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PUPIL PREMIUM STRATEGY STATEMENT 2017 -2018

saint benedict cva pupil premium strategy statement 1

School Context September 2017 -2018

Year Total Female %Female Male %Male7 238 123 51.7% 115 48.3%8 244 122 50.0% 122 50.0%9 241 119 49.4% 122 50.6%10 228 122 53.5% 106 46.5%11 226 118 52.2% 108 47.8%

Year Total PP %PP NPP %NPP7 238 82 34.9% 156 64.7%8 244 81 33.2% 163 66.8%9 241 92 38.2% 149 61.8%10 228 83 36.4% 145 63.6%11 226 77 34.1% 149 65.9%

Year Total PP PP/EAL PP/SEN PP/SEN/EAL7 238 82 25 17 78 244 81 24 22 79 241 92 20 43 410 228 83 19 28 211 226 77 17 19 3

Pupil Premium Budget 2017 -2018 £388,960


Proposed Overall Spend 2017-2018 £416,956STAFFING, RESOURCES

Leadership – Deputy and Assistant Head teacher Staffing for intervention (before and after school, holidays)

Reading teacher and LSA reading support Revision guides and resources including text books

Small group intervention literacy and numeracy Exam training and costs for additional designated subjects VCert)

Overstaffing English and Maths to support setting in each year group and extra set in Year 11 (1 main scale teacher)

Reprographics

Damascus Centre staff Literacy resources (Accelerate)

Directors of House (6) Numeracy support resources

Achievement Managers (5) Alternative provision off site

Attendance officer CPD costs – INSET

Faith in Families social care support Software for booking parents’ evening

Campus support PiXL subscription

Careers Support Transport costs (free bus after school and for parents’ events)

School Nurse Rewards systems – planners, postcards; phone calls

Brighter Futures (TLR PSHE & Careers) Brighter Futures resources

EAL support Provision of uniform, resources and transport

TOTAL STAFFING COSTS £ RESOURCE COSTS

£


Pupil premium strategy statement (secondary)1. Summary information

School SAINT BENEDICT CATHOLIC VOLUNTARY ACADEMY

Academic Year 2017- 2018

Total PP budget £388,025 Date of most recent PP Review Jan 2017

Total number of pupils 1177 Number of pupils eligible for PP 416 (Jan 2017 census)

Date for next internal review of this strategy Sept 2018

2. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015-16 only) n/a

% achieving expected progress in English / Maths (2015-16 only) n/a

Progress 8 score average -0.27 Not currently available (28/09/2017)

Attainment 8 score average 3.7 Not currently available (28/09/2017)

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. Leadership and Management of Disadvantaged Students. The school’s use of pupil premium funding is to be monitored efficiently and address well the needs of eligible pupils by ensuring:

All leaders have a clear focus on disadvantaged students and micro manage students closely to ensure progress is good or better by identifying, addressing and removing barriers to learning.

Ensure disadvantaged students are a “Golden Thread” running through all areas of school priorities and improvement plans. Establish tracking system to monitor progress and measure impact and cost of support for disadvantaged students. Ensure published reports demonstrate effective expenditure of PP funding and financial transparency.


B. The outcomes for all students improves and the gap between disadvantaged students and all students closes to be in line with or better than national average by ensuring that:

Accuracy, rigour and consistency of assessment will ensure accurate identification of disadvantaged students requiring additional support in all year groups

Review curriculum to ensure suitability of qualifications and courses Effective and prompt literacy support in Years 7 and 8 through Accelerate programme will ensure sound foundations for future progression Raise profile of whole school literacy and buddy reading to support progress of reading of disadvantaged students

C. High quality Teaching and Learning supports the progress of disadvantaged students: High quality lessons are planned with differentiated learning objectives and levelled/graded outcomes which are used effectively in all lessons; with

appropriate challenge for the more able as evidenced by work scrutiny and analysis of lesson observations and learning walks Techniques that help to deepen learning including planning to meet the needs of all pupils, deep targeted questioning and personalisation are evident in

lesson plans and more widely used in all lessons, especially for the key identified groups including PP, SEND, Most Able Staff able to plan more effectively for SEND and disadvantaged learning by using prior attainment data. Information on strategies for all SEND and

disadvantaged pupils is shared more effectively enabling teachers to plan effectively and provide detailed feedback which enables these groups to make rapid progress.

D. The Academy supports and improves the personal safety, behaviour and welfare of disadvantaged students through curriculum, House, school nurse and other agencies.

Disadvantaged students have the support to enable them to engage with the curriculum and achieve according to their potential Support and develop parental engagement Mentoring will develop aspirations and raise self esteem

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

E. Reduce the proportion of pupils that still regularly fail to attend school, particularly disadvantaged pupils and pupils identified by the school who have special educational needs and/or disabilities who do not attend the enhanced provision.

Create robust and closely monitored systems of attendance monitoring to ensure that Absence and Persistent absence of disadvantaged and SENK students rapidly improves to figures above national averages.

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


A. Improved and more effective tracking and monitoring of disadvantaged students will ensure actions and interventions are transparent with strategy and impact analysis shared with all relevant bodies.

Pupil-premium strategy report will be updated to show impact of strategy, including review of the financial cost of each intervention and its impact.

B. Improved Progress 8 measure for disadvantaged students in all three areas – overall, Ebacc and open.

Improved reading ages and progress in English and maths for students involved in Accelerate English and Maths through in-house testing and benchmark testing using external tests.

Ensure higher prior attainment key stage 2 students continue to make good progress in line with expectations.

The progress 8 score for disadvantaged students in all elements of progress 8 will be reduced from current to 0: 2016 2017 2018Overall: -0.43 -0.27 0.0EBacc: -0.53 -0.27 0.0 Open: -0.49 -0.21 0.0

Testing of reading ages and numeracy skills will show impact of Accelerate programme at six monthly intervals.

C. High quality teaching will ensure good progress of disadvantaged students. CPD will support the delivery of teaching and learning that

i. meets the needs of individual learners, ii. establishes and maintains high expectations of learner effort and engagement,

iii. Promotes and develops oracy as a tool for learning and for positive engagement with the world of work and society as a whole.

Facilitate staff awareness of disadvantaged students through high profile, transparent and shared strategies regarding seating plans and class planning procedures.

Teaching and Learning strategies devised for individual students designated to be at risk of underachievement. These strategies to be shared with all staff.

Work scrutinies and lesson observations will demonstrate clear and effective feedback for students.

D. Bespoke curriculum for some students in order to allow students to maximise their potential. Support and develop parental engagement by personal contact before and after parents’ evenings to ensure parents attend events. Transport provided where necessary and non-attendance followed up through House teams.Mentoring will develop aspirations and raise self-esteem; House teams, SLT and external mentors will mentor the most vulnerable students.Enrichment activities – liaison with local university to enable students have access to information about further and higher education

Additional or alternative qualifications will enhance students’ self-esteem.Increased attendance of PP parents at parents’ evenings – target 100%.Parental attendance at House Mentoring meetings for PP students – target 100%Creation of Pupil Premium Profiles (PPP) to monitor mentoring programmesIdentification of and participation in university planned days


E. Improved attendance of PP students through the review of attendance monitoring procedures. Reduction of number of students who are persistent absentees. % of PP students persistently absent to reduce to at least in line with national figures.


5. Planned expenditure to support the strategies, priorities and actions identified above

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?

Clear, responsive leadership of Pupil Premium strategy

Pupil Premium coordinator to take a strategic lead on implementing and developing Saint Benedict CVA Pupil Premium strategy.

To provide clear leadership and establish clear line of accountability for progress of PP students.To establish an ethos of attainment for all.To raise the profile and awareness of the Pupil Premium agenda within school.

Evaluate, in collaboration with the SLT, the impact of each strategy and/or funding allocation.

AMG Review termly as part of ongoing review of PP strategy.

Improved student oracy evident in classrooms.

Through teaching strategy “Thinking Hard”, teachers improve students’ levels of oracy and literacy in lessons by giving varied and challenging opportunities to discuss responses to questions before writing them down.This is supported by “Voice”, a programme of explicit training on oracy delivered during form time.

Teaching and learning strategies to develop and express depth of understanding in response to challenges of new curricula and examination reform.By improving opportunities for student talk in the classroom, all students, including disadvantaged students will have the opportunity to articulate their responses before they respond to questions. This will develop vocabulary and model written responses to questions.

CPD and INSET on ‘Thinking Hard’ teaching and learning strategy and on ‘Voice’ form-time oracy programme.Time allocated in Department and House meetings to sharing best practice of these strategies.Monitoring through learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors.

AMGVHLMAB

Review termly as part of ongoing review of PP strategy.


Teachers use questioning to monitor learning effectively throughout lessons and to respond to needs of individuals.

Ensuring questioning is effective in the classroom.

By using questioning to check that students have understood teachers will be able to offer additional support where needed and re-shape the lesson in order to respond to that feedback. Disadvantaged students will be prioritised; the school’s seating plan strategy will facilitate this.

CPD and INSET; learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors.

VHLMAB


Teachers improve quality of individual support through their verbal and written feedback. Resulting pupil progress is evident in pupil books.

Ensuring written feedback is prompt and effective and that students receive verbal feedback during lessons. Through "Boost" teaching strategy, teachers will deliver bespoke follow-on tasks

When written feedback is a “dialogue” between teacher and student all students are able to receive individual support to help them progress.Teachers should aim to give PP students verbal feedback at points throughout the lesson.

CPD and INSET; learning walks; lesson observations; work scrutinies; Quality Assurance documentation provided by Curriculum Directors, regular ‘book checks’ by SLT.

VHLMAB


Reduce class sizes in KS4 English and Maths to enable more targeted support for Disadvantaged students.

Create additional staff capacity in both subjects to create 6 sets across each half of the year group.

Sutton Trust EEF toolkit shows that this strategy can add three months to a pupil's progress over one academic year.

Monitor choice of students in these groups.Ensure setting based on prior attainment for disadvantaged, not recent testing or attitude to learning.Monitor quality of teaching.

MABAMG

Monitor through school quality assurance systems.

% salary AHT% salary DHT

% salary supernumerary English and maths teachers

£9,840£42,675£28,984


CPD & staff cost: £81, 499

ii. Targeted support




Improve outcomes in core and option subjects for PP students; gap narrowing throughout year groups.

Hone the Academy’s identification of students and develop bespoke intervention in all core and optional GCSE subjects.

Through diagnostic testing and identification of gaps in skills, subsequent teaching and additional support will target areas where the student does not have a secure understanding to enable them to achieve at least their expected level.Intervention is a bespoke programme designed to meet specific needs of learners and based on data from PPE/Mock examinations.

Monitor progress from initial diagnostic test to re tests.Learning walks, work scrutiny, student voice.

AMGLFG

Following each intervention cycle, using data from Assessment Points.


Improve P8 and A8 score for currently underachieving Y11 PP students.(Targeted Mentoring)

Pupil and parent voice data.

Houses to support progress of key underachievers in Y11 through assertive mentoring and engagement with parents.

Specialist bespoke mentoring of forty PP students based on need identified through diagnostic testing.

All tutors will act as mentors for their Y11 tutees. For those students with lowest Progress 8 scores, the House will assertively mentor, engaging with parents and setting specific targets for improvement. Support will be targeted to PP students.

Three staff to train to deliver specialist mentoring during weekly sessions.

Each underperforming disadvantaged student will receive their own Individual Education Plan based on the interventions, which will enable them to make rapid progress – these will be developed and monitored by house teams. Monitor implementation to ensure consistency of approach and sharing of best practice.Positive Support team to deliver short-course interventions in small groups.

MSAMG

At each assessment points.

Improved attainment and progress of PP students; gap narrowing throughout year groups.Impact assessed through A8 and P8 scores in Y11 and within school measures for Y7-10.

-

Ensure all staff are aware of who their PP students are through identification on seating plans and on lesson planners.Maintain database of shared teaching advice for individual underachieving students.

Visualisation of PP students provides instant reminders and holds staff accountable for the progress of PP students in their subject. Sharing of best practice that is highly personalised for each student.

Monitor seating plans and lesson planners; learning walks; work scrutinies; student trails.

AMGVHLMAB

At each assessment point.


Improved levels of literacy among all disadvantaged students.

Expand small-group literacy support programme for all students including disadvantaged, EAL and SEN students in KS3.Interventions designed based on data from diagnostic testing

Improved literacy levels of students lower down the school have led to overall improved outcomes for PP students.

A team of staff led by our specialised teacher works closely with small groups of Y7 and 8 students in order to rapidly improve literacy levels.

AMGNCAJN

At each assessment point, progress compared to baseline data on reading and spelling.

Ensure all Curriculum and House leaders are aware of the progress of PP students and have detailed plans to maximise progress of these students

On all data review meetings, DoLs must prepare progress response for PP students with actions recorded.Department Improvement Plans and House Improvement Plans must include specific strategies to improve progress of PP students.

Students revisited at each subsequent data review meeting and DoLs will demonstrate impact of interventions.

Meetings are timetabled to occur periodically throughout year and attended by Head teacher and Deputy Head teacher.

KEGMSMAB

At each meeting, PP students discussed individually. Progress of action will be fed back at SLT termly as part of ongoing review of PP strategy.

All PP students receive personalised careers advice.

They are aware of the full range of options and how to access them.

Impact measured through student voice data.

Prioritise PP students for careers advice.

By having clear vision of what career possibilities lie ahead, PP students can make informed decisions to make the most of the opportunities available to them. Aim to increase motivation and engagement with the curriculum.

Students prioritised for careers advice and support.

AMGNC



% salary PP Focus within Director of House role and responsibilities Mentoring (external provider)

EAL teacher (£9,937) + EAL LSA (£4,928) - % Salary% salary reading teachers

% salary careers advisor% salaries Positive Support Team

£106,168£5,800£14,865£32,510£8,555£11,172

Total budgeted cost £179,070

iii. Other approaches




Improve parental engagement with school further to support students with their learning.

Use a wide range of strategies to keep parents informed of key events such as parents evenings including individual contact and the provision of transport.Use of online booking system for parents’ evenings to allow tracking of attendance before the event.

Students who have the support of their parents and whose parents understand how to help them are more successful learners.

We will contact the parents of PP students personally prior to information events/parent evenings, record who attends, and follow up with any who do not. Contact will include letters, phone calls, text messages and emails.

MSAMG

Following each parental event we will bring figures back to leadership team discussion


Improve outcomes for PP students by offering a personalised approach to the curriculum. Impact assessed through A8 and P8 scores in Y11

Bespoke curriculum for students to include additional MFL qualifications for students whose first language is not English and vocational courses where required.

Last year the introduction of ECDL proved to be motivating for students boosting self-esteem. Following this, we are expanding the number of courses on offer for any students who are at risk of not achieving across other aspects of their curriculum.

By ensuring it is a key focus of the senior leaders with responsibility for PP students and the Curriculum. Planned curriculum changes for part of student IEPs.

AMGLFG


Identified group of low self-esteem students re-engaged with learning.Impact assessed through student voice and improved progress and attainment of these students.

Establish a programme of external mentoring using links with local CEAIG organisations.

Aim to boost self-esteem and raise aspirations and expectations amongst target group of PP students who are reluctant to contribute and who have poorer attendance.

CEAIG coordinator will establish and maintain links with local partner organisations.Use diagnostic data to identify target Y10 and Y11 PP students.Impact to be evaluated through pupil voice surveys and by reviewing progress of learners at assessment points.

AMGNC


Enable all disadvantaged children to have the same opportunities to revise as all students.

Provide resources for students along with training. Subject teachers will teach students effective revision techniques through lessons.

Sutton trust work on Metacognitive strategies, one of the largest impacts on student progress.

Discussion with students’ focus groups/ student voice will capture how effectively this is taking place across the academy.

AMG Review termly as part of ongoing review of PP strategy.

Ensure all disadvantaged children at risk of exclusion continue to have as much

Run an alternative provision within school which enables students to continue to access

Experience of alternative provision suggests that students will attain best outcomes based here with staff

Monitoring of student progress reported to SLT on a weekly basis.

MS Review termly as part of ongoing review of PP strategy.


access to the curriculum as possible. P8, A8 and within school measures show improved progress and attainment.

as much of the curriculum as possible.

with whom they have relationships and who are accountable for their progress.

Quality of provision reviewed annually as part of academy QA systems.

Enable any student at risk of Permanent Exclusion to continue to make progress.

Buy up to two places in alternative off site provision to provide additional capacity based on numbers or behaviour.

APP offsite now offers good curriculum choice and provision for any student whose behaviour may be difficult to manage in our own Damascus provision.

Visit pupils and QA provision off site. Monitor progress of students accessing off site AP.

MS Behaviour lead to review progress on an ongoing basis.

Have a robust and consistent system across Houses to improve attendance and reduce persistent absence of PP students.Improved attendance and persistent absence figures on the previous year in all year groups. Gap closing between Pupil Premium and non-Pupil Premium students.

Put in place attendance monitoring system and weekly attendance updates to leadership team.Attendance of groups (including PP and SEN) reported.

Improved attendance of PP students will lead to improved outcomes.

Deputy Head teacher to monitor with House Leaders weekly and to report to SLT.

Impact assessed through attendance and absence figures.

MS Review termly as part of ongoing review of PP strategy.

Develop a robust and transparent system for tracking and monitoring impact of interventions and funding

Software to link interventions, funding and progress

Collate centrally all interventions and progress of disadvantaged students

Implement one year group at a time to assess accuracy and level of detail required.

AMGACM

Report to SLT and Governors.

% salary Achievement ManagersDamascus centre

£38,870£4,610


Alternative Provision teaching staff% salary Achievement Manager (Attendance responsibility)

Costing of AP off site for PP student(s): £50k – 2 placesSub-total

£23,705£6,424£50,000£123,609

Additional budgeted costs to support the delivery of the above strategies% salary Librarian

Reprographics% Salary School Nurse

% salary campus supportRevision guides, Faith in Families, PiXL membership, transport costs, rewards systems, numeracy support

Sub-total

£3,100£4,957£7,524£5,657£16,640£32,778

Total budgeted cost £156,387

Total PP budgeted spend – teaching + targeted support + other: £416,956


6. Review of expenditure

Previous Academic Year 2016-2017

Type of support Cost1. Accelerate Literacy £30,967.002. Accelerate Numeracy £6,000.003. Additional Qualifications £3,460.004. Additional Support £75,237.005. Aspirations £8,705.006. Extra-Curricular £6,500.007. Literacy Enrichment £1,100.008. House Support £158,138.0

09. Resources £3,000.0010. Study Support £1,000.0011. Targeted Intervention £5,000.0012. Teaching and Learning £34,000.0013. Damascus £28,315.0014. Faith in Families £7,000.0015. Nurture £20,768.0016. EAL Support £14,865.00

Total spent £404,055

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 type


Teachers improve students’ levels of oracy and literacy in lessons by giving opportunities to discuss responses to questions before taking feedback.

Improve “Talk for Learning” in classrooms

Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence some improvements in students’ levels of oracy and literacy; the Academy focus on “think-pair-share” strategy was especially effective, with this in evidence in most of observed lessons.

We will continue with this strategy to improve students’ levels of oracy and literacy so that we might be more consistent and challenging in our delivery of this within all areas of the curriculum. We will refine it in two key ways:1. Staff training and development on teaching and learning strategies to develop and express depth of understanding in response to challenges of new curricula and examination reform2. Students will be trained in oracy skills in a year-long programme led by tutors.

12

Teachers use questioning to effectively monitor learning throughout lessons.

Ensuring questioning is effective in the classroom

Programme of school-wide CPD to develop skills in questioning was delivered and was successful as evidenced by post-training department action plans. Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence improvements in teacher questioning to monitor learning throughout lessons.

QA evidence shows that the quality of teacher questioning has improved overall, however teachers need a range of strategies to ensure deep and lasting understanding. We will continue with this teaching and learning strategy, refining our approach through further staff training and development. Effective questioning will be a corner stone of our teaching and learning foci for 2017-2018. This will be reflected in our Teaching and

12

Teachers improve quality of individual support through their verbal and written feedback.

Ensuring written feedback is prompt and effective and that students receive verbal feedback during lessons.

Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence steady improvement in quality of written feedback form teachers.

The quality of written feedback has improved overall with students responding and making progress in response in many cases, although this was not consistent. We will continue with this approach, refining our practice to ensure that students respond well to feedback and boost their progress as a result. This

12

ii. Targeted supportDesired outcome Chosen action / approach Estimated impact: Did you meet the success

criteria? Include impact on pupils not eligible for Lessons learned (and whether you will continue with this approach)

Cost type


PP, if appropriate.

Improve outcomes in English, Maths, Humanities and Add/Core Science for PP students(Additional Diagnostic Support)

Hone the Academy’s identification of students and develop bespoke intervention in English, Maths and Humanities

Yes. Progress data and GCSE results show clear impact of interventions in English, Maths, Science and Geography, although not in History.

We will continue with this approach as pupil outcomes improved significantly. The approach will be extended across all subjects in 2017-2018, with all Directors of Learning receiving training on identifying students and developing bespoke intervention. The Academy will allocate directed time to provision of bespoke intervention for students in Y11.Subjects where results are poor will have targeted support from SLT to improve outcomes at GCSE.

11, 1, 2, 7

Improve Progress 8 score for currently underachieving PP students.(Targeted Mentoring)

Houses to support progress of key underachievers through assertive mentoring; engagement with parents

One group of students in need of mentor identified and matched with volunteers.

A programme of careers advice through individual meetings and a programme of careers education and enrichment.

Another group of key students mentored by SLT who created IEPS and met with students.

University visits for Year 10 students (8).

We will continue with strategy of mentoring underachieving students.

A key group of PP students will attend an ongoing bespoke programme of mentoring to address perceptions and behaviours that lead to underachievement.

Volunteers from business and industry will be matched with y10 PP pupils for mentoring in 2017-2018 as part of a formal partnership arrangement.

8, 5


Improved outcomes for PP students(Raising staff awareness)

Ensure all staff are aware of who their PP students are through identification on seating plans and in staff rooms.

PP students are identified on all seating plans. All classroom staff have contributed to database of teaching advice for individual PP students throughout the school. Lesson observations indicate increased staff awareness of PP students and their individual learning needs.

We will continue with this strategy of emphasising the need for individual classroom teachers in every department to be aware of PP pupils through seating plans. We will extend it so that all staff produce detailed plans outlining teaching and learning strategies they will employ with individual PP learners in each of their classes. For this, they will draw on the teaching advice database developed in-house with input by all classroom staff in summer term 2016-2017.

12

Improved levels of literacy among all disadvantaged students.

Expand small group literacy support programme for disadvantaged students in KS3.

Year 7 literacy support was successful as pupils made progress.

We will continue with this strategy, however, on recommendation of Pupil Premium review, we will re-consider from where intervention should take place.

1,7,16

Ensure all Curriculum leaders are aware of the progress of PP students and have detailed plans to maximise progress of these students

On all data review meetings, DoLs must prepare progress response for PP students with actions recorded.

Data review meeting minutes evidence routine focus on progress of KS4 and KS5 PP students. Following Pupil Premium review, all departments have plans to maximise progress of PP students.

We will continue with this strategy and extend emphasis to include KS3 students. In 2017-2018, all Directors of Learning and Directors of House will produce detailed plans to maximise progress and remove barriers to learning for PP students.

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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 type


Improve parental engagement with school in order to support further students with their learning.

Use a wide range of strategies to keep parents informed of key events such as parents evenings including individual contact and the provision of transport.Use of online booking system for parents’ evenings to allow tracking of attendance before the event.

Parental engagement with school has improved as evidenced by data on attendance at Y11 and Y9 Steps to the Future parents’ evenings. A pro-active approach to engaging with parents and carers included letters, text message reminders, systematic individual telephone, and email contact by House teams. Year 7 and Year 11 parents attended information evenings to help them to help their children with independent study.Transport was provided to serve areas of our catchment that includes higher density of PP families.

Engagement with parents and carers has been a key aspect of our work to support students with their learning. However, significant gaps remain in parental attendance at parents’ evenings.

The policy of pro-active engagement with families will be continued and developed to include an emphasis on positive exchanges, including systematic use of positive phone calls home and rewards for students. Attendance at parents’ evenings will continue to be monitored and evaluated.

In 2017-2018, we will further extend the strategy to include personal tutors who will take the lead on supporting progress of underachievers in KS3 through pro-active contact with parents/carers to identify and remove barriers to progress.

8


Raise awareness of disadvantaged students in each house/curriculum area.

All department offices and staff room and staff planning areas will contain ‘War Walls’ for disadvantaged students who are underperforming in that particular house/ subject area

Department and House Improvement Plans were updated in March 2017 to include specific focus on PP students. Staff room, staff planning areas, English department office and Maths department office all contain “war walls” identifying progress and underperformance of individual students including PP. Meeting minutes document effective use of these in SLT strategy meetings, departmental PPG and progress review meetings.

This was a useful strategy to prompt personalisation of our approach to individual students.We will continue with this strategy although in a manner that is modified to comply with new data protection regulations.

8, 12,11, 9

Improve outcomes for PP students by offering a personalised approach to the curriculum.

Bespoke curriculum for students to include ECDL, additional MFL qualifications for students whose first language is not English and vocational courses where required.

Where eligible, students did sit GCSEs and/or A levels in their home language.ECDL was offered to a selected group of students who performed well overall.

We will continue to offer additional MFL qualifications for EAL students. ECDL will not be offered to Y11 students as its value has been called into question nationally. VCert will replace The Prince’s Trust qualification for LA.

3, 13, 6

Identified group of low self-esteem students to become re-engaged with learning

Establish a programme of external mentoring using links with employers/ Derby University

Two groups of students were identified for mentoring.

Group visits to Derby University and to a workplace with aim of raising aspirations.

Students report that the visit to the university boosted their confidence and prompted them to think more positively about their future.As mentioned above, mentoring will continue to be an important part of our strategy in 2017-2018.

6


Enable all disadvantaged children to have the same opportunities to revise as all students

Provide resources for students along with training. Subject teachers will teach students effective revision techniques through lessons.

Revision guides supplied for English, Maths, and Science and RE. Maths equipment supplied for all disadvantaged students. Feedback from students: provision of resources appreciated and utilised.

Homework club twice a week in the school library with free late bus provided for pupils who stay late in school.

We will continue to provide revision materials to PP students.

10, 4, 6

Ensure all disadvantaged children at risk of exclusion continue to have as much access to the curriculum as possible.

Run an alternative provision within school which enables students to continue to access as much of the curriculum as possible.

Students in our alternative provision were successful in achieving GCSEs and access to the curriculum was assured so that they could progress to post-16 education.

This was an important strategy for individual disadvantaged children. We will continue with this strategy of running an alternative provision within school.

13, 14

Have a robust and consistent system across Houses to improve attendance and reduce persistent absence of PP students.

Put attendance-monitoring system in place and report weekly attendance to leadership team including attendance of groups (including PP).

Attendance a key focus in all House line management meetings as evidenced in house line management minutes. Attendance monitoring system in place and reduction in number of students whose attendance is of concern.

While progress has been made, there is still a gap between the attendance of PP and non-PP students. Therefore, improving attendance remains a cornerstone of our Academy strategy to improve outcomes for PP students. We will develop the strategy through the appointment of new internal EWO for 2017-2018 whose objective will be to respond to the data to improve attendance and reduce persistent absence of PP students.

8


Reduce class sizes in KS4 English and Maths to enable more targeted support for Disadvantaged students.

Create additional staff capacity in both subjects to create 6 sets across each half of the year group.

Class sizes were reduced in these areas to allow for flexibility in setting of students and more targeted support for disadvantaged students.

Outcomes have improved with gaps narrowing between progress of PP and non-PP students. We will continue with this strategy, monitor progress of individuals and intervene where necessary. Where teaching does not meet the standard, it will be challenged and support to improve will be put in place.

4

Develop a robust and transparent system for tracking and monitoring impact of interventions and funding

Software to link interventions, funding and progress

A robust and transparent tracking system is now in place for tracking and monitoring interventions and funding.

We will continue to use this tracker, nominating one member of associate staff to take responsibility for the administration and upkeep of the tracker under supervision of AHT. All staff will be required to keep accurate records of revision, interventions, spending and extra-curricular sessions so that the tracker will be maintained successfully.

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