b Eligible pupils will be encouraged to access additional support / catch-up to complete homework and close any gaps in learning Priority places at lunchtime catch up and homework clubs Extended provision of afterschool activities targeting specific groups Transport provided to enable attendance (£4000) Revision and support books and resources provided to support home/ independent study(£1000)* Provision of ‘Catch up’ session for KS4 students (£1500) After school and lunch time provision for homework support was well received in 2016-17. Registers show high engagement form DA group Strategies to promote participation in activities proved effective mainly due to provision of free transport Revision and independent study resources yielded positive outcomes. EEF research suggests positive impact of extending the school day (+2 months), arts participation (+2 months), sports participation (+2 months) and homework (+5 months) Monitor and evaluate attendance at after school and lunchtime clubs Quality of homework and improved progress to milestones evidenced by assessment data and work scrutinies NB/ML Termly c Further embedding of the positive ethos with improved discipline across the whole school which supports greater engagement in learning staff training for teacher-led behavioural interventions in the classroom (£1000) additional support Including targeted interventions for those diagnosed or at-risk of emotional or behavioural disorders (more effective use of support staff ) (£20 000) Introduction of Behaviour System to record incidents allowing quicker response and intervention (£500) EEF research suggests parental involvement programmes are often associated with improvements in school ethos or discipline as alternatives to direct behaviour interventions. Approaches such as improving teachers’ behaviour management and pupils’ cognitive and social skills are suggested by EEF to be equally effective Reducing challenging behaviour in schools can have a direct and lasting effect on pupils’ learning Research shows behavioural interventions have a positive impact on progress (+4 months progress) Monitor and evaluate incidents (white slips, pink slips, detentions, internal and external exclusions) for eligible pupils BW / HoY Termly Total budgeted cost £30 500 Targeted support
Desired outcome Chosen action/approach What is the evidence & rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? a Progress and attainment data show diminishing gaps in English and Maths Teacher to work with identified intervention groups across the curriculum, as identified by need. (£14,200) DJ EEF research suggests positive impact on progress of Small Group Tuition (+4 months), Mastery Learning (+5 months), One To One Tuition (+4 months) Evidence of success when trailed 2016-17, particularly in Maths (based on Mastery Learning model) Improved progress to milestones evidenced by assessment data and work scrutinies of targeted pupils. Monitored through Health checks and Line management meetings JS with KE/SS Termly b Increased attendance rates for disadvantaged pupils particularly SEN Pupils and those in receipt of FSM Development of Welfare officer to ensure that target pupils are monitored closely and intervention with families and outside agencies is effective and timely. (£4300 ) SH Attendance rates for eligible pupils are below that of their peers particularly children in receipt of Free School Meals (FSM) Ofsted’s research ‘The Pupil Premium-How schools are spending the funding’ shows the success schools have had with similar initiatives Attendance closely monitored trough half termly RAB meeting with HOY BW/ SH Termly c Improved levels of Literacy and Numeracy for Year 7 pupils Improved levels of reading and engagement with reading for pleasure Weekly, structured, cross-age tutoring activities of Peer Reading and Peer Maths for identified students. Learners work in pairs or small groups to provide each other with explicit teaching support. (£1500) resources and staff time (SS) EEF research suggests positive impact on progress of Peer tutoring (+5 months) includes a range of approaches in which, an older learner takes the tutoring role and is paired with a younger tutee Improved progress to milestones evidenced by assessment data. Improved reading ages of identified pupils Improved basic numeracy skills of identified pupils evidenced through assessment and work scrutiny JS with KE/SS Half termly health checks and fortnightly Line management meetings. Annual reading age testing Assessment weeks
c Earlier identification of underperformance Further embedding of Go4Schools as a tracking tool and focused training (£1500) Following the successful introduction of G4S in 2016 further embedding is needed. To ensure greater consistency across and within departments more training is needed. Ofsted’s ‘The Pupil Premium-How schools are spending the funding’ suggest successful use of funding is evident when schools’ thoroughly analyse which pupils were underachieving, particularly in English and mathematics, and why Through frequent line management meetings and health checks. Through half termly data capture to monitor the progress and attainment of individual pupil and through triangulation of work scrutiny, assessment information and observations of classroom practise NB Line management meetings and health checks. Assessment Weeks Termly T,L and A Governors committee meetings Total budgeted cost £26 500 Total Estimated Spend 2017-18 £79 500 Review of expenditure Previous Academic Year 2016-17 (£74 740) 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 Progress and attainment data shows diminishing gaps in all year groups Implementation of Go4Schools data tracking (£2397) All teaching staff are aware of DA pupils in their teaching groups and learning needs and barriers to learning. Pupils identified using Middle Leaders (ML) in particular made effective use of Go4Schools to ensure they are able to track and monitor performance throughout the year. Through this transition period, several ML have established a ‘live mark book’ ensuring all students’ progress and attainment data is recorded and up to date. Health checks and line management meetings Go4Schools database will continue to be used across the school. The focus for 2017-18 is greater consistency of use across departments. This may involve support and further training. Departments will be looking at weighting assignments to provide accurate and timely assessment information. £3000
Go4Schools seating plans package (£483)with data to ensure in-class intervention is targeted Progress and attainment of DA pupils reviewed at each department health check have been more productive as data for all groups including DA pupils is current. Seating plans have ensured that DA pupils are easily identified and all pupils performance is available at a glance Pupils will understand their performance and how to improve Departments will review and refine assessment, marking and feedback to ensure detailed summative and formative feedback (written and verbal) is shared with pupils (no cost) All departments reviewed and updated their assessment policy to reflect current practice. The whole school assessment policy has been updated to ensure that feedback is more effective and has a greater impact in supporting students’ progress ML requested time to visit colleagues in other schools and to work collaboratively developing feedback practises that work. Evaluation of new policies must ow follow and regular departmental review is necessary. time £ 500 Pupils work , attainment and engagement will be recognised and rewarded College Reward system will be refined to ensure it is focused on frequent, strong positive, aspirational and optimistic messages (£1000)* A more systematic approach to rewards was attempted but evaluation has identified further work is still to be done. This will be particularly pertinent to the new Year 10 cohort. Tracking of reward points through G4S can now identify which groups of students , including disadvantaged students, are receiving recognition for high achievement and responding to aspirational messages Further embedding and reinforcement of aspirational messages for all students is required, with a particular focus on Year 10 cohort and more able students in all years. An need for opportunities to show greater responsibility for older students has been identified £500 DA complete classwork and homework to a good standard Priority places at lunchtime catch up and homework clubs Special invitation to afterschool activities Transport provided to enable attendance (£2625) Revision and support books and resources provided (£1500)* After school and lunch time provision for Homework support was well received. Registers show high engagement form DA group Strategies to promote participation in activities proved effective mainly due to provision of free transport Resources , particularly for Y6 SATs preparation yielded positive outcomes Continue with this strategy Possible increase in cost of transport 2016-7, expand Mandarin club to wider audience. Establish D of E group in Year 10. Cost of revision guides and study support materials will increase 2017-18 due to increase demands for Y10 pupils £ 4500 Targeted support
Increased confidence in reading and numeracy for Year 6 and Year 9 pupils Weekly Y6/Y9 Paired Numeracy and Paired Reading activity to be streamlined and more focussed (£3000) Outcomes for KS2 Reading have improved by 15% since 2016 for all pupils and for those eligible for the Pupil Premium, by 16%. In KS2 Maths all pupils improved by 14% and those eligible for the pupil premium by 15% on 2016 results. The gap between PP and Non PP diminished from 18% to 10% (See outcomes data in Section 5) No further Year 6 / KS2 cohorts at the College. However this strategy will be implemented with alternative year group in 2017-18 £3000 Support pupils to improve mental health Appointment of Relate Counsellor to conduct individual specialised in school counselling. 1 day per week (£3400) The Annual Report from Relate stated that of the children attending counselling session 58%, felt that counselling had made their problems ‘much better’; 42% felt their problems had become ‘a bit better’ and no young people felt their problems had worsened. (See Relate Report July 2017) Renewal of contract for 2017-18, 1 day per week. A number of pupils on the waiting list were not seen. Looking to increase number of days if possible in line with changing demands from KS4 students £3400 Other approaches (including links to personal, social and emotional wellbeing) 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 Participation and engagement increases Support available for additional resources from PP budget (£2000)* Participation rates varied depending on time of year and activities on offer. Year 9 interested in Mandarin and extra Maths so looking to extend provision for KS4 students in future. Impact on behaviour and quality of teacher pupil relationships. Reduction in behaviour incidents overall. Students form villages find it difficult to stay after school if transport not provided. Looking to extend provision particularly for KS4 students £2000
Section 5: Outcomes 2016-17 KS2 Attainment June 2017 All Pupils (115) (NOP) Pupils eligible for PP (26) Pupils not eligible for PP(89) National average 2016 College Results 2016 2017 Target (FFT 50/ KS1) College FINAL TA 2017 National (SATs) 2017 College SATs Results 2017 National average 2016 College Results 2016 2017 Target (FFT 50/ KS1) College FINAL TA 2017 College SATs Results 2017 National average 2016 College Results 2016 2017 Target (FFT 50/ KS1) College FINAL TA 2017 College SATs Results 2017 % at or above the expected national standard in reading, writing and maths 53% 40% 55% 61% (70) 61% 55% (63) 39% 22% 49% 46% (12) 38% (10) 60% 45% 57% 65% (58) 60% (53) % at or above the expected standard in reading 66% 49% 68% 83% (96) 71% 69% (79) 53% 35% 62% 69% (18) 61% (16) 72% 53% 70% 88% (78) 71% (63) % at or above the expected standard in writing 74% 72% 77% 83% (95) 76% - 64% 57% 71% 69% (18) - 79% 77% 79% 86% (77) - % at or above the expected standard in maths 70% 52% 72% 63% (73) 75% 66% (76) 58% 35% 68% 54% (14) 50% (13) 76% 58% 73% 66% (59) 71% (63) Improvement on 2016-17 College results End of KS3 Teacher Assessment Outcomes June 2017
Jun-17 APS DA APS NDA Gap Jun-17 DA High Prior Attainers APS HA DA (2) APS HA NDA (17) Gap Computing 25.57 26.97 -1.4 Computing 34.0 30.9 +3.1 Design 28.85 28.73 +0.12 Design 28.0 30.7 -2.7 English Language 30.00 30.25 -0.25 English Language 37.0 34.4 +2.6 English Literature 30.29 30.73 -0.44 English Literature 36.0 34.1 +1.9 Geography 29.42 30.75 -1.33 Geography 39.0 35.3 +3.7 History 29.42 30 -0.58 History 37.0 34.2 -2.8 Maths 29.57 30.41 -0.84 Maths 42.0 38.0 +4.0 MFL 28.61 28.53 +0.08 MFL 36.0 32.8 +3.2 Music 26.28 26.93 -0.65 PE 31.0 29.8 +1.2 PE 31 29.87 +1.13 Music 26.0 28.4 -2.4 Science 24.57 27.25 -2.68 Science 33.0 30.7 -+3.7 All Pupils Pupils eligible for PP Pupils not eligible for PP DA/NDA Gap 2015-16 2016-17 2015-16 2016-17 2015-16 2016-17 2016 2017 Year 6 95.9 97.3 92.9% 96.5 97.4 97.5 -4.5% -0.9% Year 7 96.2 95.7 94.4% 95.4 96.7 95.8 -2.3% -0.4% Year 8 95.7 96.1 90.2% 94.0 96.7 96.6 -6.5% -2.6% Year 9 94.4 95.9 95.4% 94.3 94.4 96.2 -1.0% -1.9% Overall 95.6 96.2% 93.3% 95.0 96.3 96.5 -3.0% -1.5% Attendance June 2017