Pupil Premium Non Pupil Premium National Others 2015 Gap to National (based on 2015 figures) 2015 2016 2015 2016 2015 2016 5 A* - C including English and Maths 56% 77% 63% -16 -7 A* - C 71% 85% 72% -20 -1 5 A* - G 94% 98% 96% -7 -2 Capped Points Score 313 353 327 -56 -14 making expected 88% 92% 74% -8 +14 Pupils 47%
progress in English making 4 levels of progress in English 17% 23% 23% 39% 34% -17 -11 making expected progress in Maths 49% 60% 82% 83% 72% -23 -12 Pupils making 4 levels of progress in Maths 21% 31% 40% 30% -10 -9 Progress 8 N/A +0.39 N/A +0.6 +0.12 N/A +0.29 Attainment 8 N/A 48 (C-) N/A 56 (B-) 52 N/A -4 Value Added 994.87 1032.25 1030.06 1045.23 1008.7 -13.83 +23.55 Headline Figures
Summary of Pupil Premium, Interventions and Impact Interventions Literacy Base Pupils receive intensive reading recovery if they record a reading age of less than 9.5 years. Reading recovery is applied until they reach a similar reading age as their peers. Impact: 73 Pupils received Reading Recovery this year adding an average of 2.5 years over a year of recovery. Literacy Base is a well established resource that has been working with our most disadvantaged readers (Pupils with a reading age of under 9 years old who are also eligible for pupil premium) for many years. The impact of Literacy Base can also be shown in the rise of expected progress in English this year of 22% and the positive gap to national others of +14. Step-Up Resource Base A base used by our disadvantaged and vulnerable pupils for pastoral support, transition programmes, long term referrals, EBD interventions, curriculum support, KS3 Mentoring, 1 – to – 1 support, EAL support, group work, equipment support, uniform support or even a safe place to go – they even supply breakfast. Impact: Difficult to measure but there have been 625 visits to Step-up by disadvantaged pupil for some or all of the support and 72 pupils eligible for the pupil premium have received mentoring at KS3. All Looked After Children (11) also receive our LAC Mentor for regular meetings. Curriculum Support English Disadvantaged pupils who are 2 sub-levels or more below their target level receive either 1to1 teaching from a qualified English teacher or group coaching form our Curriculum Support Assistant on a range of spelling, punctuation and grammar interventions. This is targeted at KS3. At KS4 we have the English form which is a form of pupils at risk of underachieving who receive daily interventions in form time and 1 extra hour per week of English teaching from the Head of English. Impact: 233 pupils eligible for the Pupil Premium have received intervention this year (the support has been running for several years) and this has led to a gap to National Others of +14% this year. Curriculum Support Maths Pupils are tested each half term to track their progress and understanding throughout KS3 and KS4. Once pupils have been identified for intervention support they are given additional support during maths lessons as well as extra intervention sessions on a 1-1 basis. Both of these interventions are delivered by a Maths Mentor who is directed by the class teacher. The Maths Mentors record which
Intervention – Curriculum Support English Staffing: Gaynor Redfearn LSA Anna Penny LSA Line Manager: Richard Collins HOD Kellie Wilby (Intervention Leader from Sept) Quality Assurance: Intervention Tracker Report Cost: £23,428 pa Referral Criteria: Based on half-term assessments, pupils who are two or more sub-levels below English target are taken for English interventions in writing skills, spelling, punctuation and grammar (all following teacher intervention). Following successful intervention, priority is then given to pupils who are one sub-level below target. Group sizes vary from 3-6 pupils. Exit Criteria: Pupils are given regular intervention for a set period of weeks. They are tested before and after intervention to track progress. Yeargroup Number of Pupils 7 35 PP 8 27 PP 9 16 PP 10 - 11 - Total 78 Numbers of Pupils: Impact Evidence Students who are be below their target after half term assessments are put forward for intervention. These students are then grouped by ability and are given one hour per week of English intervention - either writing or reading intervention depending on what the students needs. However, we plan to change this in September by giving the students a combination of the two. All data regarding intervention sessions and pupil progress is recorded on SIMS. The mark-sheet is labelled INTERVENTIONS. We record what sessions have taken place, which topics have been covered, and all baseline/end of intervention tests.