school gap between non PP students and PP students has decreased by 2% from -14% in 2016 to -12% in 2017 when comparing 9-4 (A-C) grades in English.

After school hours maths 1:1 / small group intervention delivered by permanent maths staff.

£18,785 Continued

1:1 sessions with year 11 students not working at their target grade.

KS4 students to achieve their target grade.

Every 4 weeks –Subject Leader-Year 11 tracking sheet

2017 GCSE maths results show that 55.2% of PP students achieved a 9-4 grade compared to 67.4% of non PP students.The school gap between non PP students and PP students has decreased by 10.8% from -23% in 2016 to -12.2% in 2017 when comparing A* - C grades in maths.

Continue to employ a full time maths graduate to deliver maths intervention sessions.

£15,765 Continued

1:1 sessions and small group withdrawal of year 11 students not working at their target grade.

KS4 students to achieve their target grade.

Every 4 weeks – Subject Leader -Year 11 tracking sheet


1 additional maths TA to support pupil premium students in lessons.

£15,865 Continued

Working with PP students not reaching their target grade.

PP Students to achieve their target grade.

½ Termly – Faculty tracking sheets – Subject Leader.


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Deputy Headteacher for each house conducts individual assertive mentoring (AM) meetings with year 11 pupil premium students each half term to discuss their performance towards learning goals and becoming an effective learner.

£5,500 Continued

All year 11 pupil premium students will receive 1:1 assertive mentoring meetings ½ termly.

Barriers to progress will be identified and appropriate intervention set up.

½ Termly by raising standards team – Data tracking sheet will show progress.

AM meetings have continued to take place and barriers to learning continue to include too many subjects and lack of time allocated to home study. These barriers are being removed by:-Reducing the number of subjects some students are taking and providing additional maths and English lessons during option periods.-Tutors have continued to work with tutees to produce effective home study timetables. This is reinforced during assertive mentoring interviews and PPE meetings.-Diagnosis, therapy and testing (DTT) is being implemented and Wave 1 intervention has been identified.

40% of year 11 students were PP students. The P8 measure for pupil premium students was +0.223. The school’s P8 score was calculated as the average of its students’ Progress 8 scores. It gives an indication of whether, as a group, students in the school made above or below average progress compared to similar pupils in other schools. +0.223 is a positive score and indicates that the PP students made more than expected progress. The P8 score for non PP students was +0.179 which shows thatPP students made +0.044 more progress than non PP students.


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Working with Future First to develop an alumni community. Future First helps schools and colleges to harness the experiences and skills of their former students to support current students with academic progress and personal development.

£2000 Continued

A network of past pupils with valuable experience will be developed and help Ashcroft broaden current students’ jobs horizons and equip them for the world of work. Former students will also be identified to support the academic achievement of some students.

Students will be inspired to achieve by working with someone who went to the same school, grew up in the same community and has achieved a fulfilling and satisfying job. It will help them to see it is possible for them too.

½ termly reviews with Future First and Deputy Headteacher.

Deputy Headteacher and 2 other teachers have continued to work with Future First to develop an alumni community. Alumni will be chosen and contacted about different opportunities to support Ashcroft students next academic year. 232 former students have now signed up to the alumni community.

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Extra teaching capacity and training for staff to deliver Lexia intervention to support the reversal of low prior attainment in KS2.

£3,458 Continued

Pupil premium students in Year 7 and year 8 who have not made expected progress in English, using data obtained from feeder schools and using entry tests in September for year 7 and end of year assessment for year 8.

Lexia will accelerate the development of student’s critical foundation literacy skills and it will be effective in remediating struggling readers. Significant gains in reading achievement will be shown.

½ Termly – KS3 Intervention Co-ordinator and SL for English – Tracking sheets will show progress.

22 year 7 PP students and 5 year 8 pupil premium students received Lexia intervention 5 times a week during house time this academic year.

50% (11/22) of the year 7 PP students are now working on track and 100% (5/5) of the year 8 PP students are working on track.

Further books to be purchased at the appropriate interest and reading level to support the Accelerated Reader.

£3,565 Continued

All year 7 and 8 students and targeted year 9 students receive a timetabled lesson for AR in the LRC every week.

Students are able to search for books at their interest and reading level. Students read a book, take an AR Quiz, and get immediate feedback. Students then get excited and motivated

Teachers of each group monitor and manage students' independent reading practice.Teachers set personalised goals for each student. Teachers get reliable reports on

All year 7 and 8 students continued to receive a timetabled lesson for AR in the LRC every week. Teachers of each group monitor and manage students' independent reading practice and set personalised goals for each student. Teachers obtain reliable reports on reading comprehension, vocabulary and literacy skills.

Each student has now been assessed and has a NC level for reading and a reading age which will be used to measure progress and allow teachers to set personalised goals.

Out of 568 students tested, the reading ages of 384 have improved between the first and final test.According to the growth report 54 students

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when they see their progress.

reading, comprehension, vocabulary and literacy skills.

increased their reading ages by 2 years. 17 increased by 3 years. 5 increased by 4 years and 1 increased by 5 years. Additional intervention is in place for students not making expected progress.

Extra teaching capacity and training for staff to deliver the LIT Programme to support the reversal of low prior attainment in KS2.

£1,000 Continued

Timetabled lessons 3 times a week for year 7 students L4c and below in English.

Reading and writing skills will improve. Students will be equipped with strategies for learning and understanding. Accelerated progress so that students achieve a secure L4 by the end of year 7.

½ Termly – KS3 Intervention Co-ordinator and SL for English – Data tracking sheet will show progress

Further in-house training has taken place for all support staff on how to deliver the LIT Programme (a small group intervention that improves the reading and writing skills of struggling year 7 pupils by equipping them with strategies for learning and understanding, as opposed to just decoding, a piece of text). Timetabled lessons 3 times a week for 22 students including 9 PP students have been in place this academic year. 50% of all students who participated are now working on track in English. 78% of the PP students who participated are now on track in English.

Extra teaching capacity to deliver Reading Partners to support the reversal of low prior attainment in KS2.

£3,000 New Timetabled lessons 1:1 for 15 minutes twice a week for students in years 7 and 8 who have been identified as having low reading ages in the NGRT tests and Accelerated Reader star tests.

A programme which accelerates progress in reading through 1:1 sessions alongside parental engagement.

½ Termly – KS3 Intervention Co-ordinator and SL for English – Data tracking sheet will show progress

24% of year 7 PP students who started with a scaled score in reading of less than 100 and participated in Reading Partners have now met the expected standard and have achieved a scaled score of 100 or above in reading. Students still not meeting the expected standard continue to receive intervention.

73% (27/37) of year 8 PP students who started at 4c or below in English are now working on track or above in English. Students still not meeting the expected standard continue to receive intervention.

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Extra teaching capacity to deliver maths 1:1 intervention for all LAC students.

£13,245 Continued

Timetabled lessons once a week for 10 LAC are in place.

Personal learning charts are used to identify the topic areas that need improvement.

½ Termly –Subject Leader – Maths tracking sheets.

4 LAC students received 1:1 sessions in maths. 100% of the LAC students in year 11 achieved a 9-1 grade in maths.

Continue to employ a Maths tutor for 1:1 / small group intervention on an hourly basis.

£3,650 Continued

Working with year 8 pupil premium students L4c and below.

Students to be working at a secure L4 by the end of the academic year.


47% of year 7 PP students who started with a scaled score in maths of less than 100 are now working on track or above in maths. Students still not meeting the expected standard continue to receive intervention.

74% of year 8 PP students who started at 4c or below in maths are now working on track or above in maths. Students still not meeting the expected standard continue to receive intervention.

Maths 1:1/ small group intervention during tutor time with a maths teacher.

£5,675 Continued

1:1 with year 11 students underperforming in GCSE maths tests.

Year 11 students to achieve their target grade.

½ Termly – Year 11 tracking sheet.


Renew licence for Mathletics

£2,180 Continued

Pupil premium students are encouraged to participate in this intervention.

Mathletics will help students to enjoy maths and improve their results. It also

½ Termly Subject Leader

Progress to be monitored. Students have reported that they enjoy the Mathletics programme.

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develops a link between home and school.

Implement Mathematics Mastery with year 7 students

£6450 New All year 7 students will follow the Mathematics Mastery programme during lesson time. Mastery is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. A mathematical concept or skill has been mastered when a person can represent it in multiple ways, has the mathematical language to communicate related ideas, and

The aim of the mastery approach is not only about closing the gap between the highest and lowest achievers. The aim is to raise the attainment for everyone.This means more Students achieving the highest grades. More students loving and deeply understanding maths.More students – particularly


Every member of staff in the maths faculty has undergone training this year and all resources have been purchased. The Mathematics Mastery programme will be delivered and embedded from September 2017. The progress of students will then be monitored.

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can independently apply the concept to new problems in unfamiliar situations.

girls – feeling ready and inspired to continue studying mathematics (and maths-related subjects) beyond GCSE.

Production and implementation of peer intervention plans for pupil premium students in each tutor group. Intervention will focus on literacy, numeracy, behaviour and attendance.

£3,000 Continued

All students are paired appropriately with another student in their tutor group to act either as the tutor or tutee.

Both the tutor and tutee will benefit from peer support. Students will be paired with a 2 year gap, the best results are achieved when the low achieving students are paired with older low achieving students and high achieving paired with high achieving.

½ Termly Peer Tutors – Students will be able to spell and read words they previously couldn’t. Students will also improve their basic numeracy skills. Attendance and behaviour will also improve.

All tutor groups have continued to produce an improvement plan which includes the identification of students requiring support in literacy, numeracy, behaviour and attendance. Appropriate students have been identified to provide peer support for these students. Students have reported that having a peer mentor has given them more confidence and improved their literacy and numeracy skills.

Numeracy peer mentors

£350 New Peer mentors are allocated to tutor

Peer mentors will be

½ Termly Peer Tutors -

September 2016 44% of students knew their times tables from 1 - 12 including year 11.

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groups and assess student’s knowledge of their times tables.

provided with badges and their peers will receive certificates relating to progress made.

Students will improve their knowledge of their times tables.

August 2017 this increased to 57% not including year 11. Follow up tutor activities, practice at home, practice in lessons…don’t always use a calculator will follow. The impact of this will continue to take place termly to measure the improvement in the number of PP students who know their times table.

Continue to employ 4 House Support Assistants to deliver 6 week intervention courses to improve behaviour, attendance and academic achievement.

£24,895 Continue HSAs deliver programmes for students who have been identified as having attendance or behaviour issues. In these sessions, students learn strategies to deal with these issues.

Identified students know the fundamentals of staying calm and implement the skills that they have learnt to prevent any further behaviour issues.Students improve their attendance to+ 95% or a minimum of 3% improvement.

HSAs at end of each programme – student interview – behaviour log.

House Support Assistants have predominantly worked with year 11 PP students. The outcomes are as follows:




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MACK is a programme delivered in schools and colleges, with the aim of motivating and inspiring young people to be the very best they can be.

£3,550 Continued

The most vulnerable and least motivated pupil premium students to inspire them to discover their potential.

Students get to know themselves in group work situations, they start to understand how past and current experiences affect behaviour and mind sets.

Data capture before and after MACK programme.

MACK worked with a total of 35 students over a period from November 2016 to March and 36 students in the Summer term 2017. There have been a further 15 who have been involved on an ad hock basis, usually in a crisis management situation. The sessions were, in the main, 1:1 for 15/20 minutes on a weekly basis during term time; 40% of the students also benefited from group works at some point in the Spring term. The sessions took place in a private and safe space in school in the student support area. The appointments rotated so the students do did not miss the same lessons. The intervention also included some mediation with other students and staff.

75% of all students participating in the MACK (MOTIVATION, ASPIRATION, CONFIDENCE and KNOWLEDGE) programme were PP students. 100% of these students had a reduction in the number of behaviour points accrued throughout this intervention. All students

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identified for this programme were at serious risk of exclusion and the outcome was that none of the students who participated were excluded. Quote from one of the student “MACK changed my behaviour and now I can have a brighter future.”

Appoint 3 counsellors to work with identified students to develop social and emotional learning.

£47,660 Continued

Identified students and students who self- refer will receive 1:1 counselling sessions for a minimum of 6 - 12 weeks. Last academic year 50% of students receiving counselling were PP students.

Students’ psychological health and emotional wellbeing will be improved.

Core chart with pre and post scores relating to risk to measure progress and change.

Students have been provided with a safe, confidential space that has allowed them to explore issues that they may be having, and work through them by developing positive coping strategies. They have been empowered to find a voice and this has enabled them to build strong relationships at home and school. 100% of students who have received counselling have shown positive progress and change. 50% of these students are PP students.

Continue to employ two EAL Polish speaking teachers to deliver an effective personalised provision for students whom English is an additional language.

£42,275 Continued

20 Week Induction programme for students who are beginners in English. The students then progress to the elementary and intermediate programmes.

Intervention for year 11 EAL pupil premium students to prepare for exams.

Students’ confidence will grow and they will gain sufficient knowledge of English language to move to the elementary and intermediate groups and be confident to attend mainstream lessons.

½ Termly by EAL Co-ordinator – Data tracking sheet will show progress – Student interviews.

Students are gaining the foundation to learning English as a second language. Without basic understanding they are unable to progress.37 students have accessed the intensive language development programme.

24 students started the programme new to English and have progressed as follows:

- 1 student still working at new to English level- 9 students have early acquisition of English- 12 students are developing confidence in

English7 students started the programme at early acquisition level and have progressed as follows:

- 1 student still working at early acquisition level

- 6 students developing confidence7 students started the programme at developing confidence level and have progressed as follows:

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In class support. - 3 students are still working at developing confidence

- 4 students are now competent in English

Summer 2017 GCSE results show that 52.1% of EAL students achieved 5A* - C grades in 5 or more subjects including English and maths.

2017 GCSE results show that EAL students achieved 0.552 in the P8 measure. The Progress 8 score for PP EAL students was +1.01 and non PP EAL students +0.25. The P8 score for EAL PP students is significantly above expected progress and signifies outstanding progress.

In the A8 measure EAL PP students achieved a score of 51.1 and EAL non PP students achieved a score of 44.9.

There are currently 427 EAL students on role and 133 (31%) of these students are PP students.

Doddle online resource.

£2000 Continued

All students are able to access Doddle from home of which 544 students have been pupil premium students over the year.

Doddle is an online resource providing teaching, homework and assessment across 19 subjects. Doddle fosters students' motivation to assess their work and

½ Termly Subject Leaders

Students using Doddle are able to easily assess their strengths and weaknesses. This helps them to revise effectively and independently, and rate their confidence on topics when they review work. With instant reporting after every homework task, students are encouraged to go over the topic and beat their own score.

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make progress.

Production of PiXl resources to promote progress in English.

£4000 Continued

Pupil premium students will be provided with copies of the resources for the English GCSE.

Students have been encouraged to use them at home for revision in preparation for their GCSE exams.


2017 GCSE English results show that 55% of PP students achieved a 9-4 grade compared to 67% non PP students.The school gap between non PP students and PP students has decreased by 2% from -14% in 2016 to -12% in 2017 when comparing 9-4 (A-C) grades in English.

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Production of PiXl resources to promote progress in maths.

£4000 Continued

Pupil premium students will be provided with packs of maths resources based on their own individual needs to prepare them for their maths GCSE exams.

Resources are produced following each assessment. The resources are specific to each students needs not generalised.



Mathswatch CDs

£550 Continued

Mathswatch CDs have been distributed to year 11 pupil premium students.

The Mathswatch CD provides students with a tutor at home. It goes through each topic using step by step explanations and there is a

½ Termly Subject Leader – Tracking sheet will show progress.


2017 maths GCSE results show that PP students achieved -0.172 in the maths component of the P8 measure. This is below

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revision section at the end of each topic. Students will be more confident in maths and achieve higher grades at GCSE if they use the CD.

expected progress.Female PP students achieved -0.16 in this measure and male PP students achieved -0.18.

Breakfast club £32,975 Continued

Daily breakfast club provided for all students.Breakfast Clubs have been proven to have a positive impact on punctuality, academic results, concentration, behaviour and attainment.

Improved attitudes towards healthy breakfast provision, as well as helping to create a positive rapport between

½ Termly HSAs – Attendance, punctuality and behaviour data shows an improvement for each student attending.

35% of all PP students attend breakfast club on a regular basis. When talking to the students they have improved their attitude towards healthy breakfast provision and they enjoy the positive rapport between teachers and students.

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Student led activities during this time will also benefit the students personally and pastorally.

teachers and students. Levels of concentration improve as a result of healthier foods being provided in the morning.

Fully staffed Learning Resources Centre open until 4.45 pm every day.

£10,955 Continued

LRC is open to all students every day after school.

Students who do not have internet access or a quiet space at home will use the LRC to complete homework and independent study. Other students will attend to read for pleasure.

½ Termly by LRC manager – Student survey.

Attendance at the LRC has continued to be successful. Opening hours have continued to be extended to 5pm every day by student demand.

Students can print timetables and use the 53 computers for checking emails, research and printing homework. They can also use the online resources that the school provide such as Tassomai, Doddle, SAM learning, Linguascope, GCSE pod, Dynamic Learning, PIXL and the Virtual Learning Environment (VLE) . This benefits students who may not have access to a working computer, internet or printer at home and also provides a space for those who want or need to use the LRC until 5.00 every school day.

615 students use this facility on a regular basis. 39% of these students are PP students.

The LRC also runs a book group on Friday mornings before lessons, students who enjoy books meet together and discuss books, play book related games and have the opportunity to go on trips. We shadow the Carnegie medal annually; this is particularly apt for our high prior attaining students

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as it gives them an opportunity to read and review new books chosen by the Chartered Institute of Library and Information Professionals (CILIP).

74 students use this facility. 34% of these students are PP students.

In September each year every year 7 parent is sent an order form to choose a new book with their child. Books are supplied free of charge by Bookbuzz, this enables every child to own at least one book and encourages students to visit the LRC early in the term to hand in their orders and have a book to read.

Visits from authors, poets and librarians from the public library are arranged annually to encourage wider reading and to bring texts to life.

Student helpers are recruited each year to assist with various tasks; they obtain vital life skills and work experience and grow in confidence.

Book fairs are run which encourage students to buy new books at reduced prices and choose new stock for the LRC.

Refreshments for all year 11 revision sessions

£1000 Continued

Year 11 students attending revision classes are provided with

Attendance at intervention sessions will improve and

½ Termly Subject Leaders for English and

Attendance at revision sessions was good and had an impact on the overall 2017 GCSE results. 42% of PP students achieved 5A* - C grades in 5 or more subjects including a grade

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taking place after school, weekends and holidays.

plenty of healthy snacks and drinks to ensure they have nutritious food at regular intervals. Providing refreshments encourages students to stay after school for extra help.

students will be more focussed. GCSE results will improve.

Maths – Attendance at revision and an increase in students working at their target grade.

4 in English and maths.

School results show a 4% increase compared to the 2016 school GCSE results for PP students (38%). Female PP students achieved significantly better (53.7%) than male PP students (27.6%).




MetacognitionTutors have been provided with resources to teach the students strategies and approaches for more effective learning.

£450 Continued

All students are involved in this intervention which takes place during tutor time and each end of term day.

Students develop transferrable skills which will contribute to lifelong learning. Students will have a more positive attitude to the learning process.

½ Termly Tutors -Student survey

There has continued to be an increase in the use of teaching approaches which encourage students to plan, monitor and evaluate their learning. Think, pair, share and 3 Bs (brain, book, buddy) before me are now used frequently.

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UK Maths Challenge

£980 Continued

Aimed at advancing the education of children and young people in mathematics.

Used as enrichment material in the classroom across the ability range

Number of students achieving awards.

Ashcroft achieved a record number of awards in The UK Maths Challenge –

22 Bronze winners (14% PP students)

12 Silver winners 4 (33% PP students)

5 Gold winners (40% PP students)

3 students also qualified for the Olympiad (33% PP students) of which one passed and the other achieved a merit.

Fortnightly maths assessment followed by 10 intervention sessions (PiXL intervention strategy) continued throughout academic year.

£8,978 New Small group withdrawal of year 11 students not working at their target grade.

KS4 students to achieve their target grade in maths. Pupil premium gap to narrow.


2017 GCSE maths results show that 55.2% of PPl premium students achieved a 9-4 grade compared to 67.4% of non PP students.The school gap between non PP students and PP students has decreased by 10.8% from -23% in 2016 to -12.2% in 2017 when comparing A* - C grades in maths.

2017 maths GCSE results show that PP students achieved -0.172 in the maths component of the P8 measure. This is below expected progress.Female PP students achieved -0.16 in this measure and male PP students achieved -0.18.

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Purchase Access to Foundation Maths books for new GCSE (9-1).

£810 New The GCSE (9-1) Mathematics from 2015 will be more challenging for low attaining students. Foundation papers now start at, and reach, a higher level of demand.Year 10 and 11 PP students requiring additional maths lessons during option block time will be provided with structured support through a fully integrated Access to Foundation course. It is designed to help students to gain confidence and fluency in basic Number, Geometry (including Measures) and Statistics (including Probability) before they progress to the Foundation GCSE course.

Intervention designed to help students to gain confidence and fluency in basic Number, Geometry (including Measures) and Statistics (including Probability) before they progress to the Foundation GCSE course.

½ TermlySubject Leader – Tracking data.

2017 maths GCSE results show that 97% of PP students achieved a 9-1 grade.

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Purchase science revision programme that detects each student’s strengths and weaknesses and constructs a bespoke learning program that evolves with each use.

£4000 New Aimed at ensuring that PP students are prepared for their exams, confidence is built and they become more self-reliant in their study.

KS4 students to achieve their target grade in science. Pupil premium gap to narrow.


95% of those students who completed 50% + of the programme gained 2 A*-C.86.6% of students who completed 80% of the programme gained 2 A*- B grades.

Purchase GL assessments complete digital solution.

£10,000 New The complete digital solution is aimed at implementing a whole school approach which provides insight across the following 3 areas:

To indicate a student’s potential performance.

To show where the student is now and what the school can do to support their highest possible achievement.

Implementation of support / intervention for PP students to overcome barriers and enable them to achieve their greatest possible potential.

Reports will be generated following each assessment. SLs for English, maths, science and the house leadership teams will analyse the findings and action.

The following tests / surveys have been implemented across years 7 – 9:-Progress tests for English , maths and science- New Group Reading Test- Single Word Spelling Test- Pass Survey- Kirkland Rowell surveyIndividual student and group attainment profiles have been generated to help support the school’s aim of raising standards. The individual reports are now being used to identify more precisely where strengths and weaknesses lie, and where additional support or greater challenge is most needed.

The ‘GCSE indicator’ is being used for progress monitoring and measuring value added.

For PP students not making expected progress a

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To identify barriers that prevent a student from achieving their greatest possible potential.

cross match exercise to compare their progress test results with their PASS survey will be carried out to determine any external factors that are affecting attainment, including effort and motivation.

Subscribe to GCSEPod

£8,319 New All KS4 students will have access to the app. Resources are short and digitally stimulating and cover a vast range of concepts and information to help the learner revise or refresh across a number of subjects which closely correlate with a selection of exam boards.

KS4 students to achieve their target grade in all subjects. Pupil premium gap to narrow.

Every 4 weeks –Subject Leader-Year 11 tracking sheet

Students engaged with GCSE Pod and through assertive mentoring meetings students were shown advanced techniques like making playlists for specific topics, and good note-taking; this was then built into each student’s revision timetable.


Based on the P8 measure 2017 GCSE results show PP students have made +0.044 more progress than non PP students.PP students at Ashcroft have also made +0.123 more progress than non PP students made nationally based on 2016 national results for P8 (0.10).

Provide whole school training on emotion coaching by Kate Cairns Associates.

£3000 New Aimed at supporting staff to use emotion coaching. Through repetitive, consistent and empathetic emotion coaching, the ability of a student to regulate

All staff to use the five key steps involved in emotion coaching.

Staff survey The most vulnerable students receive the services and support they need.

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their emotions is promoted.

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