Disadvantaged Pupils

Pupil Premium Report

 

Bartley Green is a very unique school that sits within a community experiencing significantly challenging social and economic circumstances. Parents and pupils feedback that our transition meetings, induction days, and well attended summer school, all contribute to a positive, and welcoming transition process. Our Parent and pupil welcome evening supports the important dialogue between home and school and ensures that pupils make the best possible start. Year 7 pupils therefore make good progress regardless of background. This solid foundation supports our pupils and contributes to significant progress made thereafter.

 

Pupil Premium Funding

In 2017/18 Bartley Green has 55% of pupils eligible for Pupil Premium funding which is significantly higher than the 2016-17 National Average. The expected Pupil Premium funding for 2017/18 is £420,750. In 2016/17, the school received £431,752, Pupil Premium funding.

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

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 2016/17 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 2017/18

Click on the links below to read more about our current Pupil Premium Strategy and to read more about the impact of our 2016/17 strategies.

Feedback

Theme Analysis 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Feedback 175 Pupils had some direct intervention in KS3 with a further 93 in yr11 and 98 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. 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 2017-18. Yes SDA/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 SDA/LHA (already done).Post test = new scrutiny of pp student feedback books to compare (11/15)
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. 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. Yes Attendance Team, Owl Behaviour Support and HOY MI With overall responsibility from 2017 An increase in attendance and more positive behaviour shown around school. 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 between across terms and years. SDFL improvements and analysis over tracking period.

Metacognition and Self-Regulation

Theme Analysis 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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 95.1% attendance rate in the first term of 2017. In 2016-17 attendance improved from 94.7 to 95.0. 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. Yes - The production of curriculum specific revision cards has been added to this for 2017-18 KB/LPA - revision Conferences 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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. Lunch and after-school homework clubs are well attended. Homework clubs are well advertised and are now on the website. To support next year there will be ‘Homework’ monitoring groups through the RAG Yes - but include homework monitoring groups taken out of RAG KB/LPA 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. 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 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 mini-parents days 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. Mini-Parents days take place prior to main day.
Homework High % of pupils accessing the resources. CLT roll out was successful with other subjects introducing this too. No – however humanities will continue. The hub style strategy will move to the website for most subjects with increased use of resources targeted there. CY/TFI Learning Hub - targeted resources allowing pupils to develop independence in their own learning while supporting progress - to move to a website based resource. The school website will be updated to ensure revision and homework materials are easily accessed from here. Pupils accessing website based resources to support learning.

Mastery of Learning

Theme Analysis 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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. Yes LPA/SDA Improve exam technique and revision strategy for all pupils. Revision conferences set up prior to exams to support pupils in revision strategy and exam preparation - through Yr7-11. 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. However there were increasing concerns relating to stress management during these exam periods. Yes but need to include stress management LE/RAG Team Key workers assigned to pupils to create revision plan / structure in preparation for exams. Parents contacted for support in pedagogy. 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 structure of exams may change to focus upon English and Maths in November and all subjects in January. 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 November exams through January. Number of re-sits examined and compared with January exams. Levels of confidence raised with pupils in lead up.
Mastery of Learning Not assessed during 2016-17 New to 2017-18 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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. Yes – will look into extending to targeted Year 9 PP pupils too. 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. Yes – but will improve due to the change in the school day LHA (AHT - Teaching School Alliance) 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 time Aspire and Achieve programme with form time extended to 20mins every day. Take-up in forms, take-up at home, attitudes to reading. Embedded into the A&A form time programme.
Reading Strategies New for 2017-18 New strategy KTI Yr9 pupils improve reading capability through targeted AR. AR extended 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Digital Technology New duty rosta supports these sessions and access is on at all these times every day. Transition to FROG continues and is well supported particularly with KS4 pupils. Yes and will include department support areas for 2017-18. 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 2017-18 there will be subjects support sections on the website for KS4. 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.
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. 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Social and Emotional Learning Improved levels of attendance Reduction in SDFL for targeted individuals. Pastoral reviews show reduction in ITE data. Courses attended successfully with data collated by OWL centre. Yes with a review of the courses provided. OWL Centre (NMC) Learning Mentors 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 2017-18 the introduction of the ART course. Behaviour levels before and after measured by detentions, isolation, class teachers comments and SDFL. ART course runs with targeted pupils.
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. Yes (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 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 was 95% which was an improvement on previous year and it continues to improve through the first term of 2017-18 Yes – new post holder in place for Attendance and home visits will increase. 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.

Literacy and Oracy

Theme Analysis 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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. CWI/LHA 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Behaviour Interventions Tutors reported positive feedback immediately following any courses – this needs to be followed up by OWL staff with organised sessions. Pupils on the different report structures show positive behaviour and the numbers of FTE’s dropped. Yes – with an updating of the discipline stages. This should also tie in with Mini parents days BWA/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. 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 mini parents days. 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. Student behaviour especially as regards independent learning; completing work in out of class is greatly improved. Mini parents days run.
Behaviour Interventions RAG data shows positive improvements for a high % of targeted pupils. PSP’s in the process of being created. Yes – need to include the introduction of a new pastoral online system – possibly ‘My Concern’. DF / HOY 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. 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.
Behaviour Interventions New 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 DFL New vivo system fully in place. Numbers of staff using them regularly improves. Number of vivos issues decreases.
Behaviour Interventions New Strategy for 2017-18 MHE/OWL 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. Student behaviour during lessons and social time.DFL points analysis.Report feedback.RAG reviews.

Parental Involvement

Theme Analysis 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Parental Involvement Positive feedback form pupil and parent questionnaires. Increased knowledge of parents regarding pupils data. Yes CY / TFI Give parents access to useable, live holistic data on their child To include access to e-portal, text messages regarding DFL data and regular tracking information - followed up through main Parents Evening and mini PE where necessary. Continued development of school website to accommodate this. Feedback from parents including Parents Evening questionnaires.
Parental Involvement RAG data shows positive improvements for a high % of targeted pupils. PSP’s in the process of being created. Pastoral register to change format across to specific PSP’s – to include more case-studies. Yes but to include case studies of good practice for 2017-18 DF / HOY Mini-Parents days arranged for targeted PP students. 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. 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Outdoor Learning Adventure All pupils attended over a 6 week period and feedback was extremely positive. A new schedule will be adopted next year to include a stop at Hereford for improved access to swimming and the town centre. Yes DF / 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. Coursework / follow up work in DT. Positive pupil attitudes and knowledge
Outdoor Learning Adventure New for 2017-18 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. Behaviour through SDFL. Feedback from subject staff. Course organiser to provide feedback on each pupil.
Outdoor Learning Adventure New for 2017-18 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 New for 2017-18 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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 a rise in 4+ grades to 69%. 62% of disadvantaged pupils achieved a grade C or better. 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Raising Achievement 175(PP) pupils were involved in direct intervention strategies from the RAG team across KS3 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 whole school grades and the narrowing of GAPs with P8 reducing by 0.22 and English and Maths combined for PP reducing by 4%. With the changes in grading structure there are some challenges ahead in terms of monitoring progress which should be addressed next year. 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
Raising Achievement More work needs to be done in 2017. 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 the process of being created with a feedback sheet to SLT and an improved data sheet to allow easier identification and tracking of progress. Yes - with new exceptions reports to allow for tracking of interventions and feedback 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. Appearance on the exceptions reports. 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 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 2 hours extra curriculum support every day. 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. Introduce an online register. 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Summer School Levels of attendance this year was positive with 111 pupils attending 77 of which were PP. Pupils were well behaved and able to experience school in a variety of subjects all staffed by 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
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. – To be updated further at Easter. Yes PA / HOYr11 / CY Mentoring- Raising aspirations of PP Students regarding their post-16 and career options. Yr11 Pupils follow a programme of support utilising UCAS 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 UCAS application 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. Yes PA / HOyr11 / CY 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. 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 PA 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 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 DF /CY / HOYr10 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 - to include Halesowen, Cadbury and Bourneville. 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 For 2017-18 with a view to extending numbers the following year based upon positive feedback. New for 2017-18 TFA To target PP students and raise aspirations for the future with a focus upon University and high achieving careers. The introduction of the 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 For 2017-18 TFA 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 2016/17 Will Strategy Continue into 17/18 Member of staff responsible (17/18) What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)?(17/18) Description of Strategy(17/18) Measures of Success(17/18)
Peer Tutoring 27 pupils have been trained. New feedback form created to support evidence. Verbal feedback is extremely positive. 59% 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

Pupil Premium and RAG

RAG Slide RAG Slide
Impact of 2016-17 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 focussed on. There is clear evidence to demonstrate the impact our measures have on school leavers. For example 2017 figures show that 49% of disadvantaged pupils achieved 4+ (A*-C) in English and Maths – a rise of 12% on 2016 which is comfortably above the National Average. Furthermore the 2017 Progress 8 score for disadvantaged pupils improved by 0.34 to -0.16 with the GAP closing significantly to -0.27 against National non PP figures, 0.24 better than the National Gap. 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 99% of 2017 leavers self-reporting KS5 placements on academic courses or apprenticeships.

At KS3 the GAP in progress for English and Maths (2016) has remained broadly the same for each year group and remains at -0.7 for Years 8 and 9 and encouragingly at 0 for Year7. 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 2018.

 

Y7 Literacy and Numeracy Catch Up Funding

In 2017/18 Bartley Green has 51 pupils eligible for Literacy and Numeracy Catch Up funding. The expected Literacy and Numeracy Catch Up funding for 2017/18 is £25,000. In 2016/17, the school received £25,309, 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 2016/17.

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?

Registered in England, Company Registration Number: 07523506