Annex 2d: Pupil premium strategy statement (secondary)

1. Summary information

School All Saints’ Catholic Voluntary Academy

Academic Year 2017-2018

Total PP budget Date of most recent PP Review Post Aug 17’ Results

Total number of pupils 900 Number of pupils eligible for PP 227 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 5 A*9 – C/4 incl. EM (2017 Results) 41.7% 65%

% achieving Grade 4 in English / Maths (2017 Results) 41.7% 65%

Progress 8 score average -0.43 0.12

Attainment 8 score average 37.96 42.72

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. Gap between students achieving a high or standard pass at GCSE in English and Math.

B. Lower KS2 profile of PP Students (English, GPS:102 and Reading: 100; Maths: 101) in comparison to Non-PP ) (English, GPS:104 and Reading: 102; Maths: 103)

C. Increased content and examination demands requiring more robust revision and retention skills.

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

D. Attendance rates for pupils eligible for PPG students vs non PP

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

A. Year 11 PP students achieve the FFT 20 target for those achieving a grade 4 and 5 in E/M and the gap between disadvantaged and non-disadvantaged nationally closes.

37% achieve Grade 5 in E/M

B. Key Stage three students with the lowest levels of literacy and numeracy are secondary 75% PP students entering All Saints with Reading below 100 increase reading age to 11 years, indicating

Data sources that can help you identify barriers to attainment in

your school include: RAISEonline; the EEF Families of Schools

database; FFT Aspire; staff and pupil consultation; attendance

records; recent school Ofsted reports; and Ofsted guidance.

As part of your full strategy you will also wish to consider results

for specific groups of pupils (such as particular year groups or

minority groups) as well as the headline figures presented here. If

you have very small pupil numbers you may wish to present 3 year

averages here.

It is not essential to identify four desired outcomes;

focusing on fewer aims in more depth is encouraged.

ready and made good progress. secondary readiness. 75% of PP students entering All Saints with numeracy below 101 increase numeracy competency using Passport to Maths programme.

C. Students have a repertoire of strategies to support them in the preparation and execution of examinations.

Year 11 and 10 PP students achieve in line with non-disadvantaged within the school in mock and terminal examinations.

D. Increased attendance for PP students, reducing the gap. PP student attendance- 95%

5. Planned expenditure

Academic year

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?

Increased Literacy

(English)/ Numeracy

(Maths) outcomes in

11.

Curriculum

Restructure (Zorba)

Year 11 disadvantaged students get 2 hours of extra English and / or Maths to ensure that underachieving students progress well in English and Maths. This is created by altering the curriculum for disadvantaged students to create time for smaller group support with specialist English and Maths teachers to enable controlled assessment to be completed and exam skills to be honed.

Analysis of performance data, student voice, EMRA meetings and work scrutiny to be used to ensure that ZORBA groups are having a positive impact on student performance

CL Maths and

English.

Literacy and

Numeracy

teacher.

Data collections throughout

academic year.

Increased Literacy

and Numeracy

outcomes in 7-10.

Damascus, Rising

Stars, Masterclass and

Year 9-10 extra

Literacy and numeracy

groups, as well as

FLT.

2 Additional hours of literacy for PP students in Year 7-10, taught by English specialists. Additional hours of numeracy for PP students in Year 9-10 taught by Maths or ICT specialists. Curriculum restructuring has taken place for a

targeted number of Year 8 and 7 students to

be involved in the Damascus Programme

which offers additional Maths and English in

place of MFL and humanities; this is to support

children who entered KS3 working towards the

expected level and thus not secondary ready.

Increase in projections of achievement regarding students involved in the FLT English group, with the majority hitting their MAG grade by the end of the academic year. Data collections; student voice and learning walks showing students are making appropriate progress. Baseline testing for Year 7 will be a combination of KS2 scaled score data and Proof of progress tests produced by external markers through FFT; students to make a numerical grade’s worth of progress in their June POP test. Internal baseline testing for Year 8, tracked through interim assessment and English assessments. The majority of students to achieve target in specified skill areas pertaining to SPaG.

SENCO

Literacy

Coordinator

J Smith

CL and ACL of

E/M

Data collections throughout

academic year.

Total budgeted cost 26,700

ii. Targeted support

You may have more than one action/approach for each desired

outcome.

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?

Improved outcomes for

those who have

disengaged from in-

school provision.

Alternative Provision. This funding will also help fund the

alternative provision courses for

disadvantaged students with

particular emotional, behavioural or

attendance issues. The money will

help fund vocational courses and

small group English and Maths

support to ensure that these students

get access to a curriculum that meets

their individual needs

Alternative provision led by

outside providers also has a full

QA programme including lesson

observations and work scrutiny.

Report on the outcomes for

students sent to school.

CHN/SENCO Termly.

Improved outcomes for

English and Maths, Ebacc and

Open subject slots.

Period 6 and Year 11 Revision

Support programme

Period 6 is a targeted support period

after school where disadvantaged

students are supported with

homework and controlled

assessment by subject staff and

Senior Leaders. Assertive mentoring

links in with period 6 to ensure that

students who are having difficulties

completing homework and

independent learning activities can

have a quiet place with ICT access

and internet. Teaching staff are on

hand to provide support and have

learning conversations with students.

Period 6 involves students

attending on 6 week rotations. If

their performance in targeted

subjects improves then they can

opt out of this support.

Period 6 is intended to provide

support for students to meet

their assertive mentoring targets

and to help improve academic

performance for targeted

subjects. This is monitored

through attendance records,

student voice and comparative

assessment data at the start and

end of the period 6 sessions

LJN/ACS After each 6 week cycle.

Total budgeted cost 51,666

iii. Other approaches

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?

Increased engagement

with homework and

independent learning.

Homework club, Based on cost of 2 staff members

supporting students in homework

club. This is an opt-in session where

PP students can get support with

homework and can use ICT or

printers if they do not have access to

this at home.

Monitored through student

attendance as indicated on sign-

in sheets. Student voice will

determine students who do not

have an appropriate working

environment at home or the

resources to complete

homework / coursework. These

students will be encouraged to

make use of the facility through

contact with the learning mentor

and parent liaison worker.

LJN and ACS Half termly through student

voice and analysis of behaviour

points.

Increased PPG

attendance

Attendance Tracking Contribution to the cost of the

attendance manager who monitors

the attendance of PP students. The

attendance manager makes follow up

phone calls and works with the EWO

to try and tackle any issues leading

to poor attendance. There will be

regular meetings between the parent

liaison worker and attendance

manager to help identify parents

needing support in getting their child

into school

The impact that the attendance

manager has will be measured

by the monitoring of attendance

rates, persistent absence and

lateness of PP students. The

aim is to have no gap between

PP and other students in these

areas.

A Nother

K Page

Weekly.

Increased PPG

engagement and

achievement.

Mentoring Mentoring time will be provided by

Senior Leaders and Pastoral heads

to monitor and support the progress

of PP students. This will follow the

Assertive Mentoring process and

involve regular liaison with teachers

and parents to ensure that students

are acting on targets set to raise their

The intended impact is for

students involved in mentoring

to improve their attendance,

behaviour and academic

performance. This will be

monitored through data analysis,

student and parent voice

surveys, observation of

ACS After each 6 week cycle and

carried out 4 times a year.

achievement. Targeted PP students

will have weekly meetings to set and

monitor subject-based targets and

parents will be contacted regularly to

make sure they know how they can

support student progress

mentoring sessions and learning

walks to see if targets set are

being successfully met

Total budgeted cost 19703

6. Review of expenditure

Previous Academic Year

Action and

Cost

Description Intended Outcomes and Monitoring

Intervention

Manager

Staffing

The Intervention Manager will be used to provide targeted assertive mentoring to

students in the disadvantaged cohort. Responsibilities include -:

- Mentoring of key disadvantaged students

- Liaison with teachers to establish reasons for underachievement

- Parental meetings to communicate actions that students need to take

- Development and sharing of individual strategy sheets

- Lead study skills support for key students

- Lead meetings with departmental staff on recommended strategies

- Run homework support clubs

- Help lead transition meetings

Extra responsibility to track the interventions that students in the disadvantaged

cohort. Responsibilities include -:

- Use of intervention tracker to coordinate where students are in most need of

support and ensure that they are in receipt of subject specific support

-Use of the intervention tracker to determine the nature of support the students

have received and the progress made by the students.

-Collect impact data in the form of attainment results; improved attendance; fewer

behaviour points; student voice and in terms of Year 11, intended destinations.

Year 11 Results. 41% of PP Students achieved a Grade 4 in E/M against a National

target of 43%; 25.6% achieved a Grade 5 in E/M against an FFT target of 48. 7.3%

achieved 9-7 or A*-A.

Average attendance for this cohort was 86.4%

Average number of behaviour points was 4.7.

86% of students were either involved in Assertive mentoring with the Intervention

Manager or SLT; 6th

form mentoring or key worker mentoring.

86% of the cohort was prioritised for after school intervention; 100% of regular

attenders participated in the fortnightly Revision. Aspiration. Time and Excellence

assemblies. All students received an external revision session from Learning

Performance focussed on revision techniques; 86% of the students formed a tutor

group focussed on revision from February to the exams. 64% of the students who had

shown an interest in apprenticeships had the opportunity to meet representatives

from West Nottinghamshire College. 94% of students had revision guides provided.

96% of students had the Nottingham Trent University Next Steps assembly.

All students had invitations to Parent Information Evening with 54% of students’

families attending.

75% of students sat with a member of staff to craft a personalised revision/exam

timetable.

Show whether the success criteria were met. Additional evidence of impact can

also be referred to, including attainment data, progress data, and case studies. Lessons learned may be about impact or

implementation.

- Meet with students to gather data on their learning preference and use this to

contribute to the “Closing The Gap” booklet to support subject teachers.

-Help arrange relevant extra-curricular opportunities e.g. university visits

- Ensure that disadvantaged students are attending support sessions

PP students were a focus at the English, Maths Raising Achievement meetings; 23/ 34

students had SLT or the Intervention Manager meet with parent to discuss support

necessary in the run up to examinations; all had strategy sheets to inform teaching

and learning . NTU 'Revise Wise' session. All involved in English or Maths Zorba

(Additional) lessons.

Projections:

Year 10: Grade 4 in E/M was 56% and Grade 5 was 42%

P8: -0.01 and A8: 4.6

Ebacc at Grade 5: 29.4

Ebacc at Grade 4: 47.1

School PPG Vs National Other gap is -14%

Year 9: Grade 4 in E/M was 57.8% and Grade 5 was 37.8%

P8: -0.29 and A8: 3.92

Ebacc at Grade 5: 21.7

Ebacc at Grade 4: 37

School PPG Vs National Other gap is -12.2%

Year 8: Grade 4 in E/M was 72.2% and Grade 5 was 52.7%

Ebacc at Grade 5: 47.7

Ebacc at Grade 4: 68.2

School PPG Vs National Other gap is +2%

Year 7: Grade 4 in E/M was 55% and Grade 5 was 25%

Ebacc at Grade 5: 25

Ebacc at Grade 4: 55

School PPG Vs National Other gap is -15%

Assistant

Head

Teacher

Staffing

AHT (Key Groups) has the role of overseeing and monitoring the impact of PPG spending. The AHT is accountable for ensuring that PPG funding is used in an effective way that has maximum impact on the academic performance

and well-being of disadvantaged students. Key responsibilities include -: - Monitoring of performance data to identify underachieving disadvantaged students in need of support - Co-ordinate spending of literacy and numeracy catch-up groups - Review impact of support and interventions for disadvantaged students to ensure that money is effectively spent - Communicate effective strategies to use with disadvantaged students and monitor their success - Monitor the work of the intervention manager to ensure that disadvantaged students are effectively supported by teaching staff and parents - Ensure that students in the disadvantaged cohort are involved in interventions and extra-curricular

In terms of Diminishing the Difference, the school’s Pupil Premium performance is compared to National non-Disadvantaged, giving AS a gap of 29% at Grade 4 in E/M. Our internal gap is 23.9% In 2017: 41% of PP Students achieved a Grade 4 in E/M against a National target of 43%; 25.6% achieved a Grade 5 in E/M against an FFT target of 48. 7.3% achieved 9-7 or A*-A In 2016: 34.7% of students achieved 5 A*-C EM against an FFTD target of 47%. The internal PP / non PP gap for 5 A*-C EM was 45, double the gap from 2015. Monitoring of performance to be conducted through -: - Termly analysis completed after each data collection and presented to SLT. Completed termly reporting to Senior Leadership Team to ensure all line managers are aware of the key students and the strategies to support departments in raising the achievement of the disadvantaged students. - Strategy Sheets completed for all PP students in KS4. -143/ 180 Year 11 students found the revision sessions to be excellent or very good. - EMRA mins reflect the discussions to identify key students needing support in English and Maths

-Reporting to All Saints’ Governors on Progress across Key Stage 3 and 4 regarding

disadvantaged students- completed through Full Governor reports.

Curriculum

Restructure

(Zorba, FLT

and

Damascus)

£10023

Year 11 disadvantaged students get 2 hours of extra English and / or Maths to ensure that underachieving students progress well in English and Maths. This is created by altering the curriculum for disadvantaged students to create time for smaller group support with specialist English and Maths teachers to enable controlled assessment to be completed and exam skills to be honed. Additionally targeted Year 9 Disadvantaged students in Year 9 will receive an additional two hours of English and one hour of Maths in an Option block in order to strengthen their literacy and numeracy skills before they begin their GCSE courses, whilst also working towards two qualifications: Step Up to English and Entry level Maths. Finally, curriculum restructuring has taken place for a targeted number of Year 8 and 7 students to be involved in the Damascus Programme which offers additional Maths and English in place of MFL and humanities; this is to support children who entered KS3 working towards the expected level and thus not secondary ready.

19/ 34 students were involved in extra English or Maths sessions.

Results indicate 41% of PP Students achieved a Grade 4 in E/M against a

National target of 43%; 25.6% achieved a Grade 5 in E/M against an FFT

target of 48; these results are down against projections indicating that students

in Zorba did not perform as well as teachers had expected. Moving forward, to

justify the value of this timetable allocation, ,CLs have been directed that SOLs

and weekly tracking must take place to support these students.

Due to the staff departure of the SENCO, one of the Damascus groups did not

run in the Summer term. However, from the group that remained, alongside

the Rising Stars and the Year 8 Masterclass group, the following progress was

made:

Damascus- skills in Summer term- 79.4% of students had an improved reading

age from their STAR reading test in Feb to July; 68.7% improved in their

writing scores, evaluated by SPAG and writing assessments.

Masterclass and Rising Stars- 84% of students have improved results based

on sentence structures and have built skills in creating fronted

subordination use of relative clauses and punctuating using

commas in a list, comma after fronted subordination and comma

after a subordinate clause.

Literacy

and

Numeracy

Staff for

Rising Star

and GCSE

support

groups.

£10032

Extra English and Maths support to be provided by specialist staff for disadvantaged students who are underachieving in these core subjects. This will allow for early intervention and help students get back on track and build confidence with literacy and numeracy which can have a positive impact on performance in other subjects and on attendance and engagement in learning

Period 6

£2310

Period 6 is a targeted support period after school where disadvantaged students are

supported with homework and controlled assessment by subject staff and Senior

Leaders. Assertive mentoring links in with period 6 to ensure that students who are

having difficulties completing homework and independent learning activities can have a

quiet place with ICT access and internet. Teaching staff are on hand to provide support

and have learning conversations with students

From cycles one to four, spanning from Sept until May , 378 additional sessions took place for our

PPG cohort. Out the 38 out 40, full-time, regular attenders in this group, all students accessed

additional support. Students were targeted by Curriculum Leaders in liaison with the Assistant

Headteacher and Intervention Manager, subsequently, students were offered 2 additional sessions

on an evening and 2 additional sessions during the week in the following areas:

English tutor time support

RE support Monday lunch

Maths and Science support afterschool

Maths tutor time support

English afterschool Tuesday

History support lunch Wednesday

PE support lunch Wednesday

Technology support Wednesday

Geography support Thursday afterschool

PA support Thursday afterschool

Business support Thursday lunch and afterschool

MFL support Friday lunchtime

Students and parents received letters informing them about the interventions. Students were them

reminded in assertive mentoring and by the AHT and IM when they failed to attend; sanctioned

appropriately for consistent non-attendance.

16 students also had their Geography field trip expenses covered so that they could participate

fully in the controlled assessment research work.

17 students also became part of a Revision tutor group, whereby tutor time is focussed on independent revision with support from an English specialist twice a week

Homework

club

£1155

Based on cost of 2 staff members supporting students in homework

club. This is an opt-in session where PP students can get support with

homework and can use ICT or printers if they do not have access to

this at home

Term 1:PP Students accessed homework club 94 times.

Term 2: PP Students accessed homework club 105 times.

Term 3: PP Students accessed homework club 44 times.

CPD – Staff

training on

retention

and meta-

cognition

£1,000

The key focus for the school this year is the differentiation of learning

activities for different cohorts of students (PP, SEND, G and H, EAL).

This will include INSET sessions on effective strategies to support

disadvantaged students in methods of retention and raising the profile

of meta-cognition as a means of showing learning relevance,

departmental meetings focused on sharing, developing and reviewing

strategies, time to embed strategies into medium term schemes of

work and a full QA process including learning walks, work scrutiny and

student voice to monitor the use of differentiation strategies. This

funding also includes the cost of purchasing supporting resources

linked to retention and metacognition.

Diminishing the Difference booklets produced and released in Term 2 and

Term 3.

Twilight for all staff on PP and SEN during term 2.

100% of KS4 students had a strategy sheet to inform teaching and learning.

See teaching and learning data for QA observation results.

Parental

Engagement

£2310

Staff to deliver a Parent Information Evening, inviting all parents /

guardians of disadvantaged students to receive subject specific

guidance regarding how Year 11 students can best prepare for their

examinations.

Meetings to take place between parents and AHT or Intervention

Manager or HOH/SENCO to discuss student progress and set

appropriate goals to support students in introducing or maintaining

high quality revision outside of school.

KS3 Parent Information Evening for Core Subjects to provide

workshops to provide parents with practical ways to support their

child’s learning.

Year 11 Parent Meetings took place- mins recorded- 23/34 in Year 11.

PP Parental Voice indicates the following.

Do you feel feedback given at Parents Evening helped you to support your child with their

learning? 89.8% Yes

Do you feel the school provided enough revision and intervention sessions in order to

support your child?94.74%

65% of parents felt that school communicated clearly which is an area that will be a focus

of parent/ school liaison in 2017.

98% of parents found the Key Stage Three Parent Information Evening helpful.

Alternative

provision

£40246

This funding will also help fund the alternative provision courses for

disadvantaged students with particular emotional, behavioural or

attendance issues. The money will help fund vocational courses and

small group English and Maths support to ensure that these students

get access to a curriculum that meets their individual needs

Alternative provision led by outside providers also has a full QA programme

including lesson observations and work scrutiny

One student did not achieve any qualifications.

One student achieved a 3 and 4 respectively in Maths and English alongside a

Level 2 Beauty qualification.

One student remains on alternative provision and is making progress to

achieve Grade 3in E/M.

Career

guidance

£3825

All disadvantaged students are given career advice in Year 10 (mainly

through group sessions) and in Year 11 (individual sessions) with

some selected Year 8 and Year 9 students also receiving support.

This money would pay for the session with the careers adviser for

relevant students

100% of students had a careers appointment.

74% attendance of PP students at the All Saints Key Stage 5 Evening.

Intended Destinations into 6th Form or College confirmed for 85% of PP cohort.

Visits

bursary

£3500

This will be used to help disadvantaged students access extra-

curricular trips to support student aspiration and social development.

Examples include transport costs for the university visits that run to

Nottingham Trent University and Loughborough University for

disadvantaged students in Years 9-11 and the cost of the Hagg Farm

outdoor education visit for selected disadvantaged Y8 students.

This money will also fund the costs of fieldwork visits and curriculum-

based subject specific trips for disadvantaged students

Trips to the following were paid for by the PP funding:

Briars

Nottingham Trent University

Sheffield University

Yorkshire Sculpture Park

Geography Field Trip

Mentoring

£10098

Mentoring time will be provided by Senior Leaders and Pastoral heads

to monitor and support the progress of PP students. This will follow the

Assertive Mentoring process and involve regular liaison with teachers

and parents to ensure that students are acting on targets set to raise

their achievement. Targeted PP students will have weekly meetings to

set and monitor subject-based targets and parents will be contacted

regularly to make sure they know how they can support student

progress

33 students were selected to be assertively mentored by a member of Senior

Leadership, Head of House, Intervention Manager, SENCO, House Achievement

coordinators, teaching assistants and Chaplain. Of the 33, 22 students were PPG. 1

student did not participate in the scheme due to persistent absenteeism. Students were

seen on a weekly basis for twenty to thirty minutes. Students discussed their

attendance, their behaviour, their study habits, their interventions and upcoming

priorities. Students were given three targets, which they agree with their mentor. After

eight weeks of mentoring, students would qualify for a gift voucher is everything that

had been agreed be mentor and mentee had been completed, attendance had

improved and behaviour points had been sustained. Out of the 22 students, 10

received the gift vouchers due to completing the criteria above. Telephone calls were

made on a weekly basis to inform parents of positive or negative progress.

7. Additional detail

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

Additional support below with costings attached.

15