Pupil Premium Grant Expenditure Report 2016 17 and … · Pupil Premium Grant Expenditure Report...

1

Pupil Premium Grant Expenditure Report 2016‐17 and Action Plan 2017-18 What is pupil premium funding Pupil premium funding is allocated by The Secretary of State for Education in the form of the pupil premium grant (PPG) which is paid to the school for the financial year beginning 1 April 2016 The PPG provides funding for two policies

raising the attainment of disadvantaged pupils of all abilities to reach their potential

supporting children and young people with parents in the regular armed forces Pupil Premium provides funding for pupils in the following categories

Who have been in receipt of free school meals (Ever 6 FSM) at any point in the past 6 years as at January Census (pound935 per child)

Who have been continuously looked after for the past six months as at January Census (pound1900 per child)

Who are adopted from care under the Adoption and Children Act 2002 or who have le1048908 care under a Special Guardianship or Residence Order (Post LAC) as at January Census (pound1900 per child)

Those children whose parents are currently serving in the armed forces or were eligible for funding in the last 4 years (Ever 4 Service Child) (pound300 per

child)

Financial year amount of Pupil Premium funding 2014‐2015 pound129000 2015-2016 pound118110 2016-17 pound125380 2017-18 pound125000

2

Accountability and Responsibility The school has a Pupil Premium Governor Andy Dyehouse who is also the Vice Chair of Governors and Chair of the Finance Committee

The Principal works with the Pupil Premium Governor and Pupil Premium Team to review the impact of Pupil Premium expenditure and provision on student

progress and narrowing the gaps This is reported termly to governors and annually to parents

The Principal has overall responsibility for ensuring that the needs of PP students within the school are effectively met and funding is used to reduce the gap between PP students and their peers Each member of the Core Leadership Team has responsibility for the strategic oversight and monitoring of an area of the PP Action Plan

Vice Principal (Standards and Achievement) ndash PP Student Progress

Vice Principal (Teaching and Learning) ndash PP Teaching and Learning Strategies

Vice Principal (Student Support) ndash PP Barriers to Learning The Extended Leadership Team (Assistant HeadsHeads of Faculty) are responsible for ensuring that PP students in their subject area(s) make good progress that teaching and learning in their area is lsquogoodrsquo or lsquooutstandingrsquo and that any barriers to learning are identified and communicated to the Student Support Team or SENCO (as appropriate) Two members of the Extended Leadership Team Assistant Head (Intervention) and Assistant Head (More Able and Talented) include oversight of provision and progress for PP students as part of their remit The Assistant Head (Intervention) focusses on ensuring that the barriers to learning outside the classroom for PP students are identified and addressed The Assistant Head (More Able and Talented) monitors provision and progress for our more able and talented PP students to ensure that any barriers they face to fulfilling their potential are identified and addressed The SENCO is responsible for ensuring appropriate provision for PP students with SEND within and outside of the classroom This requires clear communication with the schoolrsquos subject and strategic leaders and includes small group work (literacy and numeracy) strategies to support PPSEND students in the classroom TA support and exam access arrangements Heads of House and the Student Welfare Lead are responsible for ensuring that barriers to learning that affect the overall attitude engagement behaviour attendance of PP students are addressed through Student Support Programmes including mentoring Subject teachers are responsible for ensuring that the needs of PP students are met in the classroom and that PP students in all year groups make good progress They are expected to raise any issues relating to the progress of PP students with their Head of Faculty

3

Pupil Premium Monitoring Team The school has a Pupil Premium Monitoring Team that monitors provision for PP students who face barriers to their learning and includes

The Principal

Vice Principal ndash Achievement and Standards

The Pupil Premium Governor

Assistant Head - Intervention (specific Pupil Premium focus)

Assistant Head ndash More Able and Talented (includes PP focus)

Impact and Evaluation The impact of provision and outcomes for PP students are monitored through the PP Monitoring Team Leadership Team meetings and Line Management meetings The evaluation of PP provision is undertaken by the Pupil Premium Governor and Local Governing Body

Pupil Premium Report 2016 ndash 17

Nature of the support provided in 2016-17

The Pupil Premium grant was used in a variety of ways to support students to close the gap with academic and pastoral opportunities

The major part of the grant was used to provide small group and additional support Small group support was used with students in Years 7 and 8 and in Year 11 to improve progress in literacy and numeracy

Additional programmes were put in place in English (Controlled Assessment) and Maths (addressing identified weaknesses) along with support with the development of Revision Skills and purchase of revision guides

Some of the funding was used to create an lsquoadditional setrsquo in Maths in Y11 on one half of the timetable to support improvements in progress

Targeted Teaching Assistant support was also used with a small cohort of identified students in all year groups to boost literacy and numeracy progress

Pastoral interventions to address engagement attendance and confidence concerns were also used for identified PP students across all year groups

Additional support was also provided through a Learning Mentor to develop organisational and revision skills for targeted students

Additional careers support was provided for PP students at risk of becoming NEET to support access to college or apprenticeships PP students in Y10 received additional support finding work experience placements if needed

Parents and pupils were given a say in how a proportion of their funding could be allocated to improve learning andor engagement with school The lsquoScholarship Fundrsquo supported students with uniform tablets kindles scientific calculators transport books revision guides and access to trips and visits

Other actions taken include

4

More forensic data analysis by class teachers Assistant Headteachers and the Head of Key Stage 4 leading to improved interventions for PP students to secure more rapid improvements in outcomes

Review and sharing of good practice to identify subject based strategies that work with students in the PP cohort Staff were given specific strategies to attempt with PP pupils Subjects were later given time to carry out a discussion and evaluation of which strategies are most effective in each area

Hub support tailored to the specific needs focusing on either well-being behaviour or academic support

Special focus on PP students who have high prior attainment but low aspiration with actions such as o extra credit reward system ndash students given aspirational reports to earn credits for hardindependent work o 1-2-1 meetings with pupils (Y10 and 11 only at this stage) about future goals o interim report meeting with pupils to discuss how to show motivationaspirationdedication within a subject (eg to earn extra credits)

Detailed tracker of attainment measure A2L cumulative attendance and monthly attendance in place to quickly identify any changes in students and any areas were intervention is needed and was provided

Trip to Oxford University on 8th March targeting 10 high PA PP pupils from years 10 and 11 to build aspiration

Exam skills workshops for all PP pupils in Y11 by was put on by an external provider (Elevate Education) in February and in May

Measuring the impact of the Pupil Premium Grant 2016-17 Year 11 PP Examination Performance Headline measures for KS4 outcomes for PP students shows that the work that the school is doing on improving access achievement and entitlement for PP students has not had the desired impact Since Autumn 2016 the standard measure is to compare the schoolrsquos PP performance with the performance of lsquootherrsquo (eg non-PP) students nationally Pupil Premium (Disadvantaged) ndash 26 students (186 of total)

2016 gap 2017 gap

Prog 8 Gap PP v other national (011) -103 -089

Att 8 Gap PP v other national (4951) -1527 -936

Basics 5+ Gap PP v other national (49) -308

5


Basics c+ Gap PP v other national (69) -48

Ebacc 5+ Gap PP v other national (25) -205


Ebacc c+ Gap PP v other national (29) -24

There is evidence here of improvement although slow towards closing gaps

Impact Review ndash Strengths Impact Review ndash Weaknesses amp Areas for Development

The PP students who engaged well with our interventions and support fulfilled their potential 10 of the 26 PP students achieved a positive Progress 8 score This constitutes 385 of the PP cohort compared with 21 in 2016

Curriculum provision in terms of students being able to access the range of subjects needed for Progress 8 was improved with only 4 students not having the full range This was due to the extra English or maths work that we felt was more beneficial to them

Literacy provision for 10 targeted PP students in Y7 and 8 was effective at improving reading and spelling for 9 students

Numeracy provision for 2 targeted PP students in Y7 was effective at improving maths skills

As part of the marking policy staff mark PP books first

Effective transition programmes were available for PP students moving to Y7 and had a positive impact on settling students into Year 7

Students were able to access financial support for trips and visits including overseas visits

Financial support was available for Music tuition

Outcomes for PP students as a group need to be improved

The gap between PP students and their peers needs to be reduced

We need to develop better strategies for identifying barrier to learning for PP students so that those who do not engage can be reached

More work needs to be done on identifying effective teaching strategies for specific PP students

Provision to address specific barriers to learning faced by some students needs to be strengthened across all year groups ndash behaviour parental engagement attendance aspiration

1 of the cohort was educated at a neighbouring school for the last 6 months of Y11

1 student who joined the school at the start of Y10 after facing barriers to learning in their previous schools did not make as much progress as they were capable of by the end of Y11 This student had behaviour engagement and lack of parental support issues which had a negative impact on progress This student was at risk of permanent exclusion before he joined Ounsdale and was close to permanent exclusion here but was

6

Financial support was available for uniform transport and equipment

Scholarship Fund provided parents and students with opportunity to be involved in deciding how some of their funding will be allocated

PP student books are now marked first across all subject areas

PP students were a key focus for revision programmes (Y11)

Butty Club - focus group of 15 PP pupils in Y11 were targeted for specific intervention which takes the focus of building resilience motivation target and goal setting revision strategies and organisational skills The analysis of this shows that of the 10 students who engaged well with the programme attending more that 50 of sessions 80 improved their attainment 8 score 1 student improved by 9 points

All disadvantaged Y11 students were able to secure college or apprenticeship placements

supported to remain at school The student completed GCSEs but scored well below target and is now doing an apprenticeship

It is clear from this experience that more work needs to be done on supporting students who join the school at a time other than the start of Y7 particularly those who join at the start of or part way through KS4

All staff not just the schoolrsquos leaders need to understand the barriers that individual PP students face and have effective strategies in place to address these

Leaders need to closely monitor the impact of strategies to support PP progress and act promptly so that successful strategies can be continued and extended adjusted as necessary or replaced if they are not having the desired impact

Pupil Premium Action Plan for 2017‐2018 Distribution of disadvantaged students by year group 2017-18

Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7

The aim of our work with PP students is to address the underlying inequalities that exist between them and their peers through effectively identifying and

tackling the barriers to learning and progress that they face We will use our funding strategically to target barriers to learning and support progress and

achievement for PP students across all year groups We will use our experience of strategies that have been successful in previous years alongside the wealth

of research that exists that demonstrates the effectiveness of alternative strategies We will also seek to understand in detail the needs of the PP cohort in

each year group and match provision more effectively to these

We have identified 6 focus areas for 2017-18 to address the weaknesses in PP provision identified through the schoolrsquos 2017 PP performance review

1 Improve the identification of barriers to PP progress and the system for tracking this so that actions can be taken more promptly to address

underperformance and gaps between PP students and their peers close more quickly

2 Develop TampL to improve quality and consistency and the range of strategies staff use to address the needs of underachieving PP students

3 Improve the progress of PP students in Years 7 8 and 9 in Literacy and Numeracy

4 Narrow the attainment gap of PP students who have been identified as having a specific need

5 Narrow the gap in attendance rates between PP and non-PP students

6 Raise the aspirations of High PA PP students - particularly boys

Focus 1 Barriers to Learning Desired outcomesSuccess Criteria Rationale

Improve the identification of barriers to PP progress and the system for tracking this

Pastoral and academic staff are not always aware of the barriers to learning for individual PP students in their classrooms and at home that affect engagement and outcomes Tracking information for PP students has not always been detailed enough to identify and address the varied needs of the schoolrsquos PP cohort Evaluating and adjusting provision and strategies has not been quick enough to identify what is working well and what is less effective for

School leaders ensure that barriers are promptly and accurately identified and strategies implemented Evaluation of impact is prompt and adjustments made quickly Staff are clear about what strategies work well with individual PP students Outcomes for PP students improve so progress is good or improving rapidly

Gaps between PP students and their peers are not closing quickly enough and more directed leadership is needed to evaluate impact Prompt action is required to add or extend strategies that work well with specific PP students and stop those that are not having the desired impact Governors need to know that provision for PP students is effective gaps are closing and the school is achieving value for money from the PP budget

8

individual students meaning that gaps have not closed quickly enough

Chosen Strategies and Actions

PP Monitoring Group reviews and evaluates the impact of the schoolrsquos work on closing the gaps (termly) and ensures the LGB has the information needed to challenge the schoolrsquos leaders on impact

Vice Principal (Achievement and Standards) monitors the impact of strategies on outcomes for the PP cohort She works with the Assistant Heads to identify areas for improvement and monitors the overall impact of this on closing the gaps for PP students in each year group

Assistant Head (Intervention) monitors the impact of strategies to address barriers to learning on progress and regularly identifies where adjustments are needed

Assistant Head (More Able and Talented) monitors the impact of strategies to address barriers to learning on progress of PP students in this cohort and regularly identifies where adjustments are needed

Impact Monitoring Cost Person(s) Responsible

Data tracking shows improved outcomes for PP students compared with non-PP students with gaps closing rapidly or closed

PP Monitoring Group Report evaluates the impact of the schoolrsquos provision and outcomes and highlights strengths and areas for improvement

Data Officer pound1259 Total pound1259

PP Link Governor ensures termly review meetings are held and findings reported back to LGB Vice Principal (Achievement and Standards) ndash monitoring and tracking impact through internal data and evaluating success through examination results Assistant Head ndash Intervention ndash monitoring and communicating the impact of academic and student support strategies to improve PP outcomes Assistant Head ndash More Able and Talented ndash monitoring and communicating the impact of academic and student support strategies to improve more able PP studentsrsquo outcomes


9

Developing TampL to improve quality and consistency and narrow the attainment gap across the curriculum

Staff are not always aware of the barriers to learning for individual PP students in their classrooms and at home that affect engagement and outcomes Staff not always aware of the Student Support programmes in place for PP students and how these can improve outcomes Staff skills in meeting the needs of PP students vary Staff awareness of what works with specific PP students not always clear The impact of strategies in the classroom is not always monitored closely enough to evaluate success and inform adjustment

Outcomes for PP students improve so progress is good or improving rapidly Lesson observations and learning walks identify good provision for PP students that can be shared CPD opportunities for developing effective strategies for supporting PP students are offered Staff awareness and application of the strategies that are most successful in meeting the needs of PP students can be clearly seen

The Sutton Report highlights quality teaching as a key factor in improving progress for PP and all students Planning for stretch and challenge ndash effective planning is needed to ensure that students of all abilities and needs are supported and challenged to achieve their best Diagnostic marking and feedback that focuses on next steps for improvement helps students to understand where they need to improve and how


Teaching staff need to be clear about the academic barriers their PP students face and have strategies in place to address these for example weaknesses in literacy and numeracy poor revision skills attendance access to resources organisation of books and equipment lack of parental support for homework

Teaching staff show through their planning and provision that effective strategies are in place or that ineffective strategies have been adjusted

Assistant Heads (Subject Leads) monitor the impact of classroom strategies carefully on outcomes and adjust as necessary

Assistant Heads (Subject Leads) communicate effectively with VP (TampL) and VP (Achievement and Standards) to evaluate the impact of subject strategies

VP TampL to access best practice and advice available from schools with a proven record of effectively meeting the needs of PP students in the classroom

VP TampL to ensure the CPD programme to include a specific strand for improving the classroom experience for PP students and that TampL briefings following data trawls to ensure regular review of impact of classroomsubject strategies on outcomes for PP

Assistant Head - Intervention communicates effectively with Assistant Heads (Subject Leads) SENCO and VP (Student Support) to ensure barriers to learning are identified early and addressed through both academic and support team strategies

Provision and outcomes for PP students are a key focus within the QA programme and appraisal

10


Data tracking shows improved outcomes for PP students compared with non-PP students across the curriculum

Evaluation of CPD and TampL briefings to review staff understanding and growth in expertise

Classroom intervention reviews show action and impact

Data collected from lesson observations and case studies

Y11 Impact Day ndash Motivation lsquoThe Fix Up team pound200 Revision and Exam Strategies PP Workshops - Elevate Education Team pound500 TampL INSET ndash Teacher Toolkit (inc marking and feedback) - Ross McGill pound300 Subject Specific CPD pound5000 Total pound6000

Assistant Heads (Subject Leads) ndash monitoring impact of provision and strategies on outcomes Vice Principal (T+L) ndash quality assurance of TampL across the school Vice Principal (Achievement and Standards) ndash monitoring and tracking impact through internal data and evaluating success through examination results Assistant Head ndash Intervention ndash monitoring and communicating the impact of academic and student support strategies to improve PP outcomes Assistant Head ndash More Able and Talented ndash monitoring and communicating the impact of academic and student support strategies to improve more able PP studentsrsquo outcomes


Improving the progress of PP students in Years 7 8 and 9 in Literacy and Numeracy and providing additional support for success in the basics (English and Maths) at GCSE

Low levels of literacy and numeracy affecting student access to the curriculum ndash below expected reading ages spelling issues lack of confidenceability in basic numeracy skills

Underperformance in GCSEs in English and Maths

Access to support from home

Improved engagement and attainment in Years 7-11 Access to the wider curriculum improves Pupil progress gap in Y7 and Y8 is reduced Literacy and numeracy tracking shows the skills are being improved PP student GCSE results in English and Maths show good progress

EEF research suggests that small group work adds +4 months for PP students and is particularly effective for weaker students as a catch-up intervention Greater feedback from the teacher work more closely matched to learners needs including the ability for the teacher to use the TA flexibly to work with different groups helps to improve student engagement and progress over time

11

This strategy worked well in 2016-17 particularly with Y11 students and has been extended and developed for 2017-18


Intervention with identified underperforming PP students from class teacher supported by Teaching Assistant

SEN Specialist Lexia withdrawal programme (Years 7 and 8)

Accelerated Reader targeted intervention programme (Years 7 ndash 9) including Sixth Form Paired Reading

SEN Specialist Literacy withdrawal programme (Years 7 and 8)

SEN Specialist Numeracy withdrawal programme (Years 7 and 8)

SEN Specialist Diaphon - targeting mastery of spelling patterns (currently run with pupils in Y7)

SEN Specialist Numeracy Ninja - targeting the 4 basic mathematical operations mental arithmetic and times table facts (Y8)

Online times table support subscription which we are running with the whole of KS3 to improve recall and fluency

Tutor time times table practise for Y7-10 ndash January - May

Tutor time numeracy booklets for Y7-10 to improve basic numeracy skills from Jan 18 (including video clips from AFO on how to approach questions)

Maths Intervention Teacher small group work with weakest Mathematicians in Year 7 8 amp 9 with Maths Intervention Tutor

Core maths groups ndash additional GCSE lessons in English and maths to include underperformingweaker PP students


Tracking and monitoring of Lexia and Accelerated Reader programmes show improvements in student performance

Progress checks show improvement in outcomes in English and maths

Pupil and Parent Voice questionnaires

Reduction in the gap between PP and non PP student progress

Small group ndash Maths inc TA Booster Support = pound14128 Small group STEPS intervention Maths = pound4256 Small group ndash English inc TA Support = pound14128 Contribution to Accelerated Reader costs pound490 Contribution to Lexia costs pound424 Online times table support subscription pound19100 Total pound33617

Assistant Heads ndash English and Maths SENCO Vice Principal (Achievement and Standards)

12


Narrowing the attainment gap of PP students who have been identified as having a specific need

Mental healthemotional issues affecting learning

Specific need based on SEND

Medical concerns affecting attendance and progress

Behaviourengagement issues

Lack of aspirationlow self-esteem

Family issuesparental engagement

Access arrangements ndash exams

Lack of resources available to support learning outside the school day

Students are identified and appropriate support planned Student attendance behaviour engagement improve Student outcomes improve ndash progress and attainment data Students feel supported and able to achieve Students demonstrate more independence resilience perseverance and a stronger work ethic Student aspirations and self-esteem improve Students eligible for support with exam access are assessed and provided for Students have adequate resources to support their learning Improved attendance at Parental Meeting

Interventions improve attainment by addressing the mental healthemotional aspects of learning (+ 5 months EEF) Behaviour improvement programmes directly linked to increasing academic performance (+4 months EEF) Adult role models develop confidence and resilience Interventions support students with medical needs in catching up on work missed as well as support with anxiety that can be associated with missing school work Mentoring can support engagement with families (particularly hard to reach) or provide the motivational and practical support targeted students may miss out on that their peers have access to


HUB Support and Transition Programme ndash personalised for student need

SEN Support and Transition Programme ndash personalised for student need

Learning Mentor Support Programme ndash academic organisation revision and exam focus

Medical support programme ndash personalised for student need

Attendance Monitoring and Support programme ndash personalised for student need

Access Arrangements Assessment Programme

13

Aspiration Programme to be developed for Years 9 and 10 including 1to1 Careers InterviewAdvice

PP Planning Meetings to continue to review the impact of work done to address barriers to learning adjusting strategies as necessary to improve impact and better match student needs

Develop specific programme for tracking the impact of strategies on outcomes

Use of outside agencies to support precise specialist student need

Specific targeted communication of parental meetings


Case studies relating to PP students showing specific impact

Data tracking shows a reduction in the gap between PP students and their peers

Data tracking shows a reduction in incidents of poor behaviour withdrawals and exclusions for PP students

Student and Parent Voice

Careers and Year 11 Mentoring pound2450 Assistant Head Intervention ndash salary contribution pound7016 Inclusion Manager salary pound24649 Learning Mentor salary pound16678 SENCO salary contribution pound5252 SEN ndash Exam Access Specialist salary contribution pound2809 Assistance with uniformequipmenttrips pound10000 Total pound68854

PP Monitoring Team ndash monitoring the overall impact of strategies to address barriers to learning for PP students SENCO ndash monitoring impact of SEN team work on outcomes (including review of access arrangements) Learning Mentor ndash monitor track and evaluate interventions undertaken Inclusion Manager (HUB) ndash monitor track and evaluate interventions undertaken


Narrowing the gap in attendance rates between PP and non PP students

PP attendance rates are lower than for non PP students Student attitude to attendance Parents attitude to attendance Holidays taken in term time Attitudes to school and self

Gap reduced in overall attendance of PP students PP attendance closer to school target of 96 PA rates for PP students reduce Targeted attendance group shows a positive impact on PP attendance Better understanding of barriers to attendance for PP students Parental engagement strategies seen to improve attendance rates

PP students in secondary state maintained secondary schools are three times more likely to become persistent absentees than non PP students PP students with lower rates of attendance are not receiving their curriculum entitlement so will not be able to make expected progress This can lead to disengagement behavioural problems and increased fixed term exclusions

14

Reward systems for attendance improved and motivate students Fixed Term exclusion rates reduced


Attendance Officer - Continue to track PP relative to non-PP attendance

VP Student Support - Compare Ounsdale data to national trends

Heads of House and Tutors - Strengthen tracking and motivation strategies (including rewards) for working with PP students

Assistant Head ndash Intervention - Raise the profile of the importance of improving attendance for PP students with tutors students parents

VP ndash Student Support ndash communicate with other schools to widen strategies to improve attendance

Peer Mentors to support younger PP students in their tutor groups with attendance issues


At risk students identified and tracked Impact of targeted work monitored and evaluated Gap between PP and no- PP student attendance monitored PA absence reduces for PP students FTE for PP students reduced

Attendance Officer salary contribution pound1822 Rewards pound365 EWO Case Work Fees pound3500 Total pound5687

Attendance Officer ndash monitors tracks attendance Vice Principal (Student Support) evaluates impact of strategies and adjusts accordingly Vice Principal (Student Support) reports to LGB Personnel Committee LGB ndash appreciate and challenge the process


Raising the aspirations of High PA PP students - particularly boys

Aspiration limitations due to social and economic circumstances Lack of confidence in engagement with extra-curricular activities Need for exposure to cultural capital Fear of failure and lack of opportunities to take measured risks Parental engagement

Grades 8 and 9 (or equivalent AA grades) proportion is in line with cohort expectations Students are given opportunities to grow develop and see opportunities that are likely to have been beyond their experiences Further Higher and Career education plans show greater

Aspirations for this group of students in previous cohorts have not matched potential and ability ndash limiting student opportunities and depressing their outcomes Seeing the benefits that better outcomes can bring in terms of future experiences should increase student desire to achieve and be successful

15

Financial barriers for accessing trips visits and experiences Organisation of both learning and social time along with the appropriate balance of these Appropriate space and environment for independent study

aspiration and are better matched to student abilitypotential Student confidence resilience and communication skills improve and fear of failure is reduced Challenge and expectations for high PA students are explicit and high from all teaching staff

Lack of confidence in their ability to achieve high grades and lack of experience and fear of failure have also depressed outcomes for students in previous cohorts Work with SCO group in the previous academic year shows that high PA PP pupils have a desire to succeed but not always the organisational skills or guidance to do so When given a dedicated point of contact for this support pupils particularly high PA ones have been shown to make progress where pupils without this support make less


Actively promote opportunities to PP students targeting and encouraging those who it is believed will benefit most

Ensure the curriculum is appropriately challenging for this cohort in all subject areas

Identify a cohort from Y9 and Y10 and produce a programme of activities specifically aimed at tackling specific barriers for high PA students raising aspirations (CEIAG) and strategies for coping with failure This might include a rewards element to encourage participation and motivation if pupils didnt seem motivated by the idea of rewards Visits to prestigious universities Consideration of a new Butty Club which worked well in 2016-17


Activities to be monitored and evaluated for impact and reviewed with PP team ndash case studies Termly reviews of academic progress to identify Faculty areas where funding could be allocated Data reviews show improved performance of high PA students across all years

Assistant Head (More Able and Talented) salary contribution pound2923 Assistant Head (Intervention) salary contribution pound2923 Strategy costs ndash rewards and experiences pound3300

Assistant Head (More Able and Talented) to lead the evaluation of the impact of the programme PP Monitoring Team review and evaluate impact of strategies PP Governor reports impact actions and adjustments to LGB

16

Engagement attendance at projects trips visits Student and parent voice

Total pound9146

Total Planned Expenditure 2017-18

pound124563 Principal PP Governor and Finance and Operations Manager to quality assure track and measure the impact of funding allocation PP Governor reports on actions and impact to Governor Finance Committee and LGB

2

Accountability and Responsibility The school has a Pupil Premium Governor Andy Dyehouse who is also the Vice Chair of Governors and Chair of the Finance Committee

The Principal works with the Pupil Premium Governor and Pupil Premium Team to review the impact of Pupil Premium expenditure and provision on student

progress and narrowing the gaps This is reported termly to governors and annually to parents

The Principal has overall responsibility for ensuring that the needs of PP students within the school are effectively met and funding is used to reduce the gap between PP students and their peers Each member of the Core Leadership Team has responsibility for the strategic oversight and monitoring of an area of the PP Action Plan

Vice Principal (Standards and Achievement) ndash PP Student Progress

Vice Principal (Teaching and Learning) ndash PP Teaching and Learning Strategies

Vice Principal (Student Support) ndash PP Barriers to Learning The Extended Leadership Team (Assistant HeadsHeads of Faculty) are responsible for ensuring that PP students in their subject area(s) make good progress that teaching and learning in their area is lsquogoodrsquo or lsquooutstandingrsquo and that any barriers to learning are identified and communicated to the Student Support Team or SENCO (as appropriate) Two members of the Extended Leadership Team Assistant Head (Intervention) and Assistant Head (More Able and Talented) include oversight of provision and progress for PP students as part of their remit The Assistant Head (Intervention) focusses on ensuring that the barriers to learning outside the classroom for PP students are identified and addressed The Assistant Head (More Able and Talented) monitors provision and progress for our more able and talented PP students to ensure that any barriers they face to fulfilling their potential are identified and addressed The SENCO is responsible for ensuring appropriate provision for PP students with SEND within and outside of the classroom This requires clear communication with the schoolrsquos subject and strategic leaders and includes small group work (literacy and numeracy) strategies to support PPSEND students in the classroom TA support and exam access arrangements Heads of House and the Student Welfare Lead are responsible for ensuring that barriers to learning that affect the overall attitude engagement behaviour attendance of PP students are addressed through Student Support Programmes including mentoring Subject teachers are responsible for ensuring that the needs of PP students are met in the classroom and that PP students in all year groups make good progress They are expected to raise any issues relating to the progress of PP students with their Head of Faculty

3


The Principal


















4









2016 gap 2017 gap




5























6












Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



3


The Principal


















4









2016 gap 2017 gap




5























6












Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



4









2016 gap 2017 gap




5























6












Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



5























6












Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



6












Year 7 27

Year 8 35

Year 9 27

Year 10 21

Year 11 28

Total 138

Priorities

7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



7



















8













9














10















11






















12




















13


















14


















15












16


Total pound9146



8













9














10















11






















12




















13


















14


















15












16


Total pound9146



9














10















11






















12




















13


















14


















15












16


Total pound9146



10















11






















12




















13


















14


















15












16


Total pound9146



11






















12




















13


















14


















15












16


Total pound9146



12




















13


















14


















15












16


Total pound9146



13


















14


















15












16


Total pound9146



14


















15












16


Total pound9146



15












16


Total pound9146



16


Total pound9146



Pupil Premium Grant Expenditure Report 2016 17 and … · Pupil Premium Grant Expenditure Report...

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Transcript of Pupil Premium Grant Expenditure Report 2016 17 and … · Pupil Premium Grant Expenditure Report...