pupil premium strategy statement (university academy...

Pupil premium strategy statement (University Academy Kidsgrove)

1. Summary information

School University Academy Kidsgrove

Academic Year 2018/19 Total PP budget 94435.00 Date of most recent PP Review Jan 2018

Total number of pupils 381 Number of pupils eligible for PP

117 Date for next internal review of this strategy

Summer Term 2019

2. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 9-4% Eng Maths 6 28

Progress 8 score average -1.23 -1.08

Attainment 8 score average 29.85 35.14

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. Low Literacy levels on entry.

B. Low Aspirations on entry.

C. To raise attainment of pupils that are below expected on entry

External barriers (issues which also require action outside school, such as low attendance rates)

D. Attendance at the Academy is above average, however, there are some gaps in the attendance of PP pupils. TO improve by increments

4. Desired outcomes (desired outcomes and how they will be measured) Success criteria

A. Improved Literacy and vocabulary. LP data shows that those pupils identified as below expected on entry make progress and the gaps between non PP and PP narrow. Improved outcomes for all pupils.

B. Improved Behaviour for Learning and exclusion data/tracking. To reduce the FTE further for PP pupils. This is already below national.

Reduced FTE

To reduce internal isolations for identified PP pupils To improve outcomes/attainment and progress for all pupils particularly those in receipt of PP. LP6

To reduce the incidents of internal isolations

To reduce the incidents of internal Isolations for pupils with repeated incidents

C. Improved attendance for all year groups across the Academy The within school gaps have already significantly narrowed as the data confirms, however, we aim for them to reduce further.

B. Improved attendance to Parents’ Evening for disadvantaged pupils Attendance improved and in line with non-disadvantaged The overall average attendance for all pupils particularly disadvantaged pupils will improve

5. Planned expenditure

Academic year 2018/19

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?

To improve teaching and

learning so that it

becomes consistently

good across the school

Achievement and

intervention meetings

involving SLT and HODs

to discuss individual

groups and track

individual pupils to

ensure that all pupils

meet their target.

Informed by SIMs

CPD led by learning

champions

Trust CPD opportunities

Underperformance in some subject

areas

Underperformance in identified groups

Line management meetings and

SLT focus meetings.

GCSE outcomes 2019

MC/KM/ATI/HODs Termly and at each LP data

input.

HOD and departmental

monitoring cycle of Fixed Line

Management

Lesson observations

Pupil Voice

To improve outcomes for

pupils including DA

pupils

Students at risk of not

making expected

progress are identified by

To ensure appropriate intervention within

and outside the classroom, if necessary,

Lesson observations and tracking

of data, Learning Coach

conversations.

HOD, HOL

At each LP data input.

HOL Achievement and

Intervention meetings.

HOD sessions to support

DA pupils in extended

questioning intervention

+ 6 hourly sessions

to support students at risk of not making

progress.

We identified that extended questions

were a barrier for some identified pupils.

Attendance record

Pupil feedback

Parental feedback

SLT/HODs/HOL GCSE

PP Champion

APP meetings whereby

HOL /HOD share holistic

information regarding

barriers to learning and

effective, meaningful

approaches and

interventions to

overcome barriers for

identified pupils.

RAP meetings to identify

underperformance

Identified gaps between pupil premium

and non-pupil premium to improve the

outcomes for PP students.

Low Literacy levels on entry

CPD to inform staff of the local context in

regards to disadvantaged areas.

CPD on The importance of Building

Effective Relationships

CPD on marking and feedback

Dyslexia Awareness training whole

school delivered by SEND Specialist to

all staff to support in enabling them to

embed strategies to support pupils with

low literacy skills.

All staff to attend train

To be a focus for staff CPD.

Lesson observation

Marking and feedback

Improved relationships in the

classroom

Pupil feedback

SLT/HODs/Trust

INSET

Departmental and Fixed Line

Management Meetings.

APP meetings

Improved outcomes for all pupils

To improve Literacy and

numeracy for DA pupils

Small group/class work

in identified areas.

Learning conversations

Diagnostic Lexia

sessions and 1:1 support

Home school reading

diary and weekly

sessions X1 hour

To reduce the gap in attainment of DA

and non DA pupils.

To raise aspirations and outcomes for

underachieving DA pupils

To improve literacy and numeracy

Programme of support with HLTAs HOD, SLT

HLTAs

WAWN meetings

Whole school data drops

Pupil voice

Total budgeted cost 94 435.00

ii. Targeted support


approach




implemented well?


implementation?

Trips and Educational

Visits

To ensure all DA pupils

have full access to an

enriched Curriculum that

is supported free of

charge or heavily

subsidised

EEF toolkit: sports participation +2

months.

To enrich the curriculum.

Pupil questionnaire and pupil bucket list

to identify activities and visits to match

the activities to the pupil requests e.g.

trip to the Zoo, Theatre and the Seaside

Provision maps.

% of pupil premium pupils

participating will be tracked

HOL At each LP data input.

APP meetings.

Music Tuition

To offer an inclusive

Curriculum

To ensure all DA pupils

are in receipt of free

music tuition.

Instrumental instruction

is delivered by a

peripatetic

To raise aspirations and extracurricular

opportunities for disadvantaged pupils

To ensure all DA pupils have the

opportunity to learn to play a musical

instrument

Student feedback

Pen portraits

Attendance to sessions

Involvement in the school orchestra

HOD

An inclusive approach.

All disadvantaged pupils

have a tutorial with

Learning HLTA to ensure

they know how to use the

programme effectively

Provision maps.

Learning Conversations to support

and encourage use.

FT, HOL At each LP data improved

outcomes

GCSE Pod tracking

Improved home/school

learning

2 HLTAs to support

disadvantaged pupils

both pastorally and

academically

Pupils in receipt of 3

Learning conversations.

Amount of sessions vary

depending on identified

need.

Homework club

introduced

All disadvantaged pupils

in receipt of phone call

and text to remind of

parents’ evening

To raise aspirations and attitudes to

learning with pupils and families

To identify barriers to learning

To ensure prior learning and

consolidation of skills.

Precision Teaching methods

Pupils who are identified as repeatedly

not completing H/W are guided to H/W

club to reduce the number of detentions

for non-completion of H/W

Tracking of both attendance of

disadvantaged and non-disadvantaged

pupils

SLT coordinating.

Learning Coach feedback

See below identified barriers and

skills

Observation of 1:1 sessions

Pupil evaluation and feedback after

intervention

Pupils assessed at the beginning

and end of intervention.

HOLs, Attendance Officer and

HLTAs building good relationships

with families

SLT

KM/HOLs

At each LP data input, line

management meetings and SLT

meetings.

Improved attendance to Parents’

Evening

Annually for each year groups

To reduce the number of

internal and external

exclusions for DA pupils

Restorative approach to

identified pupils in receipt

of internal behavioural

referrals

A further reduction in

internal behavioural

referrals for all pupils

including those in receipt

of PP

DA pupils are over represented in FTE

and internal isolations

Internal behaviour data

Pastoral Lad

Pastoral Fixed Line management

meetings

Hols and Pastoral

Lead JBI

Each LP data point

Weekly data monitoring

To reduce the % of DA

pupils that fall into PA

Attendance clinics

conducted by EWO and

Attendance Officer

Attend consultancy

offering advice and

support to pupils and

parents.

Tracking of both attendance of

disadvantaged and non-disadvantaged

pupils

Whilst attendance is improving

overtime for DA pupils and whole

school attendance is above national

average, this area of strength is

monitored and supported closely

HOLS Attendance

Officer

Attend EDC

Weekly monitoring

To improve outcomes for

DA in forthcoming

GCSEs

Additional Learning

resources i.e. GCSE

revision booklets.

GCSE Pod

Mentors are in place

Analysis of mock results

identified that extended

questions and answers

were a barrier,

particularly for DA pupils

Analytical Reading

interventions

An inclusive approach that prevents

barriers for DA pupils.

All disadvantaged pupils have a tutorial

with Learning HLTA to ensure they know

how to use the programme effectively.

To motivate and support pupils and

support with revision material

HOD each delivered an extended

question session with a focus on key

vocabulary identified as a barrier.

English dept recognised some DA pupils

were finding analytical reading as a

barrier to making progress

Pupils voice

Learning conversations



Pupil Voice

HOL/Pastoral

Lead

HODs/HOL/KM

HOD Eng HLTAs

Total budgeted cost

iii. Other approaches


approach




implemented well?


implementation?

To reduce anxiety and to

support mental ill health

Attend – coaching

sessions for identified DA

pupils

There has been an increase of

diagnosed incidents of anxiety and

requests for support from both pupils and

parents.

Regular written feedback from

Attend

Pupil voice

JBI/KM/LP Ongoing/weekly

Total budgeted cost £94435.00

6. Review of expenditure

Previous Academic Year 2016/17 17/18

i. Quality of teaching for all

Desired

outcome

Chosen action /

approach

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

C Departmental meetings

with SLT to discuss

individual groups and

track individual pupils.

Ofsted 2016 “The Academy’s Subject Leaders are

growing in confidence and independence. They now

have a clear understanding of their role and their

accountability for pupils’ outcomes in their subjects.

They work together well as a team and are beginning to

use assessment information more consistently to

identify weaknesses and to target intervention where it

is most needed”.

Learning Coaches

2016/17

Improved 9-4 standard passes and attainment at

GCSE in:

English 81% Maths 65%

UAK have narrowed the Disadvantaged/non

disadvantaged gap from 35% to 25% in pupils

achieving 9-4 in EnMa

The Academy recognises that we need to be able to

show impact for all interventions.

Improved 9-4% standard passes and attainment at GCSE

2017/16 results

English 82% Maths 65%

To further reduce the gap by =.5

Albeit the gaps are closing for attainment in English and

Maths, progress overtime against National has widened

resulting in disadvantage pupils achieving 0.5 of a grade

below their peers. However the within school gap is

showing that disadvantaged pupils have made more

rapid progress than non-disadvantaged.

HA disadvantaged pupils have narrowed the gap from 1

grade behind their peers to 0.5 grades below. This will be

further reduced to no gap.

In Maths there is a positive gap in the attainment of

disadvantaged against non-disadvantaged of +2%

2017-18

Progress 8score has significantly improved for DA pupils

£30,000

C/B Students at risk of not

making expected

progress are identified

at achievement and

intervention meetings.

Ofsted Feb 2016 “The improvement in disadvantaged

pupils’ attendance is more than double that for other

pupils and so the gap between the attendance of

disadvantaged pupils and other is closing rapidly”.

Fixed term exclusions are down by 17% in 2015

compared to 2014 and has further reduced by 58% in

2016 compared to 2015. FTE have further reduced

by 73% in 2016/17

To continue with tracking the number of pupils who have

more than one FTE to identify alternative sanctions and

measures to avoid exclusions.

C Training for middle

leaders on the tracking

and identification of

barriers and effective,

Two Vice Principals are line managing English and

Maths. UAK have improved accuracy of data with

greater confidence in Year 11 2016. It suggests that

we are already significantly improving the attainment

To further develop middle leaders in supporting

disadvantaged pupils.

CPD targeted at specific Academy targets in line with the

SOA

meaningful approaches

and to measure the

impact of

interventions/strategies

in order that we

overcome potential

barriers for

disadvantaged pupils.

and narrowing the gaps with SEN and disadvantaged

pupils.

2016/17

• Basics - Eng/Maths attaining standard pass

57% (increased by 11%)

• Students achieving 5+ standard passes

including English and Mathematics 51%

(increased by 8%)

• A good pass in English 81%

• A good pass in Mathematics 65%

• Attainment 8 score 40.77

An Academy awareness and drive to ensure all pupils

aim for and achieve their target grade.

Dyslexia Awareness training whole school delivered by

SEND Specialist to all staff to support in enabling them

to embed strategies to support pupils with low literacy

skills.

VP to attend training to look at transition and KS2

Curriculum

Strategy to embed Literacy and Numeracy across the

Curriculum

2017/18

All middle leaders attending leadership training

Educational psychologist training with staff (specifically

DA pupil).

Attachment Awareness session (specifically LAC and DA

pupils).

C Small group/class work

in Maths and English at

KS4.

2016/17

In English girls in receipt of PP outperformed those

that are not eligible.

HA girls PP in English 42.9% on target

Non PP 28.6%

To capture what interventions worked well and to have a

toolkit for the Academy in regards to interventions that work

well to ensure good practice.

10.000

ii. Targeted support

Desired

outcome

Chosen action /

approach

Impact: Did you meet the success

criteria? Include impact on pupils not

eligible for PP, if appropriate.

Lessons learned


approach)

Cost

B,C Trips and Educational

Visits

Duke of Edinburgh

All disadvantaged pupils that applied to go on the trips

were partially or fully funded.

The numbers of disadvantaged students undertaking

the award has also increased this year with approx.

50%f of eligible PP students registered.

23% of disadvantaged pupils attended the events and so far

this year that has increased to 29% attendance

41% of eligible PP students. achieved the bronze award

C Music Tuition GCSE results (year 11)

18 disadvantaged pupils in receipt of music tuition

funded by PP budget. .

50% more disadvantaged pupils participate than non-

disadvantaged.

A high proportion of the pupils are in the school band.

B,C Additional Learning

resources i.e. GCSE

revision booklets.

GCSE Pod

All subjects have provided revision booklets and

materials for disadvantaged pupils

Year 10

90% of PP pupils registered are using the programme

regularly with support

Year 11 Students 112 Year 11 students are

registered

30 of these students are Pupil Premium 80% are

regularly accessing the programme.

To ensure that session are provided for disadvantaged pupils

to show how to use the materials/revision guides effectively.

FSM £21762

A,B,C Mentoring/ intervention

for identified students.

All disadvantaged pupils are in receipt of 3 learning

conversations to identify any academic or pastoral

needs.

Year 7 - 15 pupils in receipt of 1:1 support

Year 8 – 14 pupils in receipt of 1:1 support

Year 9- 18 pupils in receipt of 1:1 support

See table below for skills table (7)

Improved GCSE results (Basics) for all students

To ensure that this intervention becomes diagnostic and skills

are transferable to the classroom.

Pupil feedback

Pen Portraits

30000

B Peer mentor support

and training.

33% of peer mentors are disadvantaged pupils To ensure that pupils that would not volunteer but would

benefit are encouraged

A,B,C Lexia and 1:1 Literacy

Intervention.

Between 2014 – 16 23 pupils were identified as having

a reading age below 10 years and 65% have improved

their reading age to 10 years + within this time.

2016/17 65% of identified pupils in receipt of support

have improved their reading ages.

81% of year 7 pupils in receipt of Lexia and the reading

journal have improved to a level whereby their skill level

enables them to access the Curriculum.

10.000

A,D Reading diary

introduced for all Year

7 pupils.

Newly introduced. 2016 – 17 impact to be measured.

2018 Reading Diary successful and the HOL for year 7

has remained with the current year 7/Literacy Co-

Ordinator overseeing this as successful and will

continue in year 8.

A,B Introduction of the

‘Book Nook’ to promote

reading for pleasure.


A Whole school literacy

training with an

emphasis on Oracy

across the curriculum.


“Leaders’ efforts to promote and improvelLiteracy are

slowly beginning to yield results. Teachers increasingly

insist that pupils speak in full sentences”. (OFSTED

2016)

“Pupils read regularly in school and those who need

extra help have additional timetabled literacy lessons

and regular one-to-one sessions”. (OFSTED 2016)

HLTAs have received Fresh Start training.

Total Spend £101762

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


approach)

Cost

7. Additional detail

Attendance data 2016/7

LP1 Year 7 Year 8 Year 9 Year 10 Year 11

Whole School

Pupil Premium 95.8 94.9 93.5 94.1 93.9 94.4

Not Pupil Premium

97.6 97.6 96.1 96.5 96.0 96.6


Whole School

Pupil Premium 94.6 95.4 90.8 93.7 91.9 93.5

Not Pupil Premium

96.6 96.6 94.5 95.2 94.9 95.5


Whole School

Pupil Premium 95.2 96.1 93.0 93.7 92.2 94.1

Not Pupil Premium

96.7 96.8 95.1 95.6 95.4 95.8


Whole School

Pupil Premium 95.6 96.1 93.4 93.5 92.4 94.3

Not Pupil Premium

96.5 96.8 95.6 96.1 95.9 96.1


Whole School

Pupil Premium 95.7 96.0 93.2 92.8 92.9 94.2

Not Pupil Premium

96.4 96.6 95.7 96.1 96.2 96.2


Whole School

Pupil Premium 95.2 95.2 93.3 92.4

Not Pupil Premium

96.3 96.0 95.5 95.8

Attendance data 2017/18

LP1 NoR Year

7 NoR

Year 8

NoR Year

9 NoR

Year 10

NoR Year 11

Whole School

Pupil Premium 17 98.8 21 94.8 27 96.2 20 93.9 29 93.5 95.3

Not Pupil Premium 20 98.4 38 96.6 64 95.0 65 96.3 84 96.2 96.2

LP2 NoR Year

7 NoR

Year 8

NoR Year

9 NoR

Year 10

NoR Year 11

Whole School

Pupil Premium 18 96.1 20 94.7 28 95.0 20 91.9 28 93.9 94.3

Not Pupil Premium 19 97.8 38 96.2 64 95.7 65 95.0 84 95.9 95.8

Mentoring/ intervention for identified students – skills covered

Skills Number

Catch-Up Funding 2018-19

We currently have £4,922 allocated ‘catch up’ funding to support 18 pupils in year 7. At the Kidsgrove Secondary School we are

committed to supporting pupils who have scored below expected at KS2 in English and Mathematics. pupils currently receive one hour

intervention per week from a HLTA. This incorporates daily reading with TAs and HLTAs.

Students currently receive one-hour intervention per week from an HLTA. They are currently split into two groups according to ability and their time is divided so that each student is in receipt of 30 minutes LEXIA (Core 5) and 30 minutes teaching of literary skills.

Since September we have covered a variety of topics including the following:-

Reading out loud

Reading comprehension

Answering in full sentences

Working at sentence level to produce perfectly formed sentences

Verb/tense agreement

Spelling/spelling strategies

Plurals

Days of week/months

Copying skills

Proofreading skills

Focus, concentration and listening skills

Following instructions

HLTSs fortunately have dual roles of one-to-one teaching and running the Student Support Centre. This enables then to have a holistic approach to all of our students. We are able to offer additional support for behaviour, homework and emotional support if we feel the need arises. This allows us to build up strong and trusting relationships with our students.

Pupil Premium /catch-up

Pupil Premium/catch-up students are seen at least once per term as part of our Pupil Premium focus. We hold learning conversations on a one-to-one basis and these allow us to assess what kind of additional support is needed. This can take the form of academic support in English and Maths for example and allows us to fill in any gaps in learning. We can also offer emotional support or address any other concerns which might cause barriers to learning. For example, issues with peers may be a problem which their teachers may be unaware of. During our first conversations we tested these students on their

grasp of parts of speech and gave 1-1 tuition to fill in any gaps that were identified. If more than one session was needed, we were able to offer further tuition until the student had a firm grasp of the skill.

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