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.

 

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 amount of Pupil Premium allocation that Bartley Green received during 2016-17 was £431,752 and for 2017-18 is expected to be £420,750. The school spends these funds on teaching and educational support for disadvantaged pupils; reduced class sizes to improve pupil progress in English and Maths, intervention support at Key Stage 3, 1:1 support, reading support and Inclusion support. The impact in educational attainment, arising from Pupil Premium expenditure in 2016/17, was measured primarily through rigorous monitoring and support systems in place for each individual pupil.

The school is continuing to spend this Pupil Premium allocation on support systems and processes which ensure continued, improved and accelerated progress and academic achievement for individual pupils within these qualifying groups. The school is constantly looking at developing programmes, projects and initiatives which will support the engagement and involvement of disadvantaged pupils most effectively. This year we have expanded the provision so that it now includes:

  • 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)

The progress of individual pupils is constantly tracked and appropriate support and intervention identified and actioned as rapidly as possible. The overall impact of these inputs will be 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 46% of disadvantaged pupils achieved 4+ (A*-C) in English and Maths – a rise of 7% on 2016 which is comfortably above the National Average. Furthermore the 2017 Progress 8 score for disadvantaged pupils improved by 0.17 to -0.33 with the GAP closing by 7 %. 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.

Barriers to Educational Achievement

Support Support Support

Feedback

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
SWA-Data, Curriculum Leaders - Intervention Help identify and improve academic weaknesses and skills that need to be strengthened within departments - identified through exception reports. Provide tailored individual feedback to students, teachers and parents about students progress Improved tracking data over the next tracking period following departmental intervention Whether these skills have improved before and after feedback
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. Provide several logged pieces of feedback to each student that they are proud of
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) Monitored by SDA / LHA in learning walks and analysis of books for those groups. Evaluated each term by SDA / LHA separated by Key Stage.
Attendance Team, Owl Behaviour Support and HOY 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 years and historical.DFL improvements and analysis over tracking period. Monthly Students attendance improves.Students behaviour reports show a positive trend. Those students whose attendance is lower have been picked up by the HoY and Attendance Team - letters/meetings have been organised. Behaviour is showing a positive trend the number of students receiving detentions for behaviour seems down and a number of students have been identified for behaviour support

Metacognition and Self-Regulation

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
HOY and BWA 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 92% and set targets for improvement.Students' attendance is then monitored Weekly Monitoring-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.
KB - 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. Are students memory skills improved? Can they study more intensely in and out of school? Exam tracking data. Students to complete set homework. Students to attain target grades in exams.

Homework

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
KB/SDA 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 Improvements 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.
SDA / CY 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. 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
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. RAG PP tracking data shows improved outcomes with targeted pupils reducing the number of subjects for incomplete homework
VTH Learning Hub - targeted resources allowing pupils to develop independence in their own learning while supporting progress. Successful take-up of resources leading to high quality outcomes in work and grades. Tracking data. Roll out to other departments and take up from them. High % of pupils accessing the resources. CLT roll out was successful with other subjects introducing this too.

Mastery of Learning

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
KB/SDA Key workers assigned to pupils to create revision plan / structure in preparation for exams. Parents contacted for support in pedagogy. 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. Exams organised in hall and gym invigilators. Pupils responded well with grades and followed up in departments if below target
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. Pupils and parents reported improved confidence in the lead up to organised exams.
LE/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. While the number of re-sits after November was significant they dropped dramatically in January showing both improved confidence and application of technique.

Reading Strategies

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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 Well supported and received programme with high levels of outcome. Pupils responded well and data suggests this is very influential on literacy at KS3.
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 Take-up in forms, take-up at home, attitudes to reading. Form-time reading is embedded and working well. Reading at home was much more difficult to monitor but AR results indicate success.

Digital Technology

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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. Number of pupils accessing sites out of lesson time. Allocated support during lunch, breaks, before and after school. 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.
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. 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.

Social and Emotional Learning

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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. Behaviour levels before and after measured by detentions, isolation, class teachers comments and DFL. Improved levels of attendance, Reduction in DFL for targeted individuals. Pastoral reviews show reduction in ITE data.
OWL Centre (BWA) 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 DFL. Improved levels of attendance, Reduction in DFL for targeted individuals. Pastoral reviews show reduction in ITE data. Some courses repeated for individuals.
(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. Data shows improvement in all areas. Courses and feedback from pupils highlights positive impact - more needed to be done on the follow-up time.
BWA 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. The ATT groups have been very successful. Allocated key workers showed positive impact. Attendance was 94%

Literacy and Oracy

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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 Well supported and received programme with high levels of outcome. Pupils responded well and data suggests this is very influential on literacy at KS3.

Behaviour Interventions

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
BWA/OWL 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. 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. 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.
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.s 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.
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 increases. 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.
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. Due to start during Autumn term.

Parental Involvement

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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 q'airres. Positive feedback form pupil and parent Q'airres. Increased knowledge of parents regarding pupils data.
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. 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.

Outdoor Learning

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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. 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.
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 Pupils really enjoy the sessions and their involvement and coursework has shown an increased knowledge of healthy eating and sustainability.

Music, Drama and Art

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
JB 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. These were highly successful and included a Christmas concert and Blood Brothers. They also included a joint music and Art evening showcasing talent.
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 As above
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. Successful evening staged with a good attendance. High levels of coursework attainment contributed to a rise in A-C levels to 67%.
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. 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.

Raising Achievement

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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 High levels of success were achieved with the focus groups in every year group. Year 7 and 9 showed the biggest range of improvements including levels progress from KS2 to current, over the current year and within each tracking period. This has proved a real success in terms of raising levels of progress and attainment.
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 More work needs to be done in 2016. 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.
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. Coursework completion rates improved. Attendance at MTG improves. 'On target' rates improve through tracking. Overall grades. 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

Summer School

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
LE Improve confidence, encourage social development, increase subject knowledge Running a two-week summer school for future year 7s The confidence and resilience of year 7 PP students through questionnaires compared with previous years. Our highest levels of attendance this year with over 100 pupils attending 84 of which were PP. Pupils were well behaved and able to experience school in a relaxed atmosphere. Pupils feedback was excellent and parents praised the 3 week programme.
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 SENEnsure 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 including sports for boys.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. 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. Staff report pupils approaching them still. Worry was reduced. Plenty enrichment activities were provided which boys enjoyed. Parents contacted and progress/concerns etc. discussed in preparation for September

Pupil Guidance

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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 apprentiships. No Neet reported. High % of pupils returned for certificate evening and indicated they were still enrolled on the courses they had applied for.
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. Supported by Julie Washington all pupils attended interview sessions in preparation for college applications.
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. 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.
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 atleast one of their chosen subjects. 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
LE / OWL / TFA To target PP students and raise aspirations for the future with a focus upon University and high achieving careers. A combination of the 'Bright Futures' programme and OWL centre courses targeted specifically at PP students to raise aspirations and provide experience of University possibilities. Pupils attitudes - q'airres. OWL centre courses complete. Laura Jacques run targeted course for Yr8. PP attitudes to university and awareness. For 2016
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 For 2016

Peer Tutoring

Member of staff responsible/Job title What do you want to achieve? How will you measure it? Who are the comparison/control, group (where appropriate)? Description of Strategy Measures of Success Analysis
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
27 pupils have been trained. New feedback form created to support evidence. Verbal feedback is extremely positive.59% of peer tutors are PP

Pupil Premium and RAG

RAG Slide RAG Slide

Catch Up Funding

Catch Up Funding Overview


Amount of Catch up Funding received
  • 2015 - £15,000
  • 2016 - £26,000
Catch up Funding – How it was used 2015-16

This funding supports us to maintain reduced class sizes in the sets that contain those pupils who need catch-up support.

S1

In addition, our curriculum plan provides additional teaching time for those sets in English and maths:

  • One additional lesson in English in Year 8 and one additional lesson in maths in Year 7
  • One lesson per week of specific intervention is also delivered to these pupils
    This small group work is delivered by Teaching Assistants who work with groups of three to six pupils. This withdrawal is split 50:50 between English and maths. A great deal of investment has been made to ensure Teaching Assistants have received sufficient training and sessions are already planned, assessed and evaluated to ensure pupils are making progress. Investment has been made to base the programme on the Literacy and Numeracy Toolkits and training his been facilitated through the Pupil Support Service via Access to Education.
  • Reading assessments
    In addition we use the York Assessment Reading Comprehension to assess reading on entry and then to deliver tailored support through the toolkit to develop pupils Literacy skills.
  • Tailored additional support
    There are additional interventions within our planned support which are used to address specific issues for individuals within these groups for example:
    • Homework clubs – before and after school, break and lunchtimes.
    • Handwriting support – form times
    • Various Social Clubs – to build self-esteem and self-image.
    • Book worms – After school meetings
    • Support Groups and Mentoring Groups – These are delivered to identified pupils.
Impact of Catch Up funding 2015-16

Pupils who received catch-up funding in 2015/16 pupils are those pupils who failed to achieve a level 4+ in Reading or Maths at KS2.

To see the value of the support received in year 7 we can look at the progress made during 2015/16 in English & Maths. Pupils of lower than average ability tend to, nationally, make less progress during their time in secondary school - we would therefore hope that the catch-up funding would impact on this trend.

In English pupils receiving catch-up funding achieved 0.9 points more progress than their peers. This is a significant gain and equates to more than half a term's worth of additional progress.

Maths, unfortunately, is more complicated to measure. In English initial internal assessments gauge the pupils to be broadly in-line with results at KS2. In Maths this is not the case, internal assessments would point to the pupils being a little lower than their KS2 scores - particularly lower ability pupils. This clearly impacts on pupils in receipt of catch-up funding. As a result the most accurate way to view pupils' progress in Maths is by the use of internal data.

Maths internal data shows that pupils with catch-up funding made around 1 point less progress between late Autumn 2015 and Summer 2016. On the whole the data collected from our Monitoring and Evaluation of withdrawal intervention sessions demonstrates an improved level of knowledge, understanding and application of the fundamental building blocks of maths. Once these are mastered it is our experience that pupils make more rapid progress.


Catch up Funding – Intended intervention for 2016-17

The following interventions have shown signs of success and funding will be used to repeat these for our new cohort:

“This funding supports us to maintain reduced class sizes in the sets that contain those pupils who need catch-up support.

S2

In addition, our curriculum plan provides additional teaching time for those sets in English and maths:

  • One additional lesson in English in Year 8 and one additional lesson in maths in Year 7
  • One lesson per week of specific intervention is also delivered to these pupils
    This small group work is delivered by Teaching Assistants who work with groups of three to six pupils. This withdrawal is split 50:50 between English and maths. A great deal of investment has been made to ensure Teaching Assistants have received sufficient training and sessions are already planned, assessed and evaluated to ensure pupils are making progress. Investment has been made to base the programme on the Literacy and Numeracy Toolkits and training his been facilitated through the Pupil Support Service via Access to Education.
  • Reading assessments
    In addition we use the York Assessment Reading Comprehension to assess reading on entry and then to deliver tailored support through the toolkit to develop pupils Literacy skills.
  • Tailored additional support
    There are additional interventions within our planned support which are used to address specific issues for individuals within these groups for example:

    • Homework clubs – before and after school, break and lunchtimes.
    • Handwriting support – form times
    • Various Social Clubs – to build self-esteem and self-image.
    • Book worms – After school meetings
    • Support Groups and Mentoring Groups – These are delivered to identified pupils."

In addition we also intend to implement the following interventions for 2016-17:

  • Review literacy across the curriculum plan and how this can develop to support the needs of these pupils
  • Review numeracy across the curriculum plan and how this can develop to support the needs of these pupils
  • Review of timetable allocation within our broader Curriculum Plan and School Timetable review
  • Work in collaboration with Speech and Language Support to consider intervention that could be developed, trial these in specific subject areas
  • Highlight these pupils to the teacher i/c of accelerated reader to track and support their development
  • Expand our peer reading scheme to support catch up pupils
  • Introduce Accelerated Maths for classes that include catch up pupils
Impact of Catch Up funding 2016-17

There will be an interim review at the year mid point and then a progress report is planned at the conclusion of the academic year.

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