Pupil Premium
Aldersley High School – Pupil Premium Strategy 2019-20
1. Summary Information
2.Current Performance Indicators (2018-2019)
3. Main barriers to educational achievement faced by pupils eligible for pupil premium funding
4. Outcomes
5. Planned Expenditure
6. Review of Expenditure
Total Expenditure for 2018/19 £326,400
7. Approaches
Aldersley High School – Pupil Premium Strategy 2019-20
1. Summary Information
| Academic Year | 2019/2020 |
|---|---|
| Total number of pupils | 985 |
| Total PP budget | £383,350 |
| Number of pupils eligible for PP | 410 |
| Date of most recent PP Review | December 2018 |
| Date for next internal review of this strategy | December 2019 |
2.Current Performance Indicators (2018-2019)
| 2. Current performance indicators (2018-2019) | PP pupils (School) | Non PP pupils (National Average) |
|---|---|---|
| Progress 8 | 0.76 | National data for 2019 not available at this time. |
| Attainment 8 | 47.72 | |
| % of pupils achieving grade 9-5 in English and mathematics | 39.7% | |
| % of pupils achieving grade 9-4 in English and mathematics | 65.8% | |
| % of pupils entered for the EBacc | 94.5% | |
| % of cohort achieving the EBacc | 19.2% |
3. Main barriers to educational achievement faced by pupils eligible for pupil premium funding
| In-school barriers | |
|---|---|
| A | Lower literacy, reading and oracy skills across all Year groups. |
| B | Lower numeracy skills across all Year groups. |
| C | Higher ability PP pupils are making less progress than other higher ability pupils. |
| D | Lower aspirations through limited cultural capital, role models and career options. |
| E | Fewer opportunities to develop independent learning skills. |
| External barriers | |
| F | Higher absence and persistent absence rates. |
4. Outcomes
| Barriers | Desired outcomes and how they will be measured | Success criteria |
|---|---|---|
| A | PP pupils to make rapid progress in their literacy, oracy and reading skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes. | A continued reduction in the overall A8 and English A8 attainment gaps between the school PP averages and the non PP national averages. The gap between chronological and actual reading ages are reduced in PP students. |
| B | PP pupils to make rapid progress in their numeracy skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes. | Reduction in the overall A8 and Mathematics A8 attainment gaps between the school PP averages and the non PP national averages. |
| C | Higher ability PP pupils to make at least the same progress in their studies as higher ability Other pupils and any attainment gap on entry is narrowed over time for each cohort and in Key Stage 4 pupil outcomes. | Reduction in the overall A8 and Element A8 attainment gaps between the school higher ability PP averages and the national averages for pupils with high overall prior attainment. There is an increase in the % of higher ability PP pupils accessing academic Post 16 courses. |
| D | PP pupils to have opportunities to access high quality careers advice and to develop employability skills through the steps to success programme. | PP pupils to have ambitious career plans for themselves and a clear understanding of progression pathways into post 16 courses and beyond, to realise them. |
| F | PP pupils to attain high levels of attendance to school. | Reduction of within school gap for all cohorts. School figures to be below national average data. |
5. Planned Expenditure
Academic Year 2019/20
| i Quality of teaching for all | |||||
|---|---|---|---|---|---|
| Desired outcome | Chosen action/approach | What is the evidence and rationale of this choice? | How will you ensure it is implemented well? | Staff Lead | When will you review implementation? |
| A+B+C Maintain standards for attainment in English and mathematics whilst narrowing the gap between PP and other pupils, particularly for those with high KS2 prior attainment in some cohorts e.g. Year 11. | To lower the pupil – teacher ratio in the core subjects by the provision of 4 additional teaching staff (2 English/2 Mathematics teachers). | Reduction in class Size. (Sutton Trust – Moderate Impact). Pupils receive more effective feedback. (Sutton Trust – Moderate Impact). | Lesson observations/ learning walks. Book trawls. Pupil feedback. Data analysis and reporting. Weekly Basics Meeting. | VP/AVPs English/ Mathematics | Half termly |
| A+B Improve literacy and numeracy skills across the curriculum. | All pupils access additional literacy and numeracy support in lessons where appropriate. Staff are supported in their literacy and numeracy development. | Curriculum deep dives have demonstrated literacy and numeracy links across the curriculum. | Lesson observations/ learning walks. Pupil feedback. Termly report. | Literacy/ Numeracy Co-ordinators | Termly |
| ii Targeted support | |||||
| Desired outcome | Chosen action/approach | What is the evidence and rationale of this choice? | How will you ensure it is implemented well? | Staff Lead | When will you review implementation? |
| E School attendance for PP pupils is above national average. | Attendance Team to monitor and track PP attendance and prioritise follow up. ASLs/HoYs/EWO involved as appropriate. | Monitoring, tracking and timely intervention involving key staff has proven effective in previous years in raising attendance | Weekly meetings between Vice Principal and Attendance Lead. Attendance Lead to produce weekly attendance figures. | VP/ Attendance Lead | Half-termly |
| A+B+C To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances. | Year 11 PP pupils to attend residential event at an activity centre (Whitemoor Lakes) to focus on key English and mathematics objectives. | Impact on outcomes for previous visits has proven effective. | Learning schedules will be tailored to the needs of individuals and groups of pupils following analyses of latest mock examinations in English and mathematics. | AVP English/ Mathematics | May 2018 |
| Breakfast Club | This has proven to be a popular way of providing small group targeted support. | AVP for English/mathematics to provide reports of impact. | Half-termly | ||
| C Maintain standards for attainment in Science whilst narrowing the gap between PP and other pupils in Year 11. | 3 to 1 tuition in Science. | This has proven to be a very effective way of providing individual targeted support. (Sutton Trust – Moderate Impact). | AVP for Science to provide reports of impact. | AVP/CTL Science | Half termly |
| C Maintain standards for attainment whilst narrowing the gap between PP and other pupils in Year 11. | A programme of ‘Spotlight’ sessions are developed and delivered in small groups to ensure that key topics/questions are taught/revised effectively with key students. | This has proven to be a very effective way of providing individual targeted support. (Sutton Trust – Moderate Impact). | Lesson observations/ learning walks. Book trawls. Data analysis and reporting. | AVP for EBacc, Open, English and Maths. | Half termly |
| D All PP pupils to have ambitious career pathways for themselves. | Programme of career events for all year groups planned. All pupils to have career interviews. | Pupils are motivated and inspired to achieve their academic targets and develop employability skills to access career pathways of their choice. | Careers reports. | Assistant Vice Principal/ Career Lead/ASLs/ DoE Lead | Termly |
| iii Other approaches | |||||
| D | All pupils to have access to a Forest School/DoE programme | Forest School/DoE report. Pupil feedback. | Termly | ||
| Total Expenditure | £TBC | ||||
6. Review of Expenditure
Total Expenditure for 2018/19 £326,400
| Desired outcome | Chosen action/approach | Impact | Evaluation | Cost |
|---|---|---|---|---|
| To raise pupil outcomes in English, mathematics and science and increase life chances for all. | To lower the pupil – teacher ratio in the core subjects by the provision of additional teaching staff (2 English teachers/2 Mathematics teachers). | Additional staffing in mathematics meant that in Year 11, for example, the pupil – teacher ratio was 12:1. The Progress 8 data indicates that PP pupils made good progress with a P8 score of +1.02 in English (higher than non-PP at +0.91) and +0.45 in Maths. | We intend to maintain the additional staffing in the core subjects to ensure that PP pupils continue to make good progress. We are going to also focus on narrowing the gap between PP High Attaining pupils and non-PP High Attainers. | £104,000 |
| Intervention sessions in the core subjects to provide intervention for PP pupils in need of additional support. | £58,000 |
| Desired outcome | Chosen action/approach | Impact | Evaluation | Cost |
|---|---|---|---|---|
| The emotional health and wellbeing of all pupils is not a barrier to their educational attainment and success. | To provide a dedicated and skilled team of Heads of Year, one per year group, to provide a high quality pastoral service which supports pupils and their families. | The school can provide case studies of the impact of their work in supporting pupils and their families in positive prevention. | For a small number of pupils with complex needs, the demand for the pastoral service remains high. | £86,000 |
| A programme of mindfulness sessions was provided to Year 11 and Sixth Form pupils covering how to cope with stressful situations. | The feedback from pupils attending the sessions was very positive. | This was a popular and well received approach and one that we might offer again if there is a need including offering this to parents to enable them to support their children further. | £400 | |
| School attendance for PP pupils is above national average | To provide an additional Attendance team member who focuses on supporting PP pupils and their families. | Provisional 2018/2019 school data for PP pupils is 95.6% attendance. | We have a track record of above national average PP pupil attendance indicating that our strategies are effective. There is no national data available at this time. | £29,000 |
| To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances. | 76 pupils attended a residential event at an activity centre in Bridgnorth to focus on key English and mathematics objectives. | 88% of these students secured a G4+ in both English and Maths. | This approach was very popular with pupils. As well as having a positive impact on attainment, pupils enjoyed the social aspects of the event as well as taking part in a range of challenging outdoor activities. We intend to continue with this approach and have already booked the centre for April 2020. | £6,000 |
| 37 PP pupils took part in English ‘Blast Days’ over the course of the year. Small numbers of pupils would spend the whole day with an English specialist focusing on specific assessment objectives just before a mock examination. | 87% of these pupils went onto achieve a grade 4+ and 65% a grade 5+ in English Language. | This approach was also very popular with pupils and made a demonstrable impact on attainment. We intend to continue with this approach. | £1800 | |
| 1 to 1 tuition in mathematics. | 10 PP pupils received 1 to 1 Tuition session. 90% of these went on to achieve a grade 4+ and 60% attained a grade 5+. | This approach was very popular with pupils and made a demonstrable impact on attainment. We intend to continue with this approach. | £3,600 | |
| Super Six Breakfast Groups | 24 students received small group tuition in both English and Maths for 4 weeks prior to their exams in Breakfast sessions. 84% of these students secured a G4+ in both English and Maths. | This approach was popular with students and staff and allowed students to make rapid progress. We intend to run this programme earlier next academic year. | £2,000 | |
| To raise the attainment of PP pupils. | 5 PP pupils took part in 4 ‘Blast’ days in GCSE Catering. | PP pupils made outstanding progress in this qualification and on average met their target grades. | The extended period of time (6 lessons) allowed pupils to make more rapid progress in their cooking projects. We intend to continue with this approach. | £1,200 |
| Pupils studying Physical Education were taken off site to complete additional sports such as rock climbing and swimming. | 100% of PP students secured a G5 or above in GCSE PE against non-PP of 88.3%. 85.7% of PP CNAT PE students secured a Pass or above. | We will continue to take students out of school to use a range of facilities as this supports them with their practical element hugely. | £900 |
7. Approaches
| Desired outcome | Chosen action/approach | Estimated impact: | Lessons learned | Cost |
|---|---|---|---|---|
| To ensure that all pupils were able to further consolidate their learning by having access to a range of high quality before and after-school and holiday examination preparation and revision sessions. | A comprehensive programme of ‘breakfast’, ‘Period 7’ and holiday sessions (Easter and Whitsun) covering the whole range of subjects was provided to Year 11 and Sixth Form pupils. | The PP Progress 8 data indicates that pupils made +0.76 progress across all subjects. Attainment 8 for PP students was 47.72 which was above last year’s NA. Students made positive progress across all elements (Basics, Open, EBacc) | Pupils took full advantage of this approach. Feedback confirmed that ‘breakfast’ sessions were the most popular. 95% of pupils regularly attended at least 2 ‘Period 7’ sessions per week. Over the Easter holiday, 34 separate Year 11 sessions were put on across the whole range of subjects. On average each pupil attended 3 sessions. | £4,000 |
| To ensure that all pupils, for whom a large school setting is not appropriate, achieve in a range of qualifications and progress onto relevant post 16 courses or training. | Pupils were found appropriate places at local alternative educational providers. | All pupils gained a range of academic and vocational qualifications and have successfully moved forward into post 16 courses or training. | For some pupils alternative provision is a very successful approach. Currently we have two pupils located at alternative educational providers. | £29,000 |
| To ensure that all pupils were able to maximise their opportunities for independent learning at school and home to raise attainment further. | Pupils were provided with high quality revision and study guides/resources across the curriculum including online resources for Languages. (Other online resources were free). | Feedback from pupils and teaching staff was very positive and that the resources were well used. | Pupils in this year’s cohort have already been given revision and study guides/resources in all subjects. | £5,000 |
| To ensure that all pupils were given opportunities to increase their cultural capital. | Pupils were provided with opportunities to access a number of out-of-school enrichment opportunities including Year 11 theatre visits, theatre companies visiting school and a Residential trip to Barcelona. | Feedback from pupils and teaching staff was very positive. Pupils gained culturally, socially and educationally from these experiences. | We will continue to use PP funding to subsidise enrichment opportunities. | £1,500 |
Year 7 Catch Up Premium
Summary:
In 2017, we received £13,928 of catch-up funding.
In 2018, we anticipate that we will receive £15,099 of catch-up funding.
2016-2017
Cohort Context:
Cohort 2021, is made up of a cohort of 160 students. In September 2016, 62 students (38.7%) arrived with lower than expected scaled scores in reading, and 40 students (25%) arrived with lower than expected scaled scores in mathematics.
Students attended 5 lessons of English and Mathematics a week, with all students given the opportunity to attend additional intervention at Period 7 sessions, including a reading club and Maths intervention. Due to the DfE’s publication prior to September 2016 advising that all students must resit their SATS at Secondary School, both departments devised appropriate Programmes for Learning to support these students in resitting their SATS tests during the course of Year 7. Part way through the academic year, however, schools were advised that this would no longer need to take place, therefore, students then accessed Key Stage 3 curriculum only, rather than also receiving KS2 top-up.
In addition to this, during students’ nurture time sessions, there was also a strong focus on the development of literacy and numeracy skills delivered by their form tutors through competitions and team based activities, including weekly spelling tests and numeracy challenges.
Funding:
In the academic year 2016-2017, Aldersley High School received £13,928 of Year 7 catch-up funding.
The funding was spent in the following ways:
| Item | Cost |
|---|---|
| TLR for Literacy (developed SATS materials to support students, alongside developing the library) | £3275.34 |
| Accelerated Reading (additional books for students with lower levels of literacy and reading ages) | £320 |
| KS3 English Intervention Sessions (after school) | £680 |
| Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week. | £7208.18 |
| 1/3 of a TLR for KS3 Mathematics (focusing on specific underachievement and targeting these students in regular intervention sessions within Year 7) | £1972.94 |
| Nurture time intervention for Year 7 students who were underachieving in Mathematics. | £1881.2 |
The total spend was £15,337.66, with some additional funding taken from the standard school budget to support.
The impact of this spending ensured that almost all of these students made positive progress during the year, securing their two sub-grades of progress within English and Mathematics.
Of the two groups of catch-up students, on average, they secured two sub-grades of progress in both English and Mathematics, in line with the expected progress of all other subjects across the curriculum, with 80% of students across both groups, making expected progress in both subject areas.
In regards to attainment, the average grade attained in English was 1+, whereas, in Mathematics, it was 2-. This data is based on students sitting full end of year summer examinations, in which all content covered during the academic year was assessed.
2017-2018
For the academic year 2017-2018, it is anticipated that we will receive £15,099 of Year 7 catch-up funding.
The intended spending is as follows:
| Intended Spend | Cost |
|---|---|
| Half of TLR for Director of English to focus on underachievement in Year 7. | £6040.32 |
| Half of TLR for Director of Mathematics to focus on underachievement in Year 7. | £2989.8 |
| PiXL Phonics Programme | £220 |
| Subscription to the Accelerated Reader Programme | £320 |
| Additional Reading resources as part of the Accelerated Reader Programme | £174.65 |
| Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week. | £7208.18 |
| Additional Maths resources for 7A7. | £250 |
This is a total predicted spend of £17,202.95.
