Pupil premium strategy statement: The Bicester School 1.Summary information School information A lower than average proportion of students is eligible for the Pupil Premium at The Bicester School: approximately 14.6% of the school’s cohort compared to 18% nationally. Academic year 2017/18 Total PP budget £139,000 Date of most recent PP Review Mark Roland October 2017 Total number of pupils (including Post-16) 948 Number of students eligible for the PPF 137 Date of next internal review of this strategy B Powell and SLT February 2018 2. Current attainment (See Appendix A for data relating to current year groups) Students eligible for PP (TBS) Students not eligible for PP (TBS) Students not eligible for PP (national average) % achieving grade 4+ in EnMa 40% 67% 71% Progress 8 score average -0.67 -0.35 0.11 Attainment 8 score average 32.5 (vs estimate of 36) 45.1 (vs estimate of 48) 49.8
i) Quality of teaching for all Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will we ensure it is implemented well? Staff lead When will the implementation be reviewed? To create positive culture for learning in all classes Setting in some subject areas with careful placing of students in relation to effective learning partners. Careful placing of children enables strong children to support less able learners through high quality interaction and conversation. Learning patrols (to monitor behaviour) and learning walks (to monitor teaching and learning) plus individual department reviews. RH Learning patrols and learning walks take place throughout the year. Department reviews every two years To create high quality teaching for all New lesson plans are used to emphasise school priorities: questioning, AfL, interleaving, silent concentration and positive behaviour for learning. DFE briefing paper ‘supporting the attainment of Disadvantaged pupils’ and Evidence Based Teachers’ Network Staff training through T+L briefings; CPD based upon ‘Learning Communities’ ; monitoring of T+L; new T&L handbook RH Staff observations (whole school and also in departments) To create high quality teaching for all Creation of department-led CPD to improve practice in all classrooms. Sutton Trust; What Makes great teaching? Evidence Based Teachers’ Network, Michaela School philosophy, Schools’ Ministers Network – knowledge based teaching. Monitoring of actions and impact after each session; monitoring of T+L; evaluation of outcomes. RH Focused Learning Walks/Book Monitoring/Work Scrutiny/Common Assessment Points). HoD led reviews of exam results
T+L team to provide support for raising the quality of T+L across the school – mentoring programme using outstanding teachers who work with other teachers as part of the Moving Teachers Forward As above Spreadsheet recording the outcomes of actions RH As above Improving the quality of marking and feedback to students. Development and implementation of new school assessment policy which allows each department flexibility for efficient marking as well as ensuring universal SPAG routines. A working panel of teachers reviewed the previous marking policy. By regular book monitoring. RH Termly To provide an aspirational curriculum for all. Review of curriculum at KS4 for 2017 to include all students within EBACC offer. DFE Guidance. Consult with HODs/parents and students in order to provide inclusive curriculum for all. TR/RH Sept 2018 To raise achievement in the core subjects of maths and English. Core subjects get a generous proportion of the curriculum time. Success in these areas is more likely to lead to success in other curriculum areas.. Evidence of increased numeracy and literacy during book monitoring, learning walks and improved external results. TR with SLT Sept 2018
Total budgeted cost Details on separate costings document Targeted support Desired Outcome Chosen action/approach What is the evidence and rationale for this choice? How will we ensure it is implemented well? Staff lead When will the implementation be reviewed? A: High levels of progress in literacy and numeracy for students in KS3 (particularly those students who are currently eligible for FSM) Accelerated Reader in years 7&8 to measure reading ages at least 4 times a year and to prompt intervention if necessary (one of these interventions is Reading Recovery). Average point score from KS2 shows that eligible students enter the school with a lower starting point than their peers. Also a high proportion of our eligible students have reading ages significantly below their actual age. AR has been independently evaluated and shown to be effective in other schools. Reading Recovery is a proven and effective intervention. One English lesson per fortnight focuses on reading - these lessons will be dedicated to the AR programme and will be monitored by the AR Librarian with support from the English department The AR Librarian will monitor and analyse reading reports to determine where specific interventions need to be targeted. Each English lesson (Years7&8) begins with 15 minutes of independent silent reading. AR Librarian with oversight by DHT After each reading test therefore at least 4x a year Timetabled strategic intervention led by a maths teacher. Targeted students 1:1 tuition to close gaps is an effective and speedy way to bring the student back The Head of Maths oversees this intervention and discussion of its Head of Maths and 2nd in Department Progress checked after each assessment
come out of their normal maths lesson (sometimes fortnightly but can be more frequently). Every Year 7 maths lesson begins with practising their times tables. in line with their peers. Evidence shows that knowing your times tables by rote has a positive impact progress in maths. success forms part of department meetings and the HoD tracks it with internal tracking data. B: Attainment for highlighted students to be in line with their peers (CAP data shows that actions are resulting in diminished difference between these students and their peers) KS3: Teacher Action Sheets focus on how the class teacher can individually support the learning of students within their subject area Research shows that it is what happens inside the class that has the most impact on a student’s outcomes. Through Academic Standards meeting where information is collated by the DHT and disseminated to HoDs and their departments DHT and KS3 Progress Lead After each CAP KS4: Close tracking and analysis of data after each CAP with targeted interventions for specific students and subjects (for example targeted Saturday School, additional lesson P5 on a Wednesday and morning interventions for the core subjects) Our strategy focuses on high quality teaching and learning however we acknowledge that some students at some times will still require additional support in a smaller targeted group which focuses on their particular need. KS4 Academic Standards meeting once a half term focus on reviewing and sharing data about key students with HoDs who then feedback to their departments so that eligible students are highlighted. AHT After each CAP Most subjects group students by ability. Maths and English HoDs have been directed to place their disadvantaged Research shows that the disadvantaged makes significantly less progress than their peers if quality of teaching is poor. HoDs check their internal tracking to ensure students are in the correct groups. Detailed exam analysis after external GCSEs HoDs After each CAP
students first (this is based on student’s ability, quality of teaching and the dynamics of the group as a whole). Although the Sutton Trust proposes that mixed ability teaching has the most impact, we have not found this to be the case at this school. show whether groups have worked or whether a different teacher/approach needs to be taken for the current years. Year 9 options: Our aim is for the vast majority of our students to follow the EBacc route but we acknowledge that this is not the appropriate route for all so we carefully steer our students to suitable courses. We ensure that our more able disadvantaged students are following the EBacc. HoDs run fortnightly Year 9 assemblies where they promote their subjects at GCSE and beyond. Year 9 Options evening Research clearly shows that future life choices are determined by this options progress and therefore our actions must raise aspirations and ensure that eligible students are offered a broad and balanced curriculum. Unfortunately a proportion of our disadvantaged students’ parents do not engage with Parents’ Evenings or have not themselves followed an academic route themselves therefore these students need more support around options. AHT has oversight of full options process and will ensure particular attention is paid to our disadvantaged students. AHT Different stages of the process throughout the year C: Destination data reflects raised aspirations amongst PP students All students who applied to the Post-16 Centre had an interview to check they were on the correct pathway. Disadvantaged Previous data suggests that a low number of Y11 PP students apply to P16 at TBS and are less likely to enter into high quality FE. Monitoring student engagement with open evenings and student attendance at Post-16 interviews. AHTs and Head of Post-16 Review following internal data collection in Y11 and Y10.
iii) Other approaches Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will we ensure it is implemented well? Staff lead When will the implementation be reviewed? D: Parents of eligible students embrace range of opportunities aimed at increasing parental engagement with the learning process. Increased opportunities for parents to engage with school - such as pre-emptive phone calls in advance of Parents’ Evening, additional ‘catch up sessions’ for families not attending and home visits or visits off site where necessary. Targeted appointments with hard to reach parents. Internal data shows underperformance linked with attendance to parents evenings Eligible students’ families disproportionately underrepresented at Parents’ Evenings. Educational research shows that parental engagement is a key factor in their children making progress in school Monitor attendance at Parents’ Evenings with student support, AHT and Heads of Year to follow up with additional evenings or home visits where appropriate. AHTs with Heads of Years After each Parents’ Evening E: Increased attendance rates for eligible students across all Year Groups Contracts to be drawn up between the school and families of children who are persistently absent or who are late for school. External educational research shows that a student makes less progress if their attendance is low or is erratic. This is confirmed with in school data (especially with reading ages for Termly checks on attendance for groups of key students. AHT with Heads of Year Termly
To improve the reading ages of all children in Years 7 & 8 Accelerated Reader programme, fortnightly reading lesson in English, investment in library (books and resources) plus partial salary for a full-time AR Librarian and part time teacher for Reading Recovery. Good: students made good progress with their reading We are going to continue with this strategy in order to improve literacy for all students. In 2017/18 we will further analyse AR data to focus on progress of key groups and follow up with strategic actions. £1900 package cost. 20% of accelerated reader staff costs - £6000 £9000 for Reading Recovery To prepare students thoroughly for external exams by identifying gaps in subject knowledge and closing these through targeted interventions. Additional sessions were run throughout the year. The most strategic was the use of Wednesday period 6 sessions. Transport was provided to enable all students to attend these compulsory sessions. Sessions were run by subject specialists. Morning interventions and Saturday mornings were also run where students could work in small groups on targeted topics to close gaps. Good: students made good progress from November mocks. This was tracked after each data collection point. For 2017/2018, we will continue to run the Wednesday P5 sessions but review which subjects are the focus for these sessions (in light of 2017 results). Morning sessions will be extended to Science and History as well and students work in subject areas. Lists to initially be reviewed after November mock exams. £5200 Disadvantaged students have a mentor in school, someone who will meet with them and give them strategies to help them to overcome their particular barriers to learning (for instance organisation, getting homework completed) Aspirations Leader worked closely with selected KS4 students. Mixed: some of the KS4 students involved responded well. We recognise the value in mentoring these students. When placing students into tutor groups for 2017-2018, careful consideration was given to tutors for our eligible students with a view to these mentoring students. We recognised last year that TLR + teaching load reduction for post £15000.
(including those who are eligible for the PPF) There will be no difference between the attendance of eligible students and the rest of the school. Work with parents to encourage participation in school via home/school attendance contracts and flexible timetables where relevant and useful. Members of the pastoral team picked up students and brought them into school. Good: there was no discernible difference between the attendance of eligible students and their peers In 2017/18 we will continue to use home/school attendance contracts where necessary and ensure we identify any areas of concern at the earliest possible opportunity £48,000 All eligible students are fully equipped for learning and can access the full curriculum. Purchase of revision guides, work books, D&T materials, sketchbooks, use of laptops at home and key resources needed for exams. Good – students have access to all materials needed. We will continue with this approach in 2017-2018. £6200