Disadvantaged Pupils

Pupil Premium Funding

In 2018/19 Bartley Green has 54% of pupils eligible for Pupil Premium funding which is significantly higher than the 2017-18 National Average. The expected Pupil Premium funding for 2018-19 is £428,697. In 2017-18, the school received £431,752 for Pupil Premium.

Bartley green School uses Pupil Premium funding to support the education of disadvantaged pupils. Disadvantaged pupils can face many barriers to educational achievement and our Pupil Premium Strategy is designed to overcome these barriers, and ensure all pupils achieve.

BARRIERS TO EDUCATIONAL ACHIEVEMENT Click here to read about the barriers to educational achievement

Impact of 2017-18 Pupil Premium Strategy

The overall impact of our strategy is demonstrated most effectively by success achieved in "diminishing the difference", a key measure that everyone at Bartley Green is focused on. There is clear evidence to demonstrate the impact our measures have on school leavers. For example 2018 figures show that 60% of disadvantaged pupils achieved 4+ (A*-C) in English and Maths – a rise of 11% on 2017 which is significantly above the National Average for disadvantaged pupils which, in 2017, was 44%. In 2017 the new measure of achieving a grade 5 or above in English & Maths was introduced; BGS scored 24% - this has risen to 28% in 2018. In terms of crucial progress scores gaps have been diminished across measures in 2018:-

  • Progress 8 - In 2016 disadvantaged pupils’ at BGS achieved a progress 8 score of -0.55 which was a disappointment - 2017 disadvantaged progress 8 score was -0.16 (with an in-school gap of -0.29) – a marked improvement. The improvement in 2017, without a similar or better result in 2018 could be thought of as a blip – pleasingly the disadvantaged progress 8 score in 2018 is 0 – with an in-school gap of -0.05.
  • English Progress - In 2017 the gap between disadvantaged pupils progress and their peers at BGS was -0.17, in 2018 this has closed markedly to a negligible -0.03 with disadvantaged at -0.02 and others at +0.01. This shows sustained improvement; the 2017 progress gap at -0.17 was a significant improvement against the 2016 progress gap of -0.65.
  • Maths Progress - In 2017 disadvantaged pupils achieved a progress score of -0.36 with a gap of -0.23 to their other peers and -0.47 behind other pupils nationally. In 2018 the progress score for disadvantaged pupils has risen to +0.08 – almost half a grade more progress than in 2017. With the non-disadvantaged pupils achieving -0.04 there is a positive gap of +0.12 in progress for disadvantaged pupils in maths.

The schools Pupil Premium analysis continues to show that pupils achieve well in most areas highlighting the success of the intervention programme. The transition onto further education, training or work is excellent evidenced by 94% of 2016 leavers (Latest data) staying in education or work for at-least 2 terms – an increase of 3% on the previous year. At KS3 the GAP in progress for English and Maths (2017-18) has remained broadly the same for each year group and is encouragingly at -0.4 for Year 7, -0.3 for Year 8 and -0.5 for Year 9.

Going in to Year 11 the Year 10 GAP has remained consistent at -0.8 which is extremely positive.This highlights the success of the on-going intervention programme across the whole school.

The next Pupil Premium Strategy review will take place in November 2019.

Y7 Literacy and Numeracy Catch Up Funding

In 2018/19 Bartley Green has 47 pupils eligible for Literacy and Numeracy Catch Up funding. The expected Literacy and Numeracy Catch Up funding for 2018/19 is £25,000. In 2017/18, the school received £25,000, Literacy and Numeracy Catch Up funding.

Bartley Green School uses Literacy and Numeracy Catch Up funding to maintain reduced class sizes in the sets that contain pupils who need catch up support. It also enables us to increase Maths and English teaching for those pupils and allows us to tailor support based on individual pupil needs.

Click on the links below to read more about our current use of Literacy and Numeracy Catch Up Funding and to read more about the impact of our strategies in 2017/18.

Catch Up Funding

 

Supporting Your Child

Click on the link to below to read about how you can support your child’s progress and achievement.

How Can I Support My Child?


Pupil Premium Strategy

Our Pupil Premium Strategy is reviewed annually and the impact on individual pupil educational attainment, as a result of Pupil Premium expenditure and our strategy, is rigorously measured, monitored and evaluated. This enables us to ensure that year on year, support systems and process are in place to improve and accelerate progress and academic achievement for individual pupils. Continual review ensures we are always developing and evaluating programmes and initiatives which will support the engagement and involvement of disadvantaged pupils most effectively.

Following the Pupil Premium Strategy 2017/18 review in October, we have expanded our provision to include:

  • Highly qualified Progress Support Workers working with small groups of students
  • Counselling and mentoring
  • 1:1 Targeted support for Year 11
  • Structured support courses
  • Support with uniform
  • Small class sizes for lower ability groups who require this most
  • Subsidised school trips
  • Free provision of GCSE revision materials
  • Support with transport and uniform costs where required
  • Provision of individual music lessons (instrument specific)

 

Pupil Premium Strategy 2018/19

Click on the links below to read more about our current Pupil Premium Strategy and to read more about the impact of our 2017/18 strategies.

Feedback

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Feedback 177 Pupils had some direct intervention in KS3 with a further 61 in yr11 and 95 in Yr10. Pupils were allocated key workers and Pupil Profiles were created to support the intervention process. All year groups showed good progress. Yes SWA-Data, Curriculum Leaders - Intervention Help identify and improve academic weaknesses and skills that need to be strengthened within departments - identified through exception reports and RAG. Provide tailored individual feedback to students, teachers and parents about students' progress Improved tracking data over the next tracking period following departmental intervention
Feedback Pupils were met as individuals and as groups by SLT. A number of further strategies were used and linked to positive mental health with the support of the OWL counselling team. The individualised support continues to be a strength with many parents commenting upon the positive support school has given to Yr11 pupils in particular. OWL registers highlight pupils and track all intervention courses. Yes Year 11 Learning Mentors (RAG Team and SLT) Feedback to be accurate and to inspire confidence in students. To identify specific areas for improvement Perpetual verbal feedback, questioning, checking of work. Always focused on the positive, the link between the work and examination success and the link between this and general happiness. Observe the change in students' attitudes to feedback. Also to track progress through data over the next tracking period.
Feedback Regular book checks were monitored by SDA / LHA in learning walks and analysis of books for those groups. Evaluated each term by SDA / LHA separated by Key Stage. Book reviews are on going and good practice has been shared during training days. This continues to be a regular focus and part of the SDP. This has also been extended to include Pupil Planners with a focus upon PP during 2018-19. Yes CWI/LHA Use of book reviews to support Teachers to give excellent feedback to students throughout the whole department. Half termly session on feedback for PP students. Bringing selection of PP student feedback books to analyse best practice and agree on implementation of new ideas. Focus on what students do with their feedback. Pre test = book scrutiny of pp feedback books by CWI/LHA (already done).Post test = new scrutiny of pp student feedback books to compare
Feedback Significant improvements have been made through monitoring and intervening with Students attendance. Following the first Term of 2017 we have our best attendance during this period we have ever had. This continued throughout the year with a positive 94.2% year ending 2018. Successful strategies have included increased contact with parents, more regular home visits and focused activities at known problem periods in the year.Students’ behaviour reports show a positive trend. Sanctions for poor behaviour are more focused with a change in the organisation of detentions leading to a clearer system. SDFL points are routinely monitored and improved behaviour in these cases can be shown. PP should be a focus for 2018-19 and at the end of October 2019 PP attendance was up by 0.4% on the previous year. Yes Attendance Team, Owl Behaviour Support and HOY. MI With overall responsibility An increase in attendance and more positive behaviour shown around school. 2018-19 focus is on PP with reducing the current GAP. During meetings with students we discuss attendance and behaviour (if appropriate).We devise strategies to ensure these areas improve if needed. Students are made aware of whether they are on target or off target. General strategies are made for overall progress. Parents, form tutors and pupils are informed - Attendance challenge run through school Attendance comparison across terms and years. SDFL improvements and analysis over tracking period. A reduction in the PP to Non PP GAP

Metacognition and Self-Regulation

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Metacognition and Self-Regulation Weekly Monitoring occurs-HoY and FT are monitoring PP attendance. Students attendance that is too low is picked up by the HoY / FT and ATT stage letters are sent home. This has resulted in a 95.8% attendance rate in the first term of 2018. In 2017-18 attendance improved during the first half term to 95.9 so we are currently in line with last year and up on PP by 0.4% Yes HOY and MI PP Students to take responsibility for their attendance and approach to learning.Development of ATT groups Students learn to plan strategies for improvement of different areas of school life. Students devise a plan to improve their attendance so they have ownership over the actions. Where students are off target, a similar process is put in place to make general improvements academically. Students' attendance is above 96% and set targets for improvement.Students' attendance is then monitored
Metacognition and Self-Regulation All year groups received a study skills/revision skills session prior to their main annual exams. Exams and these sessions were conducted in the main hall/ gym. Masterclasses were also run for Year 11 prior to their main exams. Positive outcomes were seen in exam results and pupils reported a positive attitude to these sessions. Exam results tracking showed improvements with Yr11 throughout the year. Easter Revision sessions were well attended as is MTG on a weekly basis. Yes - The production of curriculum specific revision cards has been added to this for 2018-19 KB/LPA - revision Conferences. SDA/CWI production of revision cards. Improve students learning skills, memory and ability to remain focussed during quiet study and test taking. Students are provided with strategies for memory recall, information is broken down into memorable points. Short written tests and verbal recall based on information learnt in previous sessions. Create subject specific revision cards for all Yr11 pupils. Are students memory skills improved? Can they study more intensely in and out of school? Exam tracking data. Subject specific revision cards in use and available to all pupils in Yr11.

Homework

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Homework Improvements were shown in the use of planners. The change in homework structure from PLP’s to regular homework has been positive. Completion figures of PLP’s has improved in the few subjects left that do them. Lunch and after-school homework clubs are well attended. Homework clubs are well advertised and are now on the website. To support next year ‘Homework’ monitoring groups will continue through the RAG team. Yes - but include homework monitoring groups which will be created through the RAG team and overseen by LE KB/LPA. LE – RAG Homework. Improve rate of homework completion and effort put into homework for KS3 students.PP students use of Homework Clubs on-site under TA and departmental guidance.LE to initiate Intervention groups for Homework where data highlights the need. All class teacher homework is completed. Use of Pupil Planners to encourage regular completion and best effort put into work.Combination of 'regular' set homework and PLP's. Targeted departmental homework lunchtimes. Improvements in submission rates. Reduction in lunchtime numbers while improvement in attendance at clubs. Tracking data highlights improvement. Planners used effectively highlighted through SLT checks
Homework Really positive outcomes with coursework improving over the year in BTEC subjects and extra sessions in preparation for exams showed positive overall grades. Attendance at MTG is good and well supported by departments and SLT Yes - with the introduction of a new attendance tool for the MTG sessions. SDA / LPA Improve rate of homework completion and effort put into homework for Key Stage4 students. Through the use of Making The Grade Students placed into MTG. Departments run and support the 2hour sessions after school - targeted time for pupils with multiple subjects. Coursework completion rates improved.Attendance at MTG improves. 'On target' rates improve through tracking.Overall grades. New attendance tool in use and attendance monitored.
Homework RAG PP tracking data shows improved outcomes with targeted pupils reducing the number of subjects for incomplete homework Yes - also to include parental meetings and Parent day meetings to support under-achievement in this area. LE / RAG team Targeted intervention through RAG with a focus upon homework and progress.One to one / group mentoring Pupils meet key worker either weekly or bi-weekly and targeted for homework and academic improvement following tracking data. Tracking data, meeting reviews, tutor feedback, case studies. Attendance at Parent day meetings highlighted through RAG.
Homework School Web-site updated to include on-line resources from all departments. Hub style format was also used by Humanities. Yes – Resources to be audited to ensure quality assurance and that resources are up-to-date. CY/TFI Targeted resources allowing pupils to develop independence in their own learning while supporting progress. All departments should have appropriate resources on the website. The school website will be updated to ensure revision and homework materials are easily accessed from here. Audit to take place by end of first term. Pupils accessing website based resources to support learning.Audit to take place by end of first term.

Mastery of Learning

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Mastery of Learning Exams organised in hall and gym with external invigilators – now standard practice. Pupils responded well with grades and followed up in departments if below target. For some pupils – re-sits were employed. The system will change slightly next year following a review. Yes LPA/SDA Improve exam technique and revision strategy for all pupils. Exams for Yr11 to include English and Maths only in the October session and other subjects following Christmas. Revision conferences set up prior to exams to support pupils in revision strategy and exam preparation - through Yr7-11. All pupils to have completed October session with feedback following and tracking data to inform intervention groups. Compare grades attained in exams with target grades. Pupils show examples of revision technique/strategies they used. Also improved behaviour in relation to exam rules.
Mastery of Learning Pupils and parents reported improved confidence in the lead up to organised exams. Stress management continues to be an issue although a number of pupils were targeted for effective support leading to positive experiences. Yes but need to monitor stress issue. LE/RAG Team Key workers assigned to pupils to create revision plan / structure in preparation for exams. Parents contacted for support in pedagogy. OWL centre to allocate spaces for stress support programme – Yr11 primarily. Specific pupils targeted through RAG and exam data for 1 to 1 support in preparation for exams. This includes Yr11 pupils prior to finals. Improved confidence leading up to exams. Revision strategies adopted. Targeted Pupils met weekly and supported through 1to1 sessions.
Mastery of Learning While the number of re-sits after November was significant they dropped dramatically in January showing both improved confidence and application of technique. Yes but need to monitor new structure in 2018-19 SDA Full programme of re-sits in 2 hour slots at the end of the school day within 2 weeks of sitting following feedback and support from departments. Re-focus pupils in preparation for Christmas revision and January re-sit. Exam procedure of re-sits in place for pupils in all subjects who fall below expected target - specific to Yr 10 and 11 with particular focus upon October sessions and improvements in January. Number of re-sits examined and compared with January exams. Levels of confidence raised with pupils in lead up.
Mastery of Learning Positive outcomes shown from the pupils who the OWL centre worked with. This includes courses run for stress, exam management and self confidence. OWL Staff have full records of attendees and case studies will support the success. Yes NMC/HOY Improved confidence from pupils when taking exams. This includes a healthy mental state during exam periods. Pupils targeted through RAG, HOY or self-requests to attend exam support programme in OWL centre with designated trained mentors. Positive feedback from pupils and families. Success of course measured through mentors feedback. Pupil case studies of experience.

Reading Strategies

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Reading Strategies Well supported and received programme with high levels of outcome. Pupils responded well and data suggests this is very influential on literacy at KS3. Awards were given during every end of term assembly. KTI has also produced a report for SLT on the success of the programme. The programme also had a spin-off target group of HA Yr9 PP boys who were under-achieving. Significant positive progress was achieved with these boys and a report is available on request. Yes – it was agreed that the success of the Yr9 boys PP course should continue with targeted pupils again this year. KTI (English Post Holder) Accelerated Reader administered through allocated lessons. TA support allocated to targeted groups AR programme in place for pupils in Yr7 and 8 with competition and rewards structure to support Number of pupils accessing the programme. The results compared to previous years for that year group. Awards given at end of term assemblies
Reading Strategies Form-time reading is embedded and working well. Reading at home was much more difficult to monitor but AR results indicate success. The change to increased FT has definitely supported the improvement in literacy and reading overall indicated through RAG tracking data. Yes – Monitor Reading time in 2018-19 CWI Form Time Reading scheduled with all forms through Form Tutor and supported by TA's in targeted groups. Peer support is also in place via Yr9 for Yr7 and Yr10 for Yr8. All pupils complete allocated reading period each week during set form time. This will be embedded as part of the new Form Programme every day Take-up in forms, take-up at home, attitudes to reading. Embedded into the form time programme.
Reading Strategies Significant success for the targeted pupils. Yr9 HA under-achieving boys were targeted. A full report is available from KTI Yes KTI Yr9 pupils improve reading capability through targeted AR. AR administered during Form time with KTI to Yr9 pupils. Pupils identified through RAG and the AR Yr8 data with a specific focus upon PP (Boys in the first instance) The boys on the programme improve their AR scores and this follows through into other lessons.

Digital Technology

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Digital Technology New duty rota supports these sessions and access is on at all these times every day. Transition to FROG continues to develop and improve and is well supported particularly with KS4 pupils. Yes with a deadline for all departments to have support areas complete. AWB / TFI overseen by CY Ensure digital access for all pupils outside of normal school hours. TA support along with key department staff. Ensure pupils can access FROG at home through secure access login. Computer suites open and staffed for targeted pupils before school, lunchtimes and after school. Pupils targeted for use and support through RAG and Making The Grade. For 2018-19 there will be subjects support sections on the website for KS4. There should also be specific sessions targeting ‘How to access work from home’. Number of pupils accessing sites out of lesson time. Allocated support during lunch, breaks, before and after school. KS4 areas are complete with additional subject support. Pupils know how to access their work from home.
Digital Technology Every department has timetabled access to support digital learning. Laptops are used with targeted pupils – especially those working independently with HOY / SLT to utilise time effectively. Individual Yr11 pupils had access to laptops to work with Keyworkers in the lead up to final exams and coursework deadlines allowing increased time on specific subjects with specialised tutors. Yes CY / RAG Team Encourage use of digital technology within school to support learning. Pupils targeted through department interventions or through key workers from RAG team with specific work requirements identified through staff and pupils. Use of laptops for targeted pupils throughout the day with allocated department work. Also involves Key workers allocation of specific pupils to attend homework clubs scheduled in I.T rooms and staffed by TA's / Departments. Ensure KS4 IE pupils have access to a laptop for subject specific work to be complete during this time. Pupils have access when needed during school time. Targeted pupils specifically have access to laptops and IT suites where needed.

Social and Emotional Learning

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Social and Emotional Learning Improved levels of attendance. Reduction in SDFL for targeted individuals. Pastoral reviews show reduction in ITE and FTE data. Courses attended successfully with data collated by OWL centre. In addition – the introduction of the new IE at the start of 2018 has had a significant impact upon figures early this year. Yes with a review of the courses provided. This will also include the introduction of a new IE system to support behaviour management. OWL Centre (NMC) Learning Mentors.IE Management (CY/SDV) Improve confidence and resilience, and views about behaviour Positive reinforcement, raising levels of aspirations, talking 1-to-1 about how to improve behavioural levels. This will include a number of specific OWL centre courses. For 2018-19, These include ART, Stress Management, Back to Basics and re-affirmation of standards. New IE system to support behaviour. Behaviour levels before and after measured by detentions, isolation, class teachers comments and SDFL. ART course runs with targeted pupils. Pastoral report of IE and FTE figures.
Social and Emotional Learning Improved levels of attendance Reduction in SDFL for targeted individuals. Pastoral reviews show reduction in ITE data. Some courses repeated for individuals. Yes OWL Centre Improve confidence and resilience, and views about behaviour Use of 1, 2 and 3 day courses targeted for 1-6 pupils and their specific social and emotional needs. Courses are run by OWL centre staff following RAG team analysis for targeted pupils. Behaviour levels before and after measured by detentions, isolation, class teachers comments and SDFL.
Social and Emotional Learning Data shows improvement in all areas. Courses and feedback from pupils highlights positive impact – more needed to be done on the follow-up time so systems have been introduced to support post IE. Yes with improved post course/IE systems for follow up. (NMC / MHE / BWA)Counsellor Support Learning Mentors Improve self-esteem, social skills and re-integration into curriculum. 1 to 1 support meetings for targeted individuals identified through RAG team. This involves support for Passport moves, managed moves, new pupils, etc. OWL centre targeted courses. New follow up systems introduced for post strategy input. Behaviour levels before and after measured by detentions, isolation, class teachers comments. Number of pupils attending courses and follow ups.
Social and Emotional Learning The ATT groups have been very successful. Allocated key workers showed positive impact. Attendance is 95.8% currently (Oct 2018) which is an improvement on the previous year and builds upon the positive figures at the end of 2017-18, of 94.2%. Yes MI and Attendance Team Improve attendance of pupils falling below school and PA targets. Allocated 1 to 1 Key workers from RAG team and SLT to monitor over set periods. ATT form group created for specific pupils. Pastoral Support post created to involve daily home visits. Data shows positive impact on targeted pupils.
Social and Emotional Learning Trialled during Easter 2018 with positive outcomes and improved attendance. Replicate for 2018-19 academic year. New for 2018-19 LE and Attendance Team Improve attendance during final week of term Introduce an activity day to be hosted in school during the final day to encourage increased attendance Attendance figures for all but specifically PP improve

Literacy and Oracy

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Literacy and Oracy Well supported and received programme with high levels of outcome. Pupils responded well and data suggests this is very influential on literacy at KS3. AR report produced by KTI Yes - with further whole staff training to support the wider school programme. KTI/CWI Improve standards of reading. Accelerated Reader programme in place with withdrawal groups in operation using TA. This is supplemented by allocated reading time during form and weekly homework. Number of pupils accessing the programme. The results compared to previous years for that year group. Awards given at end of term assemblies

Behaviour Interventions

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Behaviour Interventions Tutors reported positive feedback immediately following any courses – this needs to be followed up by OWL staff with organised sessions. Mini-Parents days were ineffective so a new system will be put in place for next year. Pupils on the different report structures show positive behaviour and the numbers of FTE’s dropped. The early introduction (2018) of new IE and follow up systems has shown statistical improvements in the first half term. Yes – with an updating of the discipline stages. This should also tie in with a change to the mini-parents days which were in-effective. SDV/LE/OWL/HOY Students' behaviour around each other, in lessons and out of school to improve. Supported through dedicated OWL centre courses targeted at small groups (6) of pupils. Improved FTE and SDFL. Focus on the root causes of misbehaviour through dedicated pastoral support. Enable flexibility for students to avoid them continuing in class groups which precipitate poor behaviour. Introduce extra parent meetings following RAG update. Engage students better in their work so they are less motivated to misbehave. Evidence to them the immediate and long term benefits derivative from their cooperating with tutors. These should be conducted with Pupil-Teacher-Allocated SLT 3way meetings before re-entry into classroom. Student behaviour especially as regards independent learning; completing work in out of class is greatly improved. New 3 way meetings improve re-introduction to the classroom.
Behaviour Interventions Introduction of MyConcern has been positive and this system is working well. The mini-parents days were not effective in their outcomes No – a different style of meeting should be considered following tracking periods. Improve attainment/behaviour Implement mini-parents days for targeted pupils in each year group as part of an intervention programme to reduce barriers to success. To include Key workers (FT, HOY, SLT)Pupil Premium PSP's to be created and updated. NOT TO CONTINUE IN 2018-19
Behaviour Interventions System is working and numbers are increasing. More training and awareness to be done to improve further and encourage pupils to seek vivos out. Yes HOY Reward Positive Behaviour Use of vivo system to positively reward targeted pupils. Staff are actively encouraged to seek positive behaviour in target group and measure behaviour success through SDFL Numbers of staff using vivo system regularly improves. Number of vivos issues decreases.
Behaviour Interventions ART course ran for a number of targeted groups following referrals by HOY. This should continue with reports available from OWL staff on pupils attending It will continue but has been covered in other strategies. Students’ behaviour around each other, in lessons and out of school to improve. Introduction of ART course: Aggression Replacement Training.The course consists of 3 components that are delivered over a 10 week period and practiced on a weekly basis. MOVED TO ANOTHER AREA FOR 2018-19.

Parental Involvement

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Parental Involvement The RAG Positive feedback from pupil and parent questionnaires. Increased knowledge of parents regarding pupils data. Currently not tracking page hits but will investigate for next year. Yes CY / TFI Give parents access to useable, live holistic data on their child To include access to parent-portal, text messages regarding SDFL data and regular tracking information - followed up through main Parents day. Continued development of school website to accommodate this. Feedback from parents including Parents Evening questionnaires.
Parental Involvement The RAG system and intervention strategies are working well but the mini-parents days were not effective due to attendance at these meetings. As a result the system will be adjusted next year. No for the mini parents days. The RAG intervention process will continue in another area. LE / HOY Mini-Parents days arranged for targeted PP students. NOT RUNNING IN 2018-19 Implement mini-parents days for targeted pupils in each year group as part of an intervention programme to reduce barriers to success. To include Key workers, RAG data, department intervention menu and pupil profiles. Pupil Premium PSP's to be created and updated. MINI-PARENTS DAYS NOT RUNNING IN 2018-19 PSP’s in place for targeted pupils on the pastoral register. Mini-parents days in place and attended. Interventions show improved behaviour and attainment over the tracking period. Development of a selection of case studies.

Outdoor Learning

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Outdoor Learning Adventure All pupils attended over a 6 week period and feedback was extremely positive. A new schedule was a success and included a stop at Hereford for improved access to swimming and the town centre. Yes SDV / HOYr8 To improve pupils social awareness and resilience away from home All Yr8 pupils attend a residential course in small groups (10-13). Pupils to spend an overnight stay away from home participating in social and domestic activities to encourage teamwork and resilience. All pupils attend a course. Improved attitudes to each other and increase in confidence.
Outdoor Learning Adventure Pupils really enjoy the sessions and their involvement and coursework has shown an increased knowledge of healthy eating and sustainability. Yes FN DT programme of self- sustainability through the gardening/allotment project. Pupils develop the skills and awareness of the potential to grow their own food and manage their own site. Pupils access polly-tunnel on a rotational basis in KS3 . Coursework / follow up work in DT. Positive pupil attitudes and knowledge
Outdoor Learning Adventure Targeted pupils were involved on the course. This supported re-integration into the classroom with a focus upon social skills and behavioural improvement. Yes CY/BWA Fishing Project: primarily for SEN Disadvantaged pupils to improve resilience, concentration and the building of relationships Pupils attend a 10 week programme fishing locally while developing social skills important in supporting their time in lessons. Specifically targeted at SEND and PP pupils. Behaviour through SDFL. Feedback from subject staff. Course organiser to provide feedback on each pupil.
Outdoor Learning Adventure Pupils attended the sessions and the summer trip which had very positive feedback with pupils reporting a positive approach to the start of the autumn term. Yes AWO Sailing Project: Year 7 and 8 disadvantaged pupils identified through RAG in order to support self confidence, self esteem and resilience. Pupils attend sessions locally at the reservoir during summer term which leads to a summer holiday trip to the Norfolk broads where they are challenged in leadership environments. Attendance on course and in school. SDFL behaviour. Pupil and parent feedback.
Outdoor Learning Adventure Pupils attended this project and in the short term there were gains however longer term benefits diminished. (2017-18) Under review for 2018-19 but currently not planned CY Jamie’s Farm: For KS3 disadvantaged pupils identified through HOY and RAG. To develop and improve self esteem and leadership and increase attendance while improving behaviour. A week long residential with a small group (6 pupils this year) at a working farm. 2018 will be a girls group focus. Follow up with school based mentoring sessions. Improved attendance and SDFL data. Positive feedback from the course. Follow up sessions reflect positively on individuals.

Music, Drama and Art

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Music, Drama and Art These were highly successful and included a Christmas concert and a summer medley. They also included a joint music and Art evening showcasing talent of a number of disadvantaged students work. Yes BRZ To allow all pupils including the disadvantaged to have access to a music enrichment programme. Targeted music lessons to include keyboard, string and percussion instruments. This includes use of external specialists and results in a variety of whole school performances in front of both parents and peers. PP pupils access high quality lessons and achieve graded exams. PP pupils perform in the organised school shows.
Music, Drama and Art As above Yes DN To encourage the disadvantaged pupils to take an active role in participating in whole school productions Combined music and drama productions staged for peers and parents following significant OOH and in-school rehearsals to include disadvantaged pupils. As above
Music, Drama and Art Successful evening staged with a good attendance. High levels of coursework attainment contributed to positive grades of 55% 4+ (45% for PP). Yes ATE Pupils to produce an evening of Art showcasing their talent to both staff, parents and peers. To actively include disadvantaged pupils and their work in the area of Art - Yr11 to produce the evening as part of their Art coursework. Art GCSE evening to be staged. High levels of achievement in Art coursework and exams.
Music, Drama and Art The competition was extremely well supported with all forms supplying an entry. Staff and pupils exhibited high levels of interest which was well guided through regular video clips. Fantastic rewards were well received. Yes ATE Pupils to compete in the area of Art with a focus upon the disadvantaged as leaders within the form. The Big Form Draw - incorporating all forms in school. Forms to create pieces of work in conjunction with their staff as part of a whole school competition. Awards and prizes to be presented at the end of the term assembly - focus upon disadvantaged pupil involvement. Participation rates high. Standards of work high. Levels of interest high.

Raising Achievement

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Raising Achievement 177 Pupils had some direct intervention in KS3 with a further 61 in yr11 and 95 in Yr10 with the majority showing significant improvements in attainment, homework completion, behaviour and attendance. The work carried out with Yr10 and 11 has shown in the positive data for the whole school grades and the narrowing of GAPs. Disadvantaged P8 is at 0 which is a huge improvement upon last year’s excellent results. A summary of the results can be found in the opening Disadvantaged Students statement. Yes but will need to look at starting points and how to gauge progress with the new assessment structure. CY/LE To raise achievement of underperforming pupils with a particular focus upon the disadvantaged. RAG Team to meet following each tracking cycle and before a parents evening. Use the data to spotlight underperforming pupils and allocate key workers with a focus of raising attainment over the next tracking cycle. Underperforming pupils are divided into categories and allocated through FT, HOY, OWL, SLT. A menu of interventions are used to support pupils including 1 to 1, small group, weekly meetings, monitoring, mentoring, daily checks, OWL courses, parental contact, focus groups etc. Disadvantaged pupils are allocated through LE and others through the RAG team. Use tracking data to identify the underperforming pupils and as a basis for showing improvement in attainment. Ensure that the new system allows for the monitoring of PP and progress over all year groups.
Raising Achievement In conjunction with the RAG programme this has shown considerable success at KS4 but is limited and needs to develop in KS3. A new set of Interventions is in place with a feedback sheet to SLT and an improved data sheet to allow easier identification and tracking of progress. Yes SDA Targeted Curriculum Intervention for under-achieving pupils. Following a tracking period an ‘Exceptions Report’ is issued to all departments. Review meetings take place where each child is allocated Intervention strategies to raise achievement within the specific subject over the next tracking period. These are fed back to the DH Curriculum and used to monitor over tracking. For yr10 and 11 a member of SLT attends the review meeting and will bring details back to feed into school review at next SLT where key workers will be allocated for daily/weekly action. Development of a menu of interventions. Curriculum areas feedback to DH curriculum. Improved attainment within subject. Feedback to DH curriculum is monitored.
Raising Achievement Really positive outcomes with coursework improving over the year and extra sessions in preparation for exams showed positive overall grades. Attendance at MTG is good and well supported by departments and SLT. This was also supplemented by Easter revision sessions and end of term activity day revision for Yr11. Yes but need to introduce a new register system to allow better tracking of pupils attending Curriculum Leaders via SDA To provide extra sessions to support curriculum intervention and raise levels of attainment Making The Grade put in place for Yr10 and 11 involving potentially 2 hours extra curriculum support Tuesday – Thursday. Tutors identify pupils and request pupils on-line. Pupils are then allocated to subjects for specific time periods after school – parents informed and pupils picked up and escorted to venues from pd4, form or assembly. On-line register introduced. Coursework completion rates improved. Attendance at MTG improves. 'On target' rates improve through tracking. Overall grades. New registers in place and are being used correctly.

Summer School

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Summer School Levels of attendance this year was positive with 109 pupils attending 64 of which were PP. Pupils were well behaved and able to experience school in a variety of subjects all staffed by 12 BGS teachers. Over the 2 days pupils experienced 8 lessons including all core subjects. Yes LE Improve confidence, encourage social development, increase subject knowledge Run a two-week summer school involving as many subjects as possible staffed by school teachers. The confidence and resilience of year 7 PP students improves. Pupils attend and feedback positively.
Summer School Students enjoyed site hunts and by end of first week were confidently heading off to places ahead of us. Students had made friends well and got to know us. Worry was reduced. Plenty enrichment activities were provided which all enjoyed. Parents contacted and progress/concerns etc. discussed in preparation for September. Yes LE Improve student’s ability to navigate site. Enable students to make friends prior to joining. Decrease amount of worry prior to summer school and improve confidence.To get to know well (place in circle of trust) a member of staff. Enrich summer experience of students. Recognise the particular difficulties of pupils with SEN Ensure boys can respond positively to enjoyment. Improve resilience through introduction to and completion of new experiences. Improve parental engagement. One day at beginning a site quiz tour and “treasure hunt” will take place. Work in groups to bond. Move away from primary groupings to mixed as week goes on. Provide rich and fun activities including STEM, arts, sports, drama. Improved attitudes to attending BGS. Making new friends. Attendance. Feedback from pupils, staff and parents.

Pupil Guidance

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Pupil Guidance At the point of reporting this data is not fully available. High % of pupils returned for certificate evening and indicated they were still enrolled on the courses they had applied for.There is a new post holder in place from October 2018 to take this further Yes TFA / HOYr11 Mentoring- Raising aspirations of PP Students regarding their post-16 and career options. Yr11 Pupils follow a programme of support utilising college application materials. This also involves key workers for targeted disadvantaged pupils. 1 to 1 career guidance meetings, school trips to colleges and sixth forms, extra guidance with college applications to ensure completion to a high standard. No NEET. Number of pupils applying to colleges.Attitudes to further education or apprenticeships.
Pupil Guidance Supported by Julie Washington all pupils attended interview sessions in preparation for college applications. Key colleges attended BGS in October 2018 with a fantastic turnout. All of Yr11 accessed a 15 minute talk and were then able to speak individually with the providers. Yes TFA To prepare pupils for the application and interview process for colleges. All Yr11 pupils receive a 1to1 session preparing them for the forthcoming interviews they may face. This involves withdrawal sessions, follow up work with form-tutors and PSHE days. Colleges attend Bartley Green prior to submission of College application forms Interviews set up and attended.
Pupil Guidance Highly successful day incorporating all of Yr11 in set interviews. Pupils responded well and commented that they felt much better prepared for what was to come. Yes TFA / SDV To give all Yr11 pupils the experience of an actual interview with feedback to action plan. Conducted through an Interview Day with local Industry. A variety of local businesses attend and interview pupils for specific posts. Pupils are to prepare for an actual interview, attend and attempt to get the job. Pupils receive individual feedback on their performance All pupils accommodated for the interview day.Positive feedback attained.Improved attitudes to the importance of interviews and how to prepare.
Pupil Guidance We re-scheduled this for October of Yr11 and focused upon Halesowen College only with all pupils attending. The reason for this was we found below 3% of our pupils attended Cadbury college so this venue was changed. Highly successful visits with all pupils accessing a chosen subject. Many pupils said it helped them to choose a venue and were surprised at how different it seems at college compared to school. Yes – But changed to Halesowen College only. Destination data will be looked at again to see if this changes. SDV/TFA Yr10 pupils to gain awareness of local colleges and Further Education establishments in preparation for applying for courses. All pupils in Yr10 attend a college taster day at Local colleges. We are using |Halesowen predominantly in 2018-19 due to destination data. Pupils attend the venue and experience actual lessons according to their areas of interest. Behaviour and awareness of local colleges.All pupils to attend one of the venues.All pupils to have access to at least one of their chosen subjects.
Pupil Guidance Very successful programme with a full report available from TFA. Yes – New post holder in place MLO MLO To target PP students and raise aspirations for the future with a focus upon University and high achieving careers. Aim Higher programme involving 60 pupils across Yr9, 10 and 11 initially. Targeted specifically at PP students to raise aspirations and provide experience of University possibilities. Pupils attend a series of 1 to 1 mentoring sessions with University students. They also attend residentials, university visits, special revision sessions and much more.
Pupil Guidance G+T programme feeds into the Aim Higher programme too. HA PP pupils were highlighted for extra support and interventions with a report available from TFA. New postholder for 2018-19 MLO To ensure that targeted high achieving pupils including PP have the opportunity to fulfil their targets and move on to appropriate courses/ventures. G+T TLR appointed to support a targeted group of pupils in a similar way to how RAG works where pupils are allocated a key worker who supports their ongoing progress. Links to colleges and university are used to raise aspirations and provide a focus for achievement Improvements in target data. Improved attitudes. Awareness of opportunities

Peer Tutoring

Theme Analysis 2017/18 Will Strategy Continue into 18/19 Member of staff responsible (18/19) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(18/19) Description of Strategy(18/19) Measures of Success(18/19)
Peer Tutoring 35 pupils have been trained. New feedback form created to support evidence. 31% of peer tutors are PP Yes NMC To support Yr7 pupils in the transition process from primary to secondary school in all areas. Yr10 pupils to attend Yr7 Form Periods to support Yr7. This is done through:
  • Planned Reading time
  • One to One mentoring
  • Planner Reviews
  • Exam preparation
  • Revision support
  • Pupils trained in peer mentoring
  • Questionnaire analysis
  • DFL analysis
  • Feedback at welcome evening
  • Feedback at Parents Evening

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