zilongwang/ReadingBank huggingface dataset:
Harmon, C., H. Oosterbeek, and I. Walker [2003] “The returns to education: microeconomics”, The Journal of Economic Surveys 17(2). Jimenez, E., and H. Patrinos [2008] “Can cost-benefit analysis guide education policy in developing countries?” World Bank Policy Research Working Paper Series. Koenker, R. and G. Bassett Jr. [1978] “Regression quantiles”, Econometrica: 33-50. Limkin, L., K. K. Chua, J. Nye, J. Williamson [2013] “Exploring regional inequity: determinants of the rural-urban wage gap”, World Bank working paper. Luo, X. and T. Terada, [2009] “Education and wage differentials in the Philippines”, World Bank Policy Research Working Paper. Martins, P. S. and P. T. Pereira [2004] “Does education reduce wage inequality? quantile regression evidence from 16 countries”, Labor Economics 11(3), 355-371. National Statistics Office [2010] “2008 LFS Data Dictionary”, NSO Data Archive. <https://census.gov.ph/nsoda/index.php/catalog/62/datafile/F8> Patrinos, H., C. Ridao-Cano, and C. Sakellariou [2009] “A note on schooling and wage inequality in the public and private sector”, Empirical Economics. Tan, J. P. and V. B. Paqueo [1989] “The economic returns to education in the Philippines”, International Journal of Educational Development 9(3): 243-250.
Christopher A. Lubienski and Sarah T. Lubienski, THE PUBLIC SCHOOL ADVANTAGE Michael Fabricant and Michelle Fine, THE CHANGING POLITICS OF EDUCATION Derek Bok, UNIVERSITIES IN THE MARKETPLACE Frank Donoghue, THE LAST PROFESSORS Andrew Delbanco, COLLEGE: WHAT IT WAS, IS, AND SHOULD BE Jane Smiley, MOO Topics Covered – K-12 Schools, Equality, and American Society The Social Burden of American Public Schools Race and Poverty Reading - Kozol Schools as Public Goods Private schools Schools as Political Targets Civic Education Curriculum – What is to be taught? Reform as Political Agenda Historical and origin of schools WWI and Progressivism The Cold War and Sputnik Schools and the Discovery of Poverty – the Great Society The Right Wing Backlash – Accountability, Charter Schools and Privatization Standardized Testing – what does it do? Demonizing and Firing Teachers The Common Core Reading - Ravitch Improving Schools Schools as One-Stop, Full Service Centers Eliminate poverty – Why Not? HIGHER EDUCATION What for? What is/are the purpose(s) of higher education? What is the “college experience?? Why do students have to jump thru so many hoops to get a degree? Preparing for what? College and the after-college life The Corporatization of Higher education Reading – Tuchman or Washburn Digital higher education – is the University of Phoenix the model of the future? Is there a point to going to campus, or can you get a college education sitting in your bathrobe at home?
Monarch Chrysalis This is called J Shaping. This means I am about to metamorphose into a chrysalis. When I hang upside down in a J Shape, I start to shed my exoskeleton (skin). Can you see my chrysalis emerging? Now, I am a chrysalis. In about 10 days, I will be a butterfly!
Christian Muslim No religion Hindu Sikh Refused Country of Birth ________________________________________________________________ Nationality ___________________________________________________________________________ How Does Your Child Travel to School? Car Share Cycle Public Bus Service Walk Car/Van Dedicated School Bus Taxi Other Parent/Carer Name (please print)__________________________________________________________ Parent/Carer Signature_________________________________________Date______________________
Pupil premium allocation 2017/18. Reviewed in November each year. Pupil Premium allocation from Central funding – £111 130 Pupil Premium Spending on this plan- £114 950 Focus Area Summary of Strategy Barriers to progress Cost Literacy Purchase Books for Library RM Books Mentoring Reading Support (rapid reading) White Water Writers, Most Able project Students are assessed as having a range of Cognition and Learning Difficulties and all have a Statement or EHC plan from Summer 2018. £1k £500 £6.5k 3 staff £10k 3 staff £800 Numeracy Numeracy 1 to 1 Support Very Special Maths course Students are assessed as having a range of Cognition and Learning Difficulties and all have a Statement or EHC plan from Summer 2018. £500 £1k Behaviour Vivo/ Dojos Award System Student need clear boundaries with rewards and sanctions. £2k School Trips looking at wider community and democracy/ British Values Subsidy for families in need Transport costs not passed to parents to ensure wide participation of trips. London Trip and Houses of Parliament Some families struggle to afford to give their children, our pupils, a broad experience of the wider community. £1k £12k £400 Alternative Provision 1 Student Students needs not met at Watermill in Y10/11 £18K For Looked After Children Dedicated support services for LAC All LAC to access trips free of Charge £400 per pupil
Download CSV files (as supplied by the DfE) detailing which students at your school have attracted Pupil Premium funding. You may have already downloaded and saved the 2013 files onto your school’s network. Secure Access KtS Key to Success Pupil Premium: Download. There will be separate CSV files for each premium type, based on January 2013 census. DPP CSV – Deprivation Pupil Premium. SCP CSV - Service for Child Pupil Premium funding *This will change for the 2014 Pupil Premium download. Import your Pupil Premium CSV files into SIMS - How to Import Pupil Premium Indicators Electronically into SIMS AND /OR Update your Pupil Premium indicators manually - How to Update Pupil Premium Indicators Manually in SIMS Capita Presentation of Pupil Premium CSV File Import SIMS Tools / Pupil Premium / Import Tools / Pupil Premium / Maintain Run a report to return all students who have attracted Pupil Premium funding. You can either design your own report or import, the Pupil Premium Students report into Sims How to Write A Pupil Premium History Report SIMS Reports / Run Report / Focus / Student: Pupil Premium Students Wait for Pupil Premium indicators to transfer into Discover overnight or run a manual data transfer How to Analyse Pupil Premium Data Discover Administration Utility Create Dynamic Groups How to Analyse Pupil Premium Data Discover Analyse the attainment and attendance of Pupil Premium students How to Analyse Pupil Premium Data SIMS Focus / Assessment Manager / Marksheets Tools / Performance / Assessment / Wizard Manager Reports / Attendance or Lesson Monitor
Pupil Premium Grant Expenditure Report 2014-2015 What is Pupil Premium? The Government introduced the Pupil Premium Grant in April 2011. This grant, which is additional to main school funding, is seen by the government as the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. In 2012/2013 a category of “Ever 6 FSM” was introduced in addition to FSM and LAC. This new category allows children who have been in receipt of FSM in the past 6 years but who now no longer qualify to be included in the pupil premium count. In addition the Pupil Premium count includes supporting children and young people with parents in the regular armed forces( Ever 4 Service Child) and those children who have been adopted from care or have left care under a Special Guardianship or Residence Order. The Pupil Premium is allocated to schools and is clearly identifiable. Schools can decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. Principles We ensure that teaching and learning opportunities meet the needs of all pupils We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time. (See appendix attached )
Allocating EYPP: It is important to plan how you will allocate the funding from EYPP and the impact it has had on the outcomes for that child. Ofsted will be the arbiter of how effectively you have spent this money from their observations, conversations with parents and the evidence you present. Something to help you think through some possibilities is the table below. There is not a need to fill all the columns in for each child. Only use those that are most relevant and helpful. Eligible Children Interest Challenge/area of development for child Support for staff to develop their understanding Support for parent(s) to develop their understanding Resources that may need to be bought Links with others Action plan: Development/ strategy to trial Which child(ren) is it relevant for? Budget allocation Who will be responsible for ensuring it happens? What will the impact be? How will the impact be measured? What partnership opportunities are present? Evaluation: What impact did the strategy have? Which children and families benefitted? How was the impact measured? How might this be developed further?
Appendix 2 Good Practice Example Provision Guidance around provision Funding to employ additional individual Needs Assistant To be reviewed after 6 weeks or put a time limit on support, particularly if supporting transition. 1:1 tutors for children at home or at school Priority groups Key stage 2 and Year 10/11. To be reviewed 6 weekly – impact measured. Access to Personalised/alternative curriculum generally KS4 Review termly. Contribute toward school based initiatives that support vulnerable learners To be reviewed 6 weekly – impact measured. Equipment and resources for children As identified. Support the training of staff. If appropriate schools may group together. A contribution to the costs will be considered. School trips and visits and agreed opportunities that support education One trip per year Therapy Reviewed after 12 sessions. For further examples schools may wish to consult the Education Endowment Fund toolkit when making decisions about appropriate support for pupils Michele Mellor Virtual School Head Teacher 17/04/18
Attendance Summary Data The table below shows the average attendance broken down by Year group and split into the Pupil Premium cohort and Non Pupil Premium cohort over time. *Nationally there is a difference between disadvantaged children and their peers. This data is the average of all pupils which includes disadvantaged pupils. 2013 - 2014 2014 - 2015 2015 - 2016 2016 - 2017 Group Pupils in Group Average Attendance (%) Gap (%) Pupils in Group Average Attendance (%) Gap (%) Pupils in Group Average Attendance Gap % Pupils in Group National Average Attendance* Average Attendance Gap % Year 7 PP 46 97.0 -0.9 48 96.86 (-) -0.31 56 96.58 (-) -1.04 53 95.9 97.19 (+) -0.14 Year 7 Non PP 129 97.9 128 97.17 (-) 118 97.62 (+) 122 97.33 (-) Year 8 PP 40 96.5 -0.8 46 95.75 (-) -1.34 50 96.33 (+) -0.71 57 95.1 96.09 (-) -0.94 Year 8 Non PP 131 97.3 133 97.09 (-) 127 97.04 (-) 123 97.03 (-) Year 9 PP 41 95.0 -1.7 38 96.38 (+) -0.78 46 95.88 (-) -1.32 49 94.6 96.02 (+) -0.85 Year 9 Non PP 136 96.7 133 97.16 (+) 129 97.2 (+) 130 96.87 (-) Year 10 PP 41 95.1 -2.1 36 95.77 (+) -1 42 95.98 (-) -1.12 38 94.2 96.09 (+) -1.58 Year 10 Non PP 136 97.2 138 96.77 (-) 128 97.1 (+) 135 97.67 (+) Year 11 PP 38 95.4 -0.9 36 91.21 (-) -1.68 39 91.18 (-) -1.78 41 94.2 93.19 (+) -0.87 Year 11 Non PP 142 96.3 138 92.89 (-) 134 92.96 (+) 129 94.06 (+)
Behaviour Data (2017 Data Pending) Fixed Term Exclusions Fair Access Internal Isolations 532 incidents to date in 2017/18 of which 250 are pupils in receipt of Pupil Premium (47%). This is a disproportionate figure compared to the school figure of 28%. Internal Data Performance Tracking Tracking of this cohort at KS4 indicates the following gaps: (AWL not yet in Year 9) English Attainment (% of pupils) English Progress (% of pupils) No of Pupils in Cohort Exceeding Secure Developing Emerging Excellent Good Some Limited Year 7 PP 58 17.24 41.38 25.86 15.52 32.76 50.00 13.79 3.45 NonPP 136 33.09 46.32 12.50 8.09 38.97 50.00 8.09 2.21 Year 8 PP 51 7.84 39.22 47.06 5.88 25.49 60.78 11.76 1.96 NonPP 123 13.01 46.34 31.71 8.94 34.96 52.03 12.20 0.00 Year 9 PP NonPP Maths Attainment (% of pupils) Maths Progress (% of pupils) No of Pupils in Cohort Exceeding Secure Developing Emerging Excellent Good Some Limited Year 7 PP 58 8.62 34.48 32.76 24.14 15.52 46.55 36.21 1.72
Improve attendance rates for PP children Target pupils with attendance rates below 95%. Identify strategies to improve the attendance of PP children eg via breakfast club, early calls and enrichment activities. Attendance rates across the school remain an issue of serious concern; they continue to require improvement. However, at the conclusion of 2016/17 attendance and PA figures were as follows: All pupils: 94.5 with a PA of 14% Non PP children 95.1% with a PA of 10% PP children 94.9 with a PA of 15% The progress of improvements in attendance remains an issue and this will be an accelerated focus in 2017/18. Staffing absences and related staffing issues have inhibited the rigor with which we have been able to address the attendance issues, particularly at PA level. We have a whole school attendance Audit in the Autumn Term 2017 and this will enable us to look for further points and levels to secure improvement. £12172 £450 Improve the Quality of teaching in KS2 Deploy the Ark network lead for teaching and learning across the school to secure the improvements in the quality of teaching and to develop a team of coaches to ensure the improvements continue Ofsted June 2017 judged the QOT to require improvement apart from in Early Years where it was judged to be good. This was a significant improvement on the previous year where the quality of much of the teaching in the school was inadequate (Ark Monitoring visits). Improved outcomes also reflected the improved quality of teaching across the school. The importance of having a high profile lead who is responsible for the improvements in teaching and learning has been evident in the improved outcomes. The Network lead will now become Ark Dickens Teaching and Learning Lead for September 2017 following a more Regional approach by Ark Central. £18000 Total Budget costs £103439 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
Funding to support the maintenance and possible replacement of the 2 minibuses in order to increasingly transport pupils to trips and sporting events. This is a key part of the work we want to achieve and it will be further developed during 2017/18 We need to have an outstanding curriculum which enables the children to get out and about and put deposits into their cultural capital The minibuses were used increasingly during 2016/17 for trips / sporting events and cultural activities. The children always report gaining a great deal from the trips and reviews of the work which is generated as a result is always of good quality and evidence of progress is in place. We need to continue to put funding aside to enable us to consider the replacement of the minibuses by the start of 2019. Total budgeted costs from 2016/17 Overall Expenditure 2016/17 £341,000 £343,425 For additional information regarding the impact of our 2016/17 Pupil Premium Strategy, please see Principal Miss Joy Waelend
Class teacher interventions in form time for KS3 Improved attainment in maths Implementation of ‘maths mastery’ programme in KS2 Purchase of materials for concrete and pictoral approaches Current attainment levels in maths are below national average JW Total budgeted cost £82894 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 it be reviewed? Improved progress in RWM Effective deployment of TAs to allow timely and appropriate interventions Monitoring/tracking of the 3 areas Below national average STAR maths and reading targets set CWa Attendance SLA with ‘Attend’ to provide effective EWO service and deal with hard core of persistent absentees and lates Purchase and use of CPOMS Current attendance is 91.7% Monitoring of attendance of PP MT
Total budgeted cost £1800 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 it be reviewed? Access to full curriculum for Pupil Premium children Subsidy of school trips by 50% Removing barriers to exclusion. Music tuition subsidised by 50% Removing barriers to exclusion. Revision strategies Study books in year 6 Y6 achievement in SATs. Total budgeted cost £7335 Review of Expenditure: See current document on website Additional Detail
ETHNICITY White White - British White- Irish Traveller of Irish Heritage Gypsy/Roma White - Eastern European White - Western European White other Asian or Asian British Indian Pakistani Bangladeshi Any other Asian background Mixed White & Black Caribbean White & Black African White & Asian Any other mixed background Black or Black British Black Caribbean Black - African Any other Black background Chinese Chinese Other Arab Iranian Kurdish Other ethnic group Refused NATIONALITY (as described on pupil passport or European Economic area identity card). More than one nationality can be recorded. COUNTRY OF BIRTH RELIGION o Buddhist o Christian o Catholic o Hindu o Jewish o Muslim o Sikh No Religion o Other – please state_____________________ CHILD’S FIRST LANGUAGE Albanian / Shqip Arabic Bengali Chinese English French German Hindi Greek Hungarian Italian Japanese Lithuanian Pashto / Pakhto Persian / Farsi Polish Portuguese Romanian Russian Spanish Slovak Tagalog/Filipino Turkish Urdu Other – please state Do you consider yourself or your child to have a disability: YES / NO If ‘yes’ please give details: Is your child privately fostered (this means living with someone who does not have legal parental responsibility for a period of 28 days or more): YES / NO Any other information which you feel may be relevant: ADDITIONAL INFORMATION SCHOOL HISTORY (for parents / carers to complete) PREVIOUS EDUCATION DETAILS (Most Recent First) School / Pre-School Name Contact Details Date of entry (dd/mm/yy) Date of leaving (dd/mm/yy) Reason For Leaving
Pupils return Tuesday 22nd August 2017 Ends Friday 6th October 2017 October Holiday Starts Monday 9th October 2017 Ends Friday 13th October 2017 Winter Term Starts Monday 17th October 2017 Staff Development Day Thursday 23rd November 2017 Staff Development Day Friday 24th November 2017 Ends Friday 22nd December 2017 Christmas Holiday Starts Monday 25th December 2017 Ends Friday 5th January 2018 Spring Term Starts Monday 8th January 2018 Staff Development Day Monday 12th February 2018 Staff Development Day Tuesday 13th February 2018 Local Holiday Wednesday 14th February 2018 Local Holiday Thursday 15th February 2018 Local Holiday Friday 16th February 2018 Ends Thursday 29th March 2018 Spring Holiday Starts Friday 30th March 2018 Ends Friday 13th April 2018 Summer Term Starts Monday 16th April 2018 Local Holiday Monday 7th May 2018 Ends Friday 29th June 2018 Summer Holiday Starts Monday 2nd July 2018 Ends Friday 17th August 2018 Staff return Monday 20st August 2018 Pupils return Tuesday 21st August 2018
Responsibility and Leadership Respect and Tolerance Communication HWB 0-23a By exploring and observing movement, I can describe what I have learned about it. HWB 0-24a can affect behaviour. Accepts direction from an adult or peer. Seeks appropriate help. Is beginning to use self-control when carrying out simple tasks. Adopts different roles when working individually or as part of a group. Makes choices about learning and playing in a variety of contexts. Shares with others and shows consideration during energetic play. Is aware of ideas, thoughts and feelings of others. Takes turns with others to use equipment safely. Is developing the ability to know when to listen and when to talk when interacting with others. Uses words and/or body language to express ideas, thoughts and feelings.
The fuses used in electrical plugs in the UK come in 2 main sizes - 3 A and 13 A What is the purpose if the fuse in the plug connected to an appliance? What energy change does a fuse depend on to work correctly? Copy and complete the table below and select which of the above fuses would be most suitable for each of the appliances. Appliance Power (W) Voltage (V) Current (A) Most suitable fuse Food Mixer 230 0.3 Lamp 100 230 Heater 2.5 x 103 230 Hi-fi unit 230 1.5 Numerical Answers Electric Charge and Current - – 210 C 900 C 0.3 A 6 A 5 s electrical -> heat – a. 240 C 7.3 A a. 144000C b. 20 hours Potential Difference – – – – i. DC ii. AC iii. DC i. 2 V ii. 6 V iii. -1.5 V a. AC b. AC c. AC a. 10 V b. 0.4 V c. 150 mV AC 50 Hz a. DC b. Decreased 17 V B - Resistance a. 550 Ω b. 1.5 kΩ c. 16.8 Ω a. 8.2 kΩ b. 164 Ω c. 2 Ω a. 1 kΩ b. 716 Ω c. 1.2 MΩ
Use of the pupil premium grant 2015 to 2016 Targets: All students to meet or exceed nationally expected outcomes and progress for their starting points No gap in attendance between PP and non-PP students The school allocates our Pupil Premium budget to employing teams of adults to support the educational needs of our pupil premium students, for example: Student support and advice mentors (SASMs), educational welfare officer, learning mentors and subject mentors. These adults are involved in a variety of interventions outlined below. Allocation 2015-16: £69,220 Key Objective Intervention Expenditure Outcomes Evidenced 2012-13 2013-14 2014-15 Support Team – Funded by PP All students to meet or exceed nationally expected outcomes and progress for their starting point in English and maths. Pupil-Premium English mentor. The school recognises the importance of ensuring that all pupils have excellent English skills and the positive impact these can have on all subjects. In addition to providing direct support in lessons the English mentor also helps coordinate and identify needs in other subjects and works with the SASMs to identify appropriate interventions for each individual. £51,915 82% PP 5A*-C incl EngMa (3yr National Ave 66%) 94% non-PP 5A*-C incl EngMa Gap 12% 17 Students 60% PP 5A*-C incl EngMa (3yr National Ave 66%) 92% non-PP 5A*-C incl EngMa Gap 32% 10 Students 75% PP 5A*-C incl EngMa (3yr National Ave 66%) 91% non-PP 5A*-C incl EngMa Gap 16% 8 Students SASMs – The school employs a team of mentors to help monitor and coordinate interventions as required for each pupil premium student. The SASMs also work with students, parents and outside agencies to overcome barriers to learning such as attendance, behaviour and family circumstances. Team of ‘learning-support mentors’ to deliver mentoring programmes identified for the pupil premium students. Best 8 GCSE pts PP 41.5 (C+) Attainment 8 PP 5.3 (C+)
in reading decreased so reading is now an area of focus. Pupil support officer £15000 This was to provide PP pupils with a support officer who would be able to network between pupils, parents and the community. Supporting academic and social/emotional issues. Very effective – working with the most vulnerable students and parents. This form of nurture supported the pupils development. Reading Mentors from Reading Matters (2x per year group Y1-6) £7,740 This was to make sure that students made appropriate progress in Reading. External providers. The reading attainment and progress outcomes decreased from the previous year and reading remains a focus area. Provide uniform for parents in financial crisis; including shoes, coats, school jumpers, tops and trousers/skirts £1000 Social and ethical decision to provide students with the appropriate clothes so they would be a le to access provision. Difficult to establish impact. Students that received clothes had a 2 % improvement in attendance. Parent forums encourage parental engagement in school £2,000 To increase the links with parents and the community to improve attendance and support attainment Increased attendance and better parental voice. Average attendance for eligible pupils in 2016-2017 was 95.5% (up from 94.6% in the previous year) GAP programme develops parental understanding of how to support child in school £500 This has a direct link with pupil well- being. Increased parental/staff relationships. Other agencies £19,119.82 To support the welfare of pupils and parents/carers. Nurture to support pupils in school. Pupil premium boaster teachers 35,120 Pupils have been boasted in phonics, RWM See KS1 and KS2 outcomes Outcomes This is the detailed data for all disadvantaged students versus non disadvantaged students.
What the money has been spent on so far (Based on work by Lorraine Collins) Planned outcome as a result of the spending The attainment and progress of children in receipt of pupil premium funding needs to be in line or better than that of their peers. Future plans Continuation of successful strategies Smaller class sizes 1:1 teachers in KS1 and KS2 Employment of some of the HLTA/TA staff Staff training Visitors to school Subsidised outside visits Visitors to school Breakfast club
Breakfast Club Attendance and punctuality of PPG children to improve with the introduction of Breakfast club. £7,200 Improved attendance and punctuality to have impact on learning across the curriculum Unable to run as agency that was assigned pulled out. Pastoral Support Counselling services for vulnerable pupils at risk of exclusion. £1500 95% of FSM pupils to meet secure level within Assertive mentoring writing criterion for the year group. 95% of FSM pupils to achieve 94+ on age related standardized score in R + M and meet secure level within Roz Wilson writing criterion for the year group. Children who received counselling are emotionally stable and have not had any further exclusions Specialist teacher to support development of quality first teaching Specialist to work with teachers to provide support ot ensure accelerated progress. £10,000 Pupil Premium pupils’ progress is accelerated so that they attain within assertive mentoring criterion reading by the end of the year. Quality of teaching improved in year one and this had a impact on phonics data and year one outcomes. Academy Resources to ensure that all pupils can attend the year School to support FSM pupils to attend, including subsidised places. Residential / Royal Opera House/ £4000 Ensure equity in extended provision, impacting on language, self-esteem and confidence All PPG attended all trips and residentials
KS2 Accelerated Reader £1335 (1 year subscription) To support reading development through the use of a highly motivating programme. Currently, 9 children eligible for the PP are using Accelerated Reader (September 2017). Children more motivated to read, confidence increased and progress accelerated. Greater % of PP @ Age related expectations (A.R.E.). Rec and KS1 Purchase of Read, Write, Inc materials and training relevant staff. £500 Increased support to enable smaller teaching groups for Read, Write, Inc. 3 children eligible for the PP are using RWInc (September 2017) PP children benefit from more intensive teaching sessions. PP children sustain good attainment in Phonics test. Whole Staff Maintenance and updates for Tracking System £1502 (per year) Staff able to use data to focus on the target for all children make at least good progress. PP children (along with other groups) are tracked carefully to ensure good progress. Software used half termly to identify these children gaps in progress. Whole School Mathletics and Spellodrome £1174.84 (Per year) Web based maths and spelling programme used to consolidate skills. 19 PP children are benefiting from this. PP become more confident in basic maths and spelling skills. For skills and higher % working at A.R.E. Whole School Speech and Language Therapist £500 per month for 8 months £1000 for 3 months Tailored programmes, designed by speech and language therapist, for 2 PP children during Autumn 2017 to boost pupil outcomes. Julia Charlsworth (Clear Talking) Speech and Language Intervention Supporting Trips- Our PP children often cannot afford to access trips and have limited access to experiences beyond the local area. By funding these experiences, we are giving them things to draw upon. Y6 Enrichment Activity £150 per pupil premium child (School pays ½ the amount) Residential visit to Kingswood, including adventurous activities, subsidised to ensure it is inclusive and ensure participation. PP children able to participate in this activity and develop self-esteem, confidence in own abilities. 4 PP children from Y6 participating in this years trip. Part financed Whole school Funding for PP school trips across the year. Variable throughout the year school pay up to ½ of the price £9,000 Various curriculum trips e.g. oriental museum, youth village, captain Cook and Hall Hill Farm etc Improved pupil experiences which increases their confidence and academic achievement
Child 13 Ever 6 SEN Suffolk Reading Age:8:08 PUMA:74 PIRA: 85 Maths: 97 Reading: 83 Small group provision Eng/Maths Oxford reading Tree 1:1 Ed Psych input KS1 reading P7 Significant improvements in both Maths and Reading evidenced in scores from very low starting points at beginning of KS2 SPAG score of 19/70 Child 14 Ever 6 Suffolk Reading Age:13:07 PUMA: 113 PIRA: 117 Maths: 108 Reading: 112 Upper set provision ‘High score’ in reading achieved SPAG score of 67/70 Child 15 Ever 6 Suffolk Reading Age:10:05 PUMA: 97 PIRA: 95 Maths: 96 Reading: 99 Reading Booster Small groupEnglish support KS1 Reading 2C Vastly increased confidence SPAG score of 39/70 Child 16 Forces Child More Able Suffolk Reading Age: 16+ PUMA: 127 PIRA: 121 Maths: 111 Reading: 118 Reciprocal reading (MA) ‘High scores’ achieved SPAG score of 65/70 Child 17 Forces Child Suffolk Reading Age:13:06 PUMA: 100 PIRA: 107 Maths: 109 Reading:108 Spelling club Emotional support 1:1 Combined Score of 51 in SATs SPAG paper is high achievement for pupil.
participation in social interaction group and individual sessions. Fourth student engaged well with SB when in school but severe mental health difficulties impacted on his ability to access school. Attendance fell in comparison to previous year. Support ongoing. Referral made to social care for family support worker. SB also provided training for all staff on de-escalating conflict and supporting ASC needs. Specialist Music and Music Therapy (2 LAC students; weekly individual sessions in voice and music therapy) £1056 + £352 = £1408 Continued activity: Cost Centre: Music LAC and Pupil Premium (Peripatetic music) Specialist weekly individual music therapy support provided for 2 LAC children, both exhibiting challenging behaviour. Weekly specialist voice tuition also provided for both children. Ongoing all year. Weekly specialist music therapy for two children with VI, emotional and challenging behaviour. Voice tuition to be provided as this is an area of strength for both children and will help to raise self-esteem. Improved behaviour, self esteem and emotional stability will enhance learning capability. Music Therapist, Music Teacher, Heads of Primary and Secondary Departments. Impact will be measured by improvement in behaviour and increase in self esteem recorded for both students over this period of time (evidenced in behaviour records, pupil reviews, LAC reviews and exclusion data). Some continued progress seen by both LAC students accessing specialist music tuition or music therapy support. Children showed engagement in voice lessons and performed in assemblies/concerts. However it is felt that for both students specialist input into the development of receptive and expressive communication skills would be of greater benefit at this time as this acts as a barrier for both children. Specialist speech and language therapy therefore to be purchased in the coming year due to lack of availability of NHS speech and language therapy provision. Specialist Music and Music Therapy (8 FSM £1320 +£528 =£1848 Continued Activity Weekly specialist individual and small group music sessions Weekly specialist individual and small group Progress will be measured, recorded and reported by Good progress seen by all students undertaking
HOH known and that their progress is tracked. Tackle any emerging needs. Increase the number of PP learners who participate in House activities. Set and model high expectations. Key Stage 4 ‘success lounge’ MSR Develop a quite area to allow learners to focus on their work, or to relax between lessons in the run up to examinations. Provide healthy refreshments, use as an opportunity to support and encourage learners. Inc. pre-exam breakfast. £5000 Equipment JTY No child will be disadvantaged because of their background. This fund is used for items such as: Specialist IT equipment. Personal Text Books and revision materials. Basic stationary equipment £7500 Equipment provided in all classrooms Revision guides available through departments Study visits No child will be disadvantaged because of their background Each case is judged on an individual basis MPT Team No child will be disadvantaged because of their background To identify and support learners with their individual complex needs to ensure every learner is given every opportunity to achieve their best. £250000 13 staff 0.5 time on PPG learners Development of class intervention plans SGL Costed as part of Visible Learning Team – focus on Feedback and quality of T&L CPD – Building Learning Power Meta-cognition and VisL SGL £12500 Staff training, resources Appointment of a Pupil Premium Champion (AP) £19200 MPT Team – social development skills for learners KHD No child will be disadvantaged because of their background Social development, including MUFC, Manchester and all additional functions £7500 Total £499200 Pupil Premium Review
disadvantaged Progress 8 0.1 0.1 0 Attainment 8 score 41.9 53.3 -11.4 Progress 8 English -0.12 0.08 -0.2 Progress 8 Maths 0.07 0.1 -0.03 Progress 8 Open 0.88 0.09 0.79 Attainment 8 Open 16.3 16.7 -0.4 https://www.compare-school-performance.service.gov.uk/school/136502 Table 1b Actual Outcomes 2015 National gap between non disadvantaged and disadvantaged Non CLA or FSM CLA/FSM 2015 NHTS in school gap % 2014 NHTS In school gap % Expected progress English 19.8 59 53 6 26 Expected progress maths 13.9 42 37 5 16 English points score average 9.8 34 33 1 3 Maths points score average 12.2 28 28 0 14 5 A*-G including English and maths 8.0 95 92 3 10 5 A* - C including English and maths 27.8 32 26 6 34
2016-2017 Achievements and Impact GCSE Results 2017 Pupil Premium School National Average Non-Pupil Premium All Pupils School Gap % achieving 5 or above in English and Maths 32% 49% 43% 36% -11% % achieving 4 or above in English and Maths 50% 71% 83% 64% -33% Overall Progress 8 score +0.31 +0.11 +0.40 +0.34 -0.09 Overall Progress 8 score English Element -0.62 +0.11 -0.49 -0.57 -0.13 Overall Progress 8 score Maths Element +1.05 +0.11 +0.99 +1.03 +0.02 Overall Progress 8 score English Baccalaureate Element -0.03 +0.13 +0.15 +0.05 -0.18 Overall Progress 8 score Open Element +0.77 +0.09 +0.84 +0.80 -0.03
Increase staff expertise in supporting children with SEN Children have access to emotional support and counselling Bungalow Project Children’s emotional presentation improves so that they are ready for learning. £8,000 80% £6,400 Children have access to 1:1 support for reading Beanstalk trained volunteers Children’s confidence in and enjoyment of reading increases. Children make good progress in reading. £2,568 100% £2,568 Children have access to 1:1 support for reading Beanstalk corporate helpers Children’s confidence in and enjoyment of reading increases. Children make good progress in reading. £100 100% £100 Children have access to a range of activities after school. After School Clubs Children participate in and enjoy activities. Children’s motor and social skills improve. £5,700 95% £5,420 Children can access visits to support their learning across the curriculum Visits and residential visits 100% participation in visits Children have opportunities to participate in a wide range of events and visits. £12,000 80% £9,600
Children can access additional individual support for reading so that progress improves. Reading Interventions EYFS & KS1 Improved outcomes for children at EYFS (reading), Phonics Screening Test and KS1 (reading) £28,017 80% £22,413.60 Families have access to information about their children’s learning and progress. Interpreters Families understand how their children are achieving, are aware of any concerns and know what they can do to help at home. £2,000 40% £800 Children have P.E. kit provided by school. P.E Kits All children participate in P.E. in suitable clothing. £500 40% £200 Children have outdoor P.E. kit provided by school. Outdoor P.E Kits All children participate in P.E. in suitable clothing. Children have suitable clothing hen representing school in competitions. £5,000 60% £3,000 Children have access to specialist teaching in P.E. Enhanced P.E and Movement Improved motor skills which impact on learning e.g. writing £12,480 50% £6,240 Children can access additional individual support for reading so Reading Interventions KS2 Improved outcomes for children in KS2 (reading), £12,520 80% £10,016
Expenditure Category Allocated Expenditure Actual spent Under/Over spend Strategy for using the Funding Specialist Provision SLT Counselling School Nurse OT Ed Psych Dyslexia Brailler Visually impaired resources £45630 £6671 £8250 £4000 £10,500 £7500 £7020 £275 £12.98 £43941 Under £1689 To provide a variety of support and input from specialist staff including speech & language therapy, counselling. employing a school nurse on extended hours to work with families at the early stage Targeted support & intervention TA’s Beanstalk readers One Goal Reading Eggs SEN Resources Explore Language JoJingles Rhyme Rocket Get Ahead visits First News Spag.com Clear Vision £91811 £83263 £5107 £4130 £322 £1378 £343 £517 £550 £540 £180 £509 £62 £50 £97239 Over £5428 Extra Teaching assistants to provide 1-1 support and enable 1-1 interventions to close the gap in children’s learning, Beanstalk readers to support FSM Life skills & Experience Life Channel MSGC Trip transport Pride of Ringway £18495 £3500 £831 £1225 £126 £9394 Under £9101 Extending children’s life experiences and enriching the curriculum through trips, residential & visitors. Extending learning beyond the classroom.
Runway VP Ice Skating YSP Quarry Bank Mill MUFC Tickets Ringway’s Got Talent Jodrell Bank CAFT Red Jumpers Hen House Crucial Crew Tram to the Forum £356.25 £125 £12.50 £150 £116.67 £40.80 £137.50 £1500 £108 £847 £255 £62 Lunchtime support through sport Active Schools Swimming Shooting Stars Extra LO’s/TA’s £30364 £2230 £6286 £650 £15936 £30,952 Over £588 Developing social skills through structured play After school programme Bug Club Grammarsaurus AS clubs Spanish Music £12139 £930 £370 £175 £7450 £4091 £13016 Over £877 To enrich learning & social skills through, cooking, dance, Spanish and music Parent,community & health Transport for PP families Breakfast and milk for breakfast club Produce FSM milk £10771 £1777 £5314 £4200 £3325 £28122 Over £17351 Providing support to families ensuring safeguarding pupils including help with transport and free breakfast for FSM pupils, break time fruit & milk
Christmas dinner Extra staff £30.43 £13976 Promoting Good behaviour Mr Tinsel Panto Pop Project Drama day Samba day/ Junior Jam £2073 £230 £875 £325 £350 £230 £2,010 Under £63 To provide half termly behaviour rewards Promoting good attendance & punctuality Attendance Prizes End of year trips End of year ice-creams Selection boxes Easter eggs 50 golden days Halloween Disco CD £6942 £1205 £6415 £47 £117 £150 £190 £21.35 £8145 Over £1203 Rewards for good attendance individual , class rewards & whole school
Pupil Premium & Catch Up – 2017 / 18 Kings Leadership Liverpool Academy Pupil Premium & Catch Up Impact and planning statement 2017 - 2018 What is Pupil Premium? Pupil Premium is a type of funding additional to the main school funding. It is received from the government each academic year and is allocated to students under a few different criteria. These criteria are; Those families who have been eligible for free school meals (FSM) at any point in the last six years. This is sometimes known as ‘the ever six’. Barriers to Pupil Premium Achievement: Lack of parental support Pupil Attendance Pupil Welfare Prior Pupil Attainment Pupil Behaviour The amount received is £935 per eligible pupil. Students are eligible for Pupil Premium Plus if they have left Local Authority care because of one of these reasons: •adoption •a special guardianship order •a child arrangements order •a residence order. If a student has left Local Authority care and is eligible for free school meals, they just receive the Pupil Premium Plus money. (Not Pupil Premium & Pupil Premium Plus). Those students who have been in local-authority care for 1 day or more are also eligible for Pupil Premium Plus. The amount received is £1900 per pupil.
Mathematics 1-1 / Small Group Phonics Support Y1 Including specific programmes for individual pupils (Blast / Fuzz Buzz) identification of support needs leading to effective intervention Aim for all pupils to achieve a Good Level of Development 90%+ Pupils to achieve standard in Y1 Phonics test Y1: 15m x5x39 £465 Total: £11,010. Y6: Small group focused intervention and acceleration support. Pre and Post school Booster Sessions . Y2: 1-1 and 1-2 specific lunchtime intervention support for Maths 0.5 HLTA 0.25 Teacher Support DHT / HT / TLR specific booster support for All pupils KS1 staff and HT Consolidation and catch up off previous learning Differentiation to both support and challenge Higher level skills Focused marking and feedback Accelerated progress across all Core subjects Increased percentage of pupils achieving Expected / Better than Expected progress and attainment Supported pupils achieve Expected Standard at End KS1 £8,660 £5,649 £650
More Able University Trip dovetailed with Y9-11 PP pupils Nov 17 C£100s to fund places on the trip. NOT ABLE TO RUN THIS ACADEMIC YEAR Pupil and Parent Voice evaluation of aspiration and interest NOT ABLE TO RUN THIS ACADEMIC YEAR Careers Interviews and CV writing workshops and priority for high calibre work experience June 17 and Careers C£500 on resources/booking costs for Connexions and use of Parent Support to support the Action £500 Pupil and parent Voice evaluation of the satisfaction. Evidence in Passports of Achievement All Yr11 Students participated in careers interviews and all went on to further education or training. Funding PP Pupil participation in the Duke of Edinburgh Scheme Sep 16 YST + C£1000 on equipment and trips costs NO EVIDENCE OF PP Pupil Participation YST Uptake from PP to be in line proportionately with the uptake from the Non PP NO EVIDENCE OF PP Pupil Participation YST Student Trips Planetarium Visit (14 students) Chester Zoo Trip Year 11 (1 students) Chester Zoo Trip Year 10 (2 students) Old Trafford Visit (1 student) Olympian Visit (Enrichment activity for all KS3 PP students) Macbeth Trip (5 students) Wellington Boots (For GCSE Geog Wales Trip, 1 student) GCSE Geog Wales Trip (2 Students) Yr9 Zoolab Experience Yr 8 STEM Trip In year C£2000 on trip costs £35 £15 £30 £6 £589 £105.00 £9.99 £36.00 £45 £40 Adequate take-up in consideration of all reasonably removable barriers have been removed All financial barriers were removed and 100% take-up for all PP students. Funding of the Pupil Data Lead (proportionate) to aid tracking MBe £600 £600 Detailed and readily available analysis Visibility of PP students across school is evidence from staff survey. or or or
Combined Science Revision Guide (1 student) Double Science Foundation Exam Papers (3 students) Separate Science Books (1 student) Triple Science Biology Higher Papers (9 students) Triple Science Biology Foundation Papers (4 students) Triple Science Chemistry Higher Papers (9 students) Triple Science Chemistry Foundation Papers (4 students) Triple Science Physics Higher Papers (9 students) Triple Science Physics Foundation Papers (2 students) KS3 Science Revision Guide (1 students) Evidence of use and improved Grade outcome 9-1 = 100% 9-4 = 83% 9-5 = 17% Biology 9-4 = 100% 9-5 = 75% Chemistry 9-4 = 100% 9-5 = 75% Physics 9-1 = 100% 9-4 = 50% 9-5 = 25% GCSE History Revision Guide (1 student) £5.00 Still under as of DC4 Scientific Calculator (1 Student) £9.00 On target as of DC4 Stationary Set (1 student) £2.99 Student in line with Cestrian way equipment policy Backpack (1 student) £9.99 Student in line with Cestrian way equipment policy My GCSE Subscription £144.15 Year 11 Combined Higher Results 9-1 = 100% 9-4 = 83% 9-5 = 17% Biology 9-4 = 100% 9-5 = 75% Chemistry 9-4 = 100% 9-5 = 75% Physics 9-1 = 100% 9-4 = 50% 9-5 = 25% Tiger Study (Revision Sets) (Yr 10 and 11 Geog and History Cohorts) £41.85 Year 11 Geog: 9-5 = 33% 9-1 = 100% Year 11 History:
if All/Part of the funding is not received? Is the spending documented in the Child’s PEP? Does the VS advocate support this request? YES / NO Name of VS Advocate: Headteacher Signature: Please save a copy of this form in the child’s documents section on Welfare Call and inform the Virtual Head via the generic mailbox: Please only use the child’s initials and year group in the email for security purposes Decision (Copy to school) Has the request been approved? Yes / No Decision date: Amount agreed? £ Additional Notes:
Pupil Premium Plus Provision Map Name of Student: Year group: PEP Date: Name of School: Term: (Summer, Spring, Autumn) Designated teacher: Does the child have: please tick. EHCP/Statement SEN support no identified SEN Email address: ESO Approved: Yes/No PEP Targets for this terms funding (These should be included in the PEP) Targets: * * * Did last term’s Pupil Premium funding have an impact? (Yes/No/NA) Describe Impact of last term’s Pupil Premium funding (describe pupil progress). Planned Provision/Resource (this term) Staff/ professionals involved Current levels / Attainment Anticipated impact/ level of progress Cost (session, daily or weekly
Areas to explore Notes/Comments Strengths Areas for development Leadership & Management How well does the school make use of evidence including the EEF toolkit? Do evidence-based systems for evaluation of impact exist? How effectively does the school identify priorities for pupil premium funding? How well matched are the school’s strategies with the perceived barriers to learning for disadvantaged pupils? How ambitious are the targets for disadvantaged pupils? How does the school divide its use of funding between activities which have a clear and direct impact on pupil progress and those which focused on providing wider opportunities or meeting social/ emotional needs? How effective are the strategies used and how does the school evaluate them? Used to inform new interventions & ideas Teachers/TLAs report termly on impact and SENCO oversees effectiveness, if ineffectual it is stopped Literacy is our biggest need and engagement of LAC students Literacy – interventions + manager + after school clubs + behavioural interventions Ambitious challenging targets set for all students which reduce or eliminate the gap SEMH – 42% Literacy 21% (detailed on website) Evaluated termly – use English levels for Literacy; and incidents/attendance/soft measures SEMH Monitored termly SLT have 1:1 data meetings with class teachers to discuss support for those not meeting expected. Use RA & CA as well Areas to explore Notes/Comments Strengths Areas for development