Pupil Premium Strategy Statement
Due to the Covid-19 pandemic, the DfE have advised that the Pupil Premium strategy should be monitored and reported on at the end of the financial year for 2020/2021, therefore the report below covers the period from September 2019 to March 2021.
Aldersley High School – Pupil Premium Strategy 2020-21
1. School Overview
|Total number of pupils||915|
|Total Pupil Premium Allocation this academic year||£389,404|
|Proportion of Disadvantaged Pupils||48%|
|Date of most recent PP Review||December 2020|
|Date for next internal review of this strategy||March 2021|
2. Disadvantaged pupil performance overview for last academic year
|% Grade 5+ in English and Maths||42%|
3. Strategy aims for disadvantaged pupils
|Attainment 8||Achieve national average for attainment for all pupils at 50.15.||August 2020|
|% Grade 5+ in English and maths||Achieve national average English and maths 5+ scores for similar schools at 50%.||August 2020|
|Literacy and Numeracy||Improve basic literacy and numeracy levels.||August 2020|
|Other||Improve attendance to above national average.||August 2020|
|Other||Improve careers guidance and employability skills.||August 2020|
|Other||Support students with their emotional well-being through a comprehensive pastoral support programme||August 2020|
4. Teaching priorities for current academic year
|Priority 1||Reduction in class sizes in English and Maths to support attainment with the implementation of high quality resources for each of these additional teachers to use. English and Maths teachers to utilise specific TLAC strategies to support the attainment of students and increase their chance of achieving 9-5 Basics.|
|Priority 2||Develop specific literacy and numeracy strategies to increase basic skills such as the trial of Direct Instruction in Maths and increased used of Accelerated Reader and other reading strategies in English|
|Priority 3||All pupils access additional literacy and numeracy support in lessons where appropriate.
Staff are supported in their literacy and numeracy development including CPD to develop specific cross-curricular links.
|Barriers to learning these priorities address||Lower literacy and numeracy levels in disadvantaged students.|
5. Targeted academic support for current academic year
|Priority 1||Basics Residential focusing on English and Maths attainment for specific objectives highlighted as areas of development within mock examination feedback.|
|Priority 2||Delivery of breakfast club intervention sessions to ensure that both students have a healthy breakfast and focus on their specific areas of improvement across multiple subject areas.|
|Priority 2||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.|
|Barriers to learning these priorities address||Lower attainment of disadvantaged students.|
6. Wider strategies for current academic year
|Priority 1||Programme of career events for all year groups planned focusing on the specific needs of individual groups.
All pupils to have career interviews to focus on their aspirations and how to achieve them.
|Priority 2||All pupils to have access to a Forest School/DofE programme to increase aspirations and support wider learning.|
|Barriers to learning these priorities address||Raise aspirations of students and ensure that they are prepared for life beyond school.|
|Priority 1||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.|
|Priority 2||Attendance Team to monitor and track PP attendance and prioritise follow up.
ASLs/HoYs/EWO involved as appropriate including specific rewards and challenges to encourage attendance in key groups further.
|Barriers to learning these priorities address||To support students with social and emotional needs and ensure that they are in school to receive the support and increase their academic performance.|
7. Monitoring and implementation
|Teaching||Ensuring enough time is provided to allow for staff professional development and completion of knowledge books.||Use of INSET days to support staff in receiving the CPD through specific and focused twilight sessions running throughout the year.|
|Targeted support||Ensuring the interventions are timely and staff can work with small groups to support attainment.||Additional payments made to staff to support the delivery of these sessions outside of the standard school day.|
|Wider strategies||Supporting students with their well-being and mental health effectively and in conjunction with accurate guidance.||Additional CPD for both pastoral and teaching staff delivered by both the newly appointed well-being lead and external providers to up-skill staff in readiness to support students’ specific needs.|
8. Review: last year’s aims and outcomes
|To raise pupil outcomes in English, mathematics and science and increase life chances for all.||Achieved: pupil outcomes increased in English, Maths and Science with P8 scores above NA for disadvantaged students in all elements.
Progress of disadvantaged students overall was in line with other at +0.80 against all at +0.83.
EBacc APS was 4.49 for disdvanatged students in comparison to a NA of 4.42.
Attainment for English students was above NA at 11.07 against a NA of 10.59
|To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances.||Partially achieved.
Whilst the number of disadvantaged students securing 9-4 Basics is above NA at 68%, 9-5 disadvantaged Basics was 42% against a NA of 50%.
|To increase attendance for disadvantaged students.||Achieved.
Attendance for disadvantaged students was 95.8%.
|To ensure that all pupils were given opportunities to increase their cultural capital.||Achieved.
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. Student voice was positive based on the number of opportunities available to students and their accessibility including funding support.
Year 7 Catch Up Premium
In 2018, we received £17,495 of catch-up funding.
In 2019, we anticipate that we will receive £17,922 of catch-up funding.
Cohort 2023, is made up of a cohort of 209 students. In September 2018, 38 students (18.1%) arrived with lower than expected scaled scores in reading, and 43 students (20.5%) 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 and Breakfast sessions, including a reading club and Maths intervention.
In addition to this, students were provided with additional support within lessons through smaller teaching groups and double staffing, alongside Phonics support during one of the students’ MFL lessons for specific targeted students.
In the academic year 2018-2019, Aldersley High School received £17,495 of Year 7 catch-up funding.
The funding was spent in the following ways:
|TLR for Literacy and Reading (developed additional materials and intervention to support targeted students)||£6,515|
|Accelerated Reading (additional books for students with lower levels of literacy and reading ages)||£1,000|
|Reading and Debate Clubs (Breakfast and after school)||£1,360|
|KS3 English Intervention Sessions (after school)||£680|
|Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week.||£6747.60|
|1/3 of a TLR for KS3 Mathematics (focusing on specific underachievement and targeting these students in regular intervention sessions within Year 7)||£2,171.66|
|KS3 Maths Intervention Sessions (after school)||£1881.2|
The total spend was £20,335.46, 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 83% of students across both groups, making expected progress in both subject areas.
In regards to attainment, the average grade attained in English was 2-, whereas, in Mathematics, it was 1. This data is based on students sitting full end of year summer examinations, in which all content covered during the academic year was assessed.
For the academic year 2019-2020, it is anticipated that we will receive £17,922 of Year 7 catch-up funding.
The intended spending is as follows:
|Half of TLR for KS3 lead in English to focus on underachievement in Year 7.||£4,034.50|
|Half of TLR for KS3 lead in Mathematics to focus on underachievement in Year 7.||£4,034.50|
|Subscription to the Accelerated Reader Programme||£320|
|Additional Reading resources as part of the Accelerated Reader Programme||£350|
|Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week.||£6,747.60|
|Additional teaching support from a member of the SEND team for 7A8.||£3,632.33|
|Additional Maths resources for 7A8.||£250|
This is a total predicted spend of £19,588.93. The additional funding will be taken from the standard school budget to help further narrow the gap in mathematics.