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 182 Date for next internal review of this strategy JAN 18

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 exclusion 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 ? ?

C. Curriculum development for 2018/19 options.

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.

- Meta-cognition & self-regulation development of our leaners.

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. Independanet learning cutlure 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

Jan 18

£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

form tutors 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

Jan 18

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 questionnaire and 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 intervention

delivered through IDL

programme during form

time.

Eng 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/MCE Dec 17 / Easter 18

July 18

£4173

£2280

External review Jan 18

D - Improved Y7,8,9

Literacy

Nurture groups in

place within KS3

English classes

Sutton Tool Kit provide some evidence

that slightly larger effects are

documented for the low achievers and

those from the lower socio-economic

status.

Academic Monitoring CDS Dec 17

£3990

E - Literacy KS4

intervention

programme to be

introduced targeting

pupils with lower than

expected reading age

JWA to co-ordinate a

programme of delivery

out of curriculum hours

Weak literacy is a proven barrier to

learning across all academic subjects

JWA review termly on an annual

basis.

.

JWA Feb 18

Maths

D - Improved Y7, 8 & 9

numeracy

D - KS4 numeracy

KS3 numeracy

intervention (1-1 / 1-2 /

1-3) 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

half termly basis.

Progress scores recorded on a

half termly basis.

JIN/BSP

CSH

Dec 17

£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 18 – Period 6 place

& Life Skills.

Y11 Intervention out of

class hours OCT half

term17 – Christmas 17

(6 weeks)

Maths

Science

English

+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 17 - 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.

School attendance

panel set up in order to

review PA pupils.

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 – Oct 17.

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 17 – Deadline for first

cohort

£4560

D - Improved Y7 & 8

Literacy

Peer Tutoring by 6th

form pupils and 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

£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.

KJO/ABD £500

B & A Music lessons for PP

pupils.

Low expectations and low self-esteem

have been identified as a barrier to

learning through the Baines School

stakeholder group.

Behaviour & Attendance points

recorded termly.

HOD £1500

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/CJO

CJO

£1000 – University trip

Dec 17

£1700

A & B Summer School +3 months impact (EEF) Behaviour/Achievement &

Attendance figures

MHA/RFN/ £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 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 off 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

Eng intervention KS3

(1-1/2/3)

JIN/MCE – Data to come

Below –

At-

Above

Excellent calm approach and well attended in form time. £599 +

£199 +

£3375

(Staffing

=30wks)

D - Improved Y7 & 8, 9

Literacy

Nurture group

programme within

timetable lessons for

English

CDS - ??????CDS – Feedback & Evidence required - DID THIS TAKE

PLACE LAST YEAR?

£3990

D - Improved Y7, 8 & 9

numeracy

Maths

1-1 1-2 1-3 Bespoke

intervention timetable

programme in place for

Maths

JIN – Data to come

Below

At

Above

Transition from Y9-10 is very weak and pupils allowed to drift up to

Jan Y11.

£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 Eng/Maths/Sci 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

two- week free place at

summer school. Y78/9

PP Wave 3 pupils

offered 1-week free

place.

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

+ residuals on both behaviour and achievement points

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

2016/16 School Gap = 2.8

+0.3 Residual

Not enough 1-1 parents meeting 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 local business

people, military & providers.

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

staffing

1 staff for 1 hour every

day

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 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

R.Blake & MHA regarding his work. – Continue.

Examples

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

£4560

Attendance/Behaviour

D of E

Music Lessons

Numbers enrolled = 2

Numbers completed = 2 = 100% 1 Bronze 1 Silver

Behaviour point/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)

Will 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 all pupil take all exams expected in summer 2017/18

TBC

7. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

19