zilongwang/ReadingBank huggingface dataset:
whole class cover and working with individuals and groups. and are given priority for gap analysis and small group interventions. Consistently, over 90% pupils of disadvantaged pupils at the end of KS2 make 2 levels progress. Expansions of the teaching assistant team and 'booster' additional provision. £36,700 3 additional L1 TAs Development of the curriculum support team. Additional curriculum support team capacity to deliver a wider range of inclusion activities (including holiday clubs, transition programmes and family support) £10,826 0.6 L3 TA Early identification of pupil need and intervention is important within our school. Disadvantaged pupils are given priority over other pupils where possible. Identified pupils receive personalised nurture and learning interventions recommended by the SENCO and outside consultants. Support is delivered by a member of the Curriculum Support Team who will also attend SEND School Support review meetings or CLA reviews and attend/support parents at appointments where necessary. External consultancy and capacity to support the SENCO, Provision Co-ordinators and Curriculum Support Team. £3475 Fusion Consultant (£2225 package) Advisory Teacher (£1250 - 5 days @ £250 per day) Learning resources’, resources to support home learning and training for staff 'Numicon' £855 Key skills are being developed both at home and school through online learning. Numicon is being used in Maths 'Phonics Bug' (additional £1,200
0% NEETs Provision of IAG at KS3,4 and 5 Raising aspirations Transition choices supported, appropriate destinations for all PP students need to be involved in aspiration programme Evaluation of service Participation figures NTH / SGI 07/18 Total budgeted cost 160,000 Targeted support Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Improve literacy and numeracy skills KS3 and KS4 literacy/numeracy support – 1.1; Lexia programme ; Word Wasp Homework Club Key skills used cross curricular to improve attainment and progress Review and evaluation of support Data results – SISRA analysis Proof of Progress tests ATH/SHE/DAN 07/18 Pastoral support Mentors / YL / A&A /counselling /TA support / educational trips Support student well-being Reviews and evaluation of support / student surveys SBO 07/18 Total budgeted cost 130,815 Total budgeted cost 290,815
Review of expenditure Previous Academic Year 2016-2017 (284,240) Quality of teaching for all Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Attainment/Progress improved Intervention / Revision Positive Progress 8 for both PP and non PP students. Progress 8 for PP < Progress 8 for non PP, therefore gap has formed (estimated using sisra for Y11) Improved GCSE/AS/A2 results for all Intervention working as students in both PP and non PP groups have an overall positive Progress 8, enhanced intervention required for PP students to close the gap in progress 100,000 0% NEETs IAG provision 0% NEETs for 16+ Continue with approach and review curriculum to meet the needs of all 50,000 Targeted support Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Improve literacy and numeracy Appropriate interventions Improved GCSE results in English and Maths with PP and non-PP, particular focus on numeracy and Maths Approach will be continued for 2017-2018 26,240 Support student well-being Pastoral interventions Supported students met or exceeded targets Continue with approach 100,000 Other approaches Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
D The confidence of our PP pupils will increase to allow them to fully take part in the curriculum. Targeted mentoring support for al PP pupils Youth club Breakfast Club offer for PP pupils to ensure they are at school on time and ready to learn. In in-depth analysis of the pp boys (including parent interviews) currently attending the school identified low self-esteem as key barrier to success at school. Pupil voice – pupils questionnaire Formal monitoring by SLT and governors HT and AHT December 2018 and February, April and June 2019 Total budgeted cost £30,000 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Permanent Category Bishop Stopford’s School 2015-16 Bishop Stopford’s School 2016-17 National 2016 FSM (126 and 109) 0% 1.5% (2) 0.53% Non FSM 0.17% (1) 0.15% (1) 0.12% LAC (5 and 19) 0% 0.22% (2015) Attendance Absence Rate Bishop Stopford’s School 2015-16 Bishop Stopford’s School 2016-17 National 2015-16 Overall absence rate 5.5% 5.3% 5.2% FSM 7.2% 7% 8.5% LAC 4.6% 7.3%* 4.8% Persistent Absenteeism Bishop Stopford’s School 2015-16 Bishop Stopford’s School 2016-17 National 2015-16 Persistent Absenteeism 10.1% 12.8% 13.1% FSM 20% 14.2% 27% LAC 0.2% 0.6%* 12.5% *LAC student numbers in 2015/16 = 5, in 2016/17 = 19
% of main school population 23% 21% 19% 18% 20% Amount of PPG received per pupil: Free School Meals/Ever 6 LAC Adoptive £1300 £1900 £1320 £800 £1900 £1320 £800 £1900 £1320 £1900 £1900 £1320 £1900 £1900 Total amount of PPG received £91,695 £80,420 £74,340 £71,700 £77,160 Nursery Funding N/A N/A N/A N/A N/A Pupil Premium Spending Overview– 2017-2018 Spending Overview: Cost: Percentage of spend: Teaching and Learning Senior Leader: targeted to raise attainment of PP pupils £1434 2% AHT designated LAC lead £5019 7% SENCo £5736 8% Learning Mentor £10,755 15% 1:1 specific intervention £12,906 18% 1:1/small group intervention £12,906 18% In class support including boosters £14,340 20%
Approach Outcomes and success criteria Milestones Completed Review date Total cost To direct a greater portion of funding to ‘closing the gap’ in reading, writing and maths. Pupil premium children accessing interventions that improve their progress and attainment closer to national expectation. SLT Key staff in post: Pupil Premium Teacher-LS 2xnew Intervention LSAs-FD/LC 1xDragon Hunter intervention Y4 and Y5-KK 1xPirate Writer-CT 1xWord Blaze-BM Catch up/pre-teaching maths-FD Times tables Club-DP Purchase of Smart Kids games and use to enhance learning. November 2016 After 6 weeks £30,000 £14,000x2 £850 training £850 training £675 resources Homework club-LS Story telling club open for Pupil Premium children on a Third Space Y6 maths tutoring-TBA EYFS-Complete FSM forms to identify disadvantaged To commence January 2016 After six weeks £250 per pupil=£2500 To track reading, writing and maths half termly recording attainment and progress. Reliable data to identify children not making expected progress therefore in need of intervention. Identify and agree assessment methods and timings across the school. PIRA/PUMA maths (baseline and maths Autumn test completed: Y1-6) Autumn 2 - November 2016 Spring 2 – March 2016 £1600 Use Otrack to record and analyse results. Half termly Pupil progress meetings
strategies to accelerate progress. Raise staff expectation of Pupil premium children in their class. Hold staff to account. Staff understand that Pupil premium children should be attaining and making progress in line with non-pupil premium children Staff to look at other schools with similar catchment whose Pupil premium children achieve highly. Spring Term 2017 Half-termly Create a celebratory and aspirational environment in corridors and classrooms. Ensuring all children are represented through photographs and learning. All areas of school celebrate and reflect all children’s achievements in learning. All Allocate areas around school to celebrate school life, breakfast club, forest school, clubs reading etc Spring Term 2017 Half-termly Visit similar schools with an aspirational environment Allocate resources and time. Develop an aspirational ethos extending ‘Good to be green’ to ‘ Great to be Gold’ Children are clear how to achieve ‘Great to be Gold’ The Fieldhead ethos is evident throughout the school. Working with the staff develop an understanding of their role in creating and encouraging children to want to be ‘Gold’ Launch November 2016 Ongoing Identify with staff and children what a Fieldhead ‘Gold’ child does, says, behaves etc. Devise monitoring procedures for all intervention actions that Pupil Premium funding is used for. The school is clear as to the impact of all funding and knows how many children have been supported. SLT SLT allocate monitoring responsibilities for all spending on Pupil Premium. Review dates are set and adhered to. Data monitored to track progress in reading, writing and maths. November 2017 Half-termly
to accelerate their progress Academic support provided for all pupil premium Students Targeted English and maths Revision sessions for HA PP students in run up to exams. Revision guides and Maths Watch CD provided for all pupil premium students Revision Materials provided for all year groups in internal exams £3000 Additional Independent advice and Guidance (IAG) for all pupil premium students in years 9 and 10 Raising aspirations by making pupils aware of career options and the qualifications required £2906 TOTAL £328,115 Key Objectives Improve the performance of disadvantaged students in school to be near to national non-disadvantaged performance especially the HA-PP cohort Remove academic barriers to learning which may exist for disadvantaged students and raise the aspirations of this group Address pastoral barriers to learning which may exist for disadvantaged students and raise the aspirations of this group Create a collective approach amongst all staff to ensure fully informed and effective support programme for each student Ensure that attendance of pupil premium student is in line with that of ‘other’ students and at or above national averages
18% of students achieved grade 5+ in Science (64% achieved their target grade) EAL & PP students In Year 11 there were 3 students in this group 33% of students achieved grade 5+ in English 33% of students achieved grade 5+ in Maths 33% of students achieved grade 5+ in Science Priority 2 Intervention for the most vulnerable students Action Required Lead staff Estimated Cost Expected outcomes Impact Vulnerable students are supported through various strategies and mentoring schemes employed by the deputy CP officer Deputy child protection officer £29,989 Students are supported outside of the school environment. Students have the necessary skills to make progress in their academic learning. Students’ attendance is in line with year group. Our key worker worked with 10 year 11 students, the overall attendance of our most vulnerable students was 74.93% across the year. 70% of students achieved a grade 4+ in English. 50% of students achieved a grade 4+ in Maths. Supporting Tag PP students by providing emotional and practical support through mentoring, offering pastoral support and completing practical projects. Support worker for WBRI/BS/BC £35,565 Students make progress and meet their targeted grades in year 11. Students’ attendance is in line with year group. Our key worker worked with 8 students who are White British/Black Caribbean & other identified students in year 11. At least 71% of students met or exceeded their targets in 8 subjects. Average Attendance of group was 82%. Our key worker worked with 11 students who are Black Somali students in year 11. The overall attendance of the group of students was 96.5% and a least 70% of students met or exceeded their targets in 11 subjects. Provide resources that support and target specific KS3 & 4 PP student needs Learning mentors £3,572 Students make progress across the curriculum. Student voice shows that students are engaged with learning in the classroom as a KS3 Our new KS3 learning mentor worked with 30 students. 80% of students made in year progress across various subjects. Student voice: ‘Maths mentoring gave me more understanding into my classwork. I was able to complete my classwork with little to no help. It
Priority 1 Raising Achievement and Attainment Action Required Lead staff Estimated Cost Expected outcomes Impact Smaller classes in Maths, Science and English with 10 teaching groups in each year group. 20% of each Maths, English and Science teacher £391,114 Students make progress and attainment is in line with students nationally and the cohort. The difference between PP and non PP nationally is diminished. Literacy programmes across the school continue to extend students proficiency in English. Literacy Coordinator £3,000 + accelerated reader Students make progress across KS3 & 4 in English and results are in line with national progress. Students in year 7 with social difficulties are supported in class with 1 teacher and 2 teaching assistants 50% of the transition teacher £33,096 Students accelerate their progress and embed foundation learning skills needed to access the KS3 curriculum. Students make in year progress. Access and inclusion staff support disadvantaged students in class and also undertake intervention programmes 20% of all Access and inclusion staff salary £65,056 Students with SEN make positive progress in line with national statistics. Students with EAL make positive progress in line with national statistics. At KS3 students meet their targets in core subjects.
Priority 3 Strengthening parental engagement Action Required Proportion of Lead staff Estimated Cost Expected outcomes Impact Parents and Students provided with emotional and practical support 75% Parent and community worker £41,249 Reduction in the number of behaviour incidents occurring with PP over the course of the year. Increased attendance of parents at parent events. SLA Worker & councillor support students and their families in and outside of school 75% of SLA worker & Social worker £49,487 Students are Mentored and supported to ensure that attendance & punctuality improve and any truancy is non existent
PP chn to have breadth of educational, social and cultural experiences Provide financial support for curriculum enhancement / extra curricular activities where required. Support for being ready to learn by providing breakfast club. Experiences may be limited due to cost; as well as building confidence, self-esteem and knowledge of the world, these experiences will provide better contexts for reading, writing and maths. Enhancement activities are planned, timetabled and evaluated. HT / class teachers. Half-termly. Report to governors via Finance & Staffing / Curriculum & Standards Committee meetings. Total budgeted cost £1000 Resources £200 Review of expenditure Previous Academic Year 2016-17 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Financial Year Lower-achieving children make accelerated progress High-achieving children remain on track and continue to work in Greater Depth. Quality first teaching supported by TA, targeting this group. The majority of PP children are following their lines of good progress; currently 2/7 on track to work at Greater Depth in RWM. This needs to be more closely monitored, especially to check that TA support is being targeted towards vulnerable children and ensure that all children make good or better progress and achieve expectations. Last year provision was not consistently targetted. Teachers need to be held to account separately for the progress of this group. £20,000 Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost financial year
Raise Attainment and progress of PP students AHT Able designated time to work with Able DAP Savvy education used for 1:1 support for DAP Skills Centre Support in form of in class coaching, workshop delivery and follow up Revision resources PP P8 likely to be above 0 when P8 measure settles across country (currently -0.143 but would be 0 without one student who did not take exams due to diagnosed mental health issues) Basics and 4+ and 5+ still showing a significant gap between PP and non PP students (around 25-30%) but whole school results remain strong with a P8 of 0.337 Both in class support and intervention helped to maintain outstanding results in English and imporved results for LPA Maths PP students Literacy and Numeracy TAs now freed at tutor time to carry out bespoke intervention with PP students in need 118,740 Improve attendance of PP students Increase in Attendance team to carry out 1:1 work with PP students and parents PP attendance in 17/18 was 93.1% compared to non PP of 94.8% - a difference of 1.7%. Both figures are likely to be above national average. More proactive work needs to be carried out with PP students when their attendance starts to dip below 95% in the form of rewards, clinics Already noted in above box Improve behaviour of PP students Remembering our Roots programme for cohort of PP boys 2016/17 Total of 101.2 days of exclusions by 32 students, 15 of whom were PP 2017/18 Total of 95 days of exclusions by 35 students, 14 of whom were PP 1PP Pex in 16/17 compared to 0 PP Pex in 17/18 Still a higher proportion of PP stduents being excluded when compared to proportion of PP in the school. PP students to be selected for workshops earlier to enable us to become more proactive in our approach 7833
Raise aspirations of PP students Careers advice from Careers South West for PP students Study Support package for PP students Awaiting NEETS figures for 17/18 Repeat ‘Remembering our Roots’ programme following a positive impact on behaviour in 15/16 Maximise use of new Career South West training to work with 10 potential NEETs PP students 23,455 Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Whole school needs Improved leadership of PP agenda All impacts listed above Visits from 5 local secondary schools seeking good practice (as a result of 0 P8 score 16/17) Continue to keep PP high profile across the school and under the guidance of one senior leader who has accountability for the overall PP results 18352 Supporting Family Financial circumstances Help with trips and uniform No request turned down from PP parents To continue to fund trips and uniform as requested 2921 Total cost £379,733
Review of expenditure Previous Academic Year Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Improve attention, concentration and memory. One to one/small group tuition (including phonics, maths interventions). WOW days and subsidising class trips. In June 2017 year 1 PP children made better progress than non PP children in reading, writing and maths. In June 2017 87% of year 1 PP children passed phonics screen test. In June 2017 year 2 PP children made better progress than non PP children in reading and writing. In June 2017 48% of PP children achieved GLD. Continue this approach next year. £41509 SALT interventions. One to one/small group tuition. In June 2017 year 1 PP children made better progress than non PP children in reading, writing and maths. In June 2017 87% of year 1 PP children passed phonics screen test. In June 2017 year 2 PP children made better progress than non PP children in reading and writing. In June 2017 48% of PP children achieved GLD. Continue this approach next year. £5000 Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Improve self-esteem, confidence. Pastoral support. In June 2017 year 1 PP children made better progress than non PP children in reading, writing and maths. In June 2017 year 2 PP children made better progress than non PP children in reading and writing. Continue this approach next year. £5620
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? B Improved phonics application in KS1. 1:1 and small group provision of intervention by experienced HLTA. EEF ‘Making the Best Use of Teaching Assistants’ Report, published in Spring 2015, suggests that when TAs are well trained and used in structured settings, with high quality support they can make a noticeable impact on pupil learning. Some students need targeted support to catch up and extremely experienced and well trained HLTA is trained in interventions to support this. Organise timetable to ensure that staff delivering provision have sufficient preparation and delivery time. HLTA (GP) Termly Pupil progress meeting to review progress against ARE outcomes. Monitored as phonics provision tracked. C Improved progress for more able PP. 1:1 and small group teaching by experienced PP teacher. We want to provide extra support to maintain high attainment.. EEF identifies 1:1 support as an effective way to improve attainment. PP teacher is an experienced and dedicated practitioner who is adept at identifying gaps, overcoming barriers to learning and working with class teachers to ensure quality first teaching and that PP targets are supported in class, not just through intervention. Organise timetable to ensure that PP teacher has sufficient preparation and delivery time. PP Teacher (CW) Termly LOs/LWs of CTs to ensure QFT and support of PP. PP Gov Monitoring of dedicated PP teacher impact. Termly pupil progress meetings. E Improved emotional state of PP children. Rainbows programme delivered to children who have suffered a significant loss in their lives. The 2010 White Paper for schools expects that schools will continue to support children and young people’s health and wellbeing because pupils cannot learn if they are unwell, unhappy or struggling with what is going on in their family life. (See ‘Better Mental Health Outcomes for Children and Young People). Whole staff training on supporting pupils who have suffered a bereavement or loss. Specific training for coordinator and facilitators. Timetabling to ensure facilitators (HLTAs) are able to effectively deliver the Rainbows Programme. CW July 2017 Strengths & Difficulties Questionnaire to feed into review of impact. Total budgeted cost £10,000
Budgeted Cost: £8,000 Run Easter and Summer Schools Provide stimulating and engaging activities for children during school holidays to support achievement and progress. Monitor attendance at clubs. Compare to end of year expectations at data analysis (Easter) or beginning of year baseline (Summer) SLT PP Lead At next data entry. Budgeted Cost: £2,000 Purchase and run Blast speech and language intervention for EYFS pupils. Targeted intervention for pupils with delayed speech and language development in EYFS. EEF Toolkit suggests that oral language interventions can have an average gain of between 4-5 months. Monitor progress of pupils Compare data input at beginning and end of programme, as well as baseline against end of year data to show sustainability of using skills developed. EYFS Lead SLT At end of each set of interventions. Budgeted cost £250 Other Approaches Desired Outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff Lead When will you review implementation?
To increase attendance and punctuality of PP children across school to bring it in line with national averages. Continue to fund free breakfast club for all children. Research shows that pupils are more ready to learn if they have had breakfast. Breakfast and after school clubs enable pupils to socialise with their peers, as well as practise reading with staff/peers. We have good attendance at breakfast club (on average 20-25% of the school) and as a result our punctuality of some children across the school has significantly improved. HLTA team to run Breakfast Club and monitor attendance. Weekly attendance monitoring. HLTA team PT (Attendance Manager) Termly. Budgeted Cost: Contribution from PP funding £10,000 Continue to offer the role of Parent Liaison Officer/Attendance Manager to work with SAFC, the in-school counsellor and other support agencies to provide support and develop emotional readiness to learn in children and families and to increase engage with school to improve outcomes. Attendance and punctuality has risen significantly over the last 3 years and is a strength of the school. Previous years have shown the role to be a valuable point of contact for families. EEF Toolkit suggests that social and emotional learning can lead to a gain of 4 months. Performance Management of role. Monthly Pastoral Meetings of SMT to monitor attendance, punctuality and behaviour issues. SLT PLO/Attendance Manager SMT Monthly Budgeted Cost: Contribution from PP funding £14,500
C Pupils eligible for PP will develop positive play behaviours. PE apprentice to be present on the school yard to promote positive play behaviours. *From January HLTAS/TA to be an additional presence on the yard (minimum 30min) to provide additional supervision and support Analysis of lunchtime incidents and observations from school staff/governors/ diocese representatives. PE Apprentice costs x5 hours weekly. (£666.90) 6 x 0.5 hours HLTA (£1,425) 1 x 0.5 hours TA (£171) Lunchtime incident log showed incidents involving PP children in 2016-17 was higher than those involving ‘other pupils’. Too early to evaluate. Incidents involving PP pupils continue to be higher but there have been significant improvement for key PP pupils. D The average points progress across the year will be in line with non-pupil premium pupils. Pupils eligible for PP will make at least expected progress in reading, writing and maths. Weekly timetable for Lexia interventions. Weekly timetable of classroom support based on need from Spring 1 to include HLTA working with targeted pupils eligible for PP. Restock the library with a wide collection of books as well as using online Bug Club to support and challenge reading. Purchasing of Rapid Phonics to support PP make at least expected progress in Phonics and to support progress. 0.2 teacher to support pupils by providing opportunities for bespoke collaborative Reading progress measures within Lexia (EEF evidence of +4 months on progress due to digital technologies) Progress measures for R, W, M (Stat Sheffield) for individual children. (EEF evidence of +4 months on progress due to small group tuition and +5 months for Collaborative learning Reading Comprehension strategies +5 Lexia cost (from COL) HLTA time x1.5 hours per week (£712.50) TA contract for 15 hours a week. (£10,276) 0.2 Teacher (£6562.98 ) Book Costs: (£750) Bug Club: (£465) Rapid Phonics: (£720 – Texts £100 - Online) Progress measures 2016-17 show that progress for PP children is less strong than ‘other pupils’. Average Steps of Progress 2016-17 Use of Lexia to be reviewed as it is not having impact as expected. Must ensure effective use. Reading as at Spring mid 2018 Ave steps progress from Sept 2018 PP = 1.44 Non PP = 1.54 Difference = -0.1
A. High levels of progress in literacy/English and numeracy/Maths for al pupils eligible for PP. B. Improved rates of progress across KS3 and 4 for more able learners eligible for PP Staff training on high quality feedback to be delivered by SLE We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources (including Johan Hattie’s Visible Learning and the EEF Toolkit) suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Training delivered through CPD sessions and in line with the reviewed marking policy. During CL quality assurance calendar, feedback is monitored. Work scrutiny and student voice will take place throughout the year and will focus on underperforming disadvantaged students. Subject reviews will also analyse the progress of disadvantaged students and the impact of departmental interventions. CL Spring Term 2018 A. High levels of progress in literacy/English and numeracy/Maths for all pupils eligible for PP. B.Improved rates of progress across KS3 and 4 for more able learners eligible for PP Monitoring of the completion of homework. The EEF toolkit cites homework as adding 5 months to a student’s academic progress CPD to ensure all staff can set meaningful homework Tutors and CL to monitor and support the amount of homework given. Support packs provided at parents evenings Monitor quality and quality of homework through pupil voice. Analysis of Attitudes to Learning data to identify disadvantaged students who are not completing homework. Progress Managers and Lead tutors to intervene to improve completion of homework by disadvantaged students. VP Tutors and CL VP Lead tutors SLG/CL Progress managers and Lead tutors October 2017 Half termly Half termly Half termly Calendared quality assurance After calendared data
A.High levels of progress in literacy/English and numeracy/Maths for all pupils eligible for PP. Year 11 disadvantaged literacy tutor group based on the worst P8 scores after mock exam data. This tutor group will benefit from daily intensive support in developing their literary skills. Regular testing of the students will identify areas of improvement and areas which need developing SMO and ACA January – April 2018 A.High levels of progress in literacy/English and numeracy/Maths for all pupils eligible for PP. Year 11 disadvantaged numeracy tutor group based on the closest to 6/5/4 boundary after mock exam data. This tutor group will benefit from daily intensive support in developing their numeracy skills. Regular testing of the students will identify areas of improvement and areas which need developing SMO and JNE January – April 2018 Total budgeted cost £171,570 Targeted support
Planned expenditure Academic year 2016/17 The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Quality of teaching for all Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review Total budgeted cost Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review
B. Improved wellbeing and engagement Staff training on attachment and/or bereavement Pupils in our school are affected by both attachment and bereavement. Whole school awareness will allow all staff to support these pupils and any respond immediately to any pupils with future issues. Course/s selected using evidence of effectiveness. Staff awareness and ability to manage challenging situations. Pupils feel more supported. Parents report good support from the school. Deputy head teacher £800 April 2017 A. Improved oral language skills in Reception Staff training on developing oracy for the high attaining pupils in EYFS and reception. Evidence shows that early childhood oracy skills have a significant impact on their academic ability in during their schooling (NMU.edu). We want to ensure that all pupils have the language skills they need to engage fully in the curriculum. Course/s selected using evidence of effectiveness. Lesson observations/Tapestry scrutiny to show evidence of strategies learnt. Head lead £800 Mar 2017 C. Improved progress for higher ability pupils CPD on providing stretch for higher ability pupils. Nationally, higher ability pupils eligible for PP are making less progress than other higher attaining pupils. We want to ensure that PP pupils in our school can achieve high attainment as well as simply ‘meeting expected standards’. We want to train a small number of relevant teachers in practices to provide stretch and encouragement for these pupils. Course selected using evidence of effectiveness. Use PDT sessions to deliver training. Lesson studies with a focus on high achieving pupils’ engagement and progress in lessons. Pupil feedback gathered on the level of challenge in class. Writing lead/ Head teacher £1600 Jan 2017 C. Improved progress for higher ability pupils Staff training IB PYP To provide a whole school approach the IB PYP which will raise attainment and challenge higher achievers and develop a curriculum programme that is engaging, meaningful and significant to pupils. To ensure that we equip our pupils learn for life in the twenty-first century. Training selected to ensure the whole staff are able to teach the IB PYP. PDT sessions on IB PYP values and strategies. Pupil feedback from Units of Inquiry. Book/Tapestry scrutiny with a focus on challenging the more able. Head teacher £6000 Jan 2017 Total budgeted cost £10,000 Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead cost When will you review
Pupil Premium Primary/ Secondary – Phase Two and Year 9 Area Aspect of Support Who Specific Programmes Cost KS2 English / Maths – Readiness for Secondary Booster and Intervention Support Year 7 Catch-up Support Intervention Teacher (0.6) 4 x Intervention TA (0.6) 15000 32000 SEN Intervention SEN support 1 x Intervention TA (0.6) 8000 LAC Intervention/ personal support LAC TA 13000 8/9 English Booster and Intervention Support Intervention TA (0.6) 8000 8/9 Maths Booster and Intervention Support Intervention TA (0.6) 8000 8/9 Science Booster and Intervention Support Intervention TA (0.6) 4000 Behaviour and Safety Nurture Support Behaviour Intervention Attendance Support / Intervention MARS staffing – 3 x Nurture TAs (0.6) 2 x Behaviour Support Leads (0.5) Behaviour Leader and Inclusion Leader (0.2) Attendance Leader (0.3) Pupil Guidance Leader (0.2) 24000 12000 7000 5000 4500 Parenting/ Safeguarding Meetings with Parents Pupil personal support Parent Workshop Parent Training Pupil Guidance Leader (0.2) Family Worker (0.5) 4000 8500 Curriculum Enrichment Extended School Engagement Programmes Extended School Team 5000 Sub-total 158000 + on costs on staffing 31200 Total 189200
Year 11 - All LPS Pupil Premium Pupils 155 160 268 Year 11 – LPS Pupil Premium Pupils 3+ Terms 187 190 268 Year 11 –All LPS + Dual Reg Pupil Premium Pupils 192 195 * Year 11 – BSC LPS + Dual Reg Pupil Premium Pupils 263 270 * * this data will be available at the end of the aceemnic year, once a final progress and data analysis has been completed Current KS 4 Progress & Achievement [HT 1 – 4] Subject Below Expected Progress Expected Progress Above Expected Progress Accelerated Progress Maths [13 Pupils] 0 8 5 0 English [13 Pupils] 0 8 5 0 ICT [14 Pupils] 0 8 6 0 NB: All KS4 progress is largely based on actual academic qualifications already achieved. We are still awaiting a number of Functional skill results, GCSE results and finalised vocational scores before we will be able to calculate the student’s overall progress and APS. However, early indications are positive and we are very pleased with the LPS/PP student data which is indicating significant attainment and academic improvements. KS3 - PUPIL PREMIUM END OF ACADEMIC YEAR- 2016-2017 REPORT There have been 13 KS3 Pupil Premium students on the roll of LPS since the start of the Academic Year 2016-2017. Attendance data is based on those students who have been on the roll of LPS for 5 half terms. This has enabled us to show the progress of students from the beginning of the academic year to the end of HT5. This cohort of students totals 4 AVERAGE ATTENDANCE PER KS 3 STUDENT: STUDENT HT1 HT2 HT3 HT4 HT5 % IN/DECREASE-HT1 to
Skinners’ Academy Woodberry Grove London, N4 1SY www.skinnersacademy.org.uk Post Title Pupil Supervisor & Library Assistant Personal Details Surname: Forename: Address: Postcode: Telephone (Home): Telephone (Mobile): Telephone (Work): Email: Can we contact you on your work number?: (Tick as appropriate) Yes No NI Number: TRN (Teacher Reference No.): Referees One reference must be your present or most recent employer, the other a previous employer. References will be requested after the short listing process, prior to interview and before an offer of employment has been made in writing. First Referee Full Name: Job Title: Company: Address: Telephone: Email: Relationship: Second Referee Full Name: Job Title: Company: Address: Telephone: Email: Relationship: I hereby authorise you to take up references from my present employer, my previous employer(s) or the people that I have submitted as personal referees, once I have been notified of an invite to interview. In addition, I hereby authorise you to take up other reference checks as you may deem appropriate. Signed: Dated:
Other Degree (s) : Course Institution Result Dates A / AS Level Qualifications (or the equivalent) : Institution Subject Grade Dates GCSE Qualifications (or the equivalent) : School Subject Grade Dates Please provide details of any other qualifications (include within this section details of languages spoken, for example):
Practise and develop the skill of pleading – in particular preparation of: Statements of Case, i.e. Particulars of Claim, Defence and Reply. Requests for and provision of further information. Consider and understand the requirements of the Code of Conduct in relation to pleading and in particular to allegations of fraud (Rule C9.2). Request and provide further information Witness Statements and Affidavits Understand the ethical considerations in drafting statements of fact for witnesses in civil actions (Rule C9.2). Understand the ethical considerations concerning contact with witnesses and taking statements in relation to criminal cases (Rule C9.2 – C9.6). Practise and develop the skill of drafting in appropriate language, using concise and accurate statements of fact. Orders 5.1 Develop and practise the ability to draft orders, including Tomlin form and other consent orders. Non litigation drafting 6.1 This should be covered as it is of equal importance but, as the type of work varies, substantial reference should be made on the appropriate specialist checklist. Paperwork in criminal matters 7.1 This should be covered as appropriate (see Criminal Checklist) Cross references and research 8.1 Build on research work carried out on the Bar Course, further to cover: Case Law Statute law Citation indexes Secondary sources as appropriate and depending on area of specialism: text books, digests, encyclopaedias and legal journals.
PRIMARY PUPIL PROFILE Name: Class/YG: Date profile completed: Review: 1 2 3 EHA/TAF: Y/N LAC: Y/N DOB: Date: PP: Y/N SEN status: Primary Need: Additional Need: Medical diagnosis if appropriate: Current Exclusions: FTE No: Days: Reading: 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above Latest SATs/phonic score: Writing: 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above Latest SATs/phonic score: Maths: 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above Latest SATs score: Standardised scores (see tracker for tests used and past results): Reading age, date and test: Comprehension age, date and test: Spelling age, date and test: Maths age, date and test: Actual age: Engagement Evidence (SDQ, QCA, Boxall,). Please include full details in next box with breakdown of scores and date test administered Strengths: Barriers to learning: Desired outcomes for pupil: Strategies and actions to support (by adults):
STUDENT PROFILE SECONDARY Name: Class/YG: Date profile completed: Review: 1 2 3 EHA/TAF: Y/N LAC: Y/N Date: PP: Y/N SEN status: Primary Need: Additional Need: Medical diagnosis if appropriate: Attendance: Exclusions: Fte no: Days: English 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above GCSE working at grade: Target GCSE: Maths 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above GCSE working at grade: Target GCSE: Science 3 years behind 2 years behind 1 year behind AGE RELATED 1 year above 2 years above 3 years above GCSE working at grade: Target GCSE: Standardised scores (see tracker for tests used and past results) Tests: Reading Age: Comprehension Age: Spelling Age: Maths Age: Date of test: Actual age: Engagement Score (SDQ, QCA, Boxall). Please include full details in next box with breakdown of scores and date test administered Strengths: Barriers to learning: Desired outcomes: Strategies and actions to support (by the adults):
ENQUIRY PLANNING RECORD. Name : …………………………………………………. What would I like to find out? My first attempt at an enquiry question Re-drafted version of an enquiry question Note-making methods How will I present my findings? PowerPoint presentation? Documentary? Film? Display? Newspaper report? Magazine article? Podcast? Other Sources of information I would like to use Letters Photographs Audio recordings Newspapers Other Library books/ research books used List these below: Internet sites used List these below :
Emotional Zones Green Blue Yellow Red Happy, Calm, Ok Sad, Worried, Unsettled Anxious, Fearful, Annoyed Frustrated, Angry, Raging I can stay here by… Playing music Stretching Using Safe Spot Relaxation / Breathing Exercises Movement breaks Keeping busy – doing some work Practising CBT I can get to Green from here by… Using my words – talking to friends / staff Taking a short break Getting a drink of water Distraction techniques and games Relaxation / Breathing Exercises Movement breaks Keeping busy – doing some work Moderate Exercise Using Safe Spot Practising CBT I can get to Blue from here by… Using my words – talking to friends / staff Asking for time out Taking a short break Getting a drink of water Distraction techniques and games Relaxation / Breathing Exercises Movement breaks Keeping busy – doing some work Moderate Exercise Using Safe Spot Practising CBT I can get to Yellow from here by… Time out Deep breathing Mindfulness exercises Distraction Time to talk Rigorous exercise Practising CBT Where am I right now?
The school can use your child’s image to appear in the media (newspapers). The school can use the child’s first name to appear with the image. The school can use your child’s image in social media postings through the school’s XXXX account (specify social media tool). We will never include a child’s name. Child’s Name: _________________________________ Class: ________________ Print your name: ___________________________________________________________________ Signed: __________________________________________________________________________ Relationship to child: _______________________________________________________________ Date: ____ / ______ / _______
Pupil premium grant impact Pupil premium grant for 2016 to 2017 Sacred Heart school currently has 35 pupils (9 percent) receiving pupil premium (PP). Current pupils on pupil premium grant Year group Total number of pupils Non-pupil premium Pupil premium Percentage of pupil premium R 60 58 2 4 1 60 56 6 11 2 62 60 2 4 3 60 53 7 14 4 60 54 5 10 5 60 54 6 12 6 58 51 7 12 Total 420 384 36 8.3 Summary of pupil premium 2016 to 2017 This compares the school’s performance against national benchmarks and highlights the impact of the spending – remember the school performance must be judged against other pupils nationally. Attainment at end of key stage (KS) 1 – Year 2 (2016/17) Other children nationally (2016/17) Pupil premium groups Reading (%) Writing (%) Maths (%) R W M All children attaining ‘Expected’ at end of KS1 85.5 79 85.5 77% 68% 75% Pupil premium attaining ‘Expected’ at end of KS1 50 50 50 Attainment at end of KS2 – Year 6 (2016/17) Other children nationally (2016/17) Pupil premium groups Reading (%) Writing (%) Maths (%) R W M All children attaining at ‘Expected’ at end of KS2 89.7 82.8 86.2 66% 74% 70% Pupil premium attaining ‘Expected’ at end of KS2 85.7 57.1 71.4
Children meeting age-related expectations (ARE) (internal tracking) This provides valuable, current information on pupils. This measure would also work with evidence to suggest that schools are working towards the government target for 85 percent of all children working at ARE by the end of KS2 by 2018. Whole school attainment in KS1 2016/17 Reading (%) Writing (%) Maths (%) All children attaining ARE 81.9 80.8 85.2 Pupil premium pupils attaining ARE 50 50 70 Non-pupil premium pupils attaining ARE 83.7 82.6 86 Whole school attainment in KS2 2016/17 Reading (%) Writing (%) Maths (%) All children attaining ARE 79.3 57.8 76.8 Pupil premium pupils attaining ARE 64 36 56 Non-pupil premium pupils attaining ARE 81.1 53.4 79.2 Impact of attendance on pupil premium pupils Schools are now concentrating on the key indicator of attendance and pupil premium pupils. Increased attendance for all pupil premium pupils will ultimately ensure that these children are more likely to make even better progress. 2013-2014 2014-2015 2015-2016 2016/17 Attendance of all pupils nationally 95.6 95.4 95.5 Attendance of all pupils within school 97.4 97 97 96.4 Attendance of all pupil premium pupils nationally 93.7 93 93 Attendance of all pupil premium pupils within school 96.3 97 96.1 96.3 Pupil premium impact within the early years Good levels of development 2016 Good levels of development 2017 Average point score 2016 Average point score 2017 Non-pupil premium pupils nationally 69 71 35 35 Non-pupil premium pupils within school 69 81 35.1 37.4 Pupil premium pupils nationally 54 32