Pupil Premium
Action Plan and Evaluation of Impact
2015-2016
Headline Pupil Premium Results Analysis
Performance of disadvantaged students since Ofsted 2013:
Area of performance / 2013 / 2016 / DifferenceExpected progress in English / 36% / 57% / +21
More than expected progress in English / 14% / 25% / +11
Expected progress in Maths / 42% / 54% / +12
More than expected progress in Maths / 11% / 14% / +3
5+ A*-CEM / 22% / 32% / +10
C or above in English and Maths / 33% (in 2014) / 43% / +10
Best 8 Value Added / 924.6 / 948.7 / +24.1
2015-16 strategies and actions completed
As a result of the 2014 – 15 Pupil Premium Action Plan and Evaluation and detailed exam analysis of Pupil Premium students’ performance during 2014–15, the following strategies and associated actions were implemented and embedded during 2015-2016. The tables below detail the strategies and actions taken along with a brief note in relation to the rationale for action, desired outcome and cost.
Total spend: £245, 926
Strategy 1: Quality Teaching and learning (£57,479) 23%
Our priority approach to the effective use of Pupil Premium Funding is to improve the quality of the learning and teaching in the classroom, promoting an ethos of attainment for all. This approach of more investment in the quality and effectiveness of teaching and learning was recommended as part an external Pupil Premium review commissioned in May 2014.
Actions:
Area to improve / Actions implemented / Rationale for action / Impact statement / Cost of actions / Next steps (investment)1.Progress and attainment in mathematics / 1.Paired and small group additional teaching
2.One-to-one tuition
3.Additional other staffing (Yipiyap)
4. one day workshop (Pet-Xi) / - build on maths performance in 2014-15
- PP external review / High:
Upward 3 year trend in 3 and 4 LOP.
Improvement in expected progress in Maths by low attainers from 29% to 38% 2015-16
(Appendix A: Disadvantaged Students: In Depth Analysis) / £18,000 / Maintain:
Increase investment in outside timetable tutoring whilst ensuring that tutoring support "levers" more individual work from students through task setting mechanisms
1.2 Progress and attainment in English (literature and language) / 5.Paired and small group additional teaching
- Additional other staffing (Yipiyap)
- PP external review / High:
Upward 3 year trend in 3 and 4 LOP.
Improvement in more than expected progress in English from 18% to 25% 2015-16
(Appendix A: Disadvantaged Students: in Depth Analysis) / £26,000 / Maintain:
Improve KS3 interventions offer to make a significant impact on poor reading ability and engagement so that KS4 teaching can be more effective
1.3 Completion and quality of homework / 7.Positive Prep
8. Homework Club / - staff feedback on HWs not completed
- book scrutiny checks / Moderate:
Decrease in behaviour points received by PP students in positive prep group by 42.4% and reduction in number of missed homeworks across all four Houses.
(Appendix B: Positive Prep report) / £6135 / Achieve by other means:
Firefly now a key tool in enabling parents to ensure the correct homework is done and be aware of teacher feedback.
Currently working on ahwk enforcement/ support staffing solution.
1.4 Revision skills, organisation and examination technique / 9. Step Up to Success HoH weekly input / - Student voice highlighting this as a weakness
- exam analysis showing poorly answered questions / Moderate:
Students developed effective study habits. Heads of House delivered a standardised programme of revision techniques (See appendix SUTS analysis report). Outcomes for some individuals improved.
Easter school supported development of skills and ensured that students worked.
PP students were strongly focused on and followed up by LC.
(Appendix C: SUTS Report Analysis) / £5,000 / Achieve by other means
Reduced HoH input and consider other ways of delivery.
1.5 Staff Pupil Premium CPD / 10. Staff training sessions / - lesson observation evidence that staff need more support
- variance between departments in terms of PP student progress / Moderate: CPD sessions for staff on differentiation, managing behaviour for learning, effective assessment, SISRA etc. / £1,344 / Maintain:
Long-term coach-supported CPD needed for teachers not high progress for PP students. Investment in ELG position to focus on hard to reach students
1.6 Effective use of data (all staff) for identification of underperformance / 11. Purchase of ‘SISRA Analytics’ package for / - exam analysis meetings highlighted variance in department confidence in analysing data / High:
Greater drilling down into issues has highlighted:
- the need for earlier intervention in key stage 3
- the different barriers to learning facing PP students – leading to the creation of Key Groups in 2016-17
- the impact of Outliers on PP data, leading to a broader focus in 2016-17
Strategy 2: Curriculum Access (£43,772) 18%
For a number of students, a more personalised approach is required. This can be in the form of their timetable, specialist support, off site provision or other specialist inputs. A more personalised approach will result in benefits for the students involved, as well as the teaching groups they would have been part of. This is not a large cohort of PP students, but their needs are complex and for some, their barriers to learning are a challenge to positively impact upon.
Actions:
Area to improve / Actions implemented / Rationale for action / Evidence of impact / Cost of actions / Next steps?2.1 Development of learning to learn skills and confidence to support curriculum access / 1. Forest School / - SEN team and PtP for Year 7 and 8 intervention. Teams/ departments identifying students with barriers to learning requiring specialised support / Moderate:
Impact of Forest School – reading ages, behaviour points, attendance etc. (See appendix PtP impact analysis and testimonials from parents). SEN students improved outcomes such as lesson attendance/improved academic resilience of individual. / £9,450 / Maintain:
Establish clearer outcomes for each student involved
2.2 Support students educated offsite / 2. Alternative off-site placements and related costs / - number of students at risk of making very little progress unless given an offsite personalised curriculum offer / High:
Average 11.73% uplift in attendance per pupil, 6.11 points progress on BIEP and total of 93 days fewer exclusions as result of Inclusion strategic intervention across cohort.
(See Appendix D: Alternative Provision data) / £19,544 / Maintain:
cut costs by bringing provision in-house
2.3 Offer courses to match needs of identified learner / 3. Subsidised in-house subjects offered / - curriculum offer not broad enough for identified students / High:
On average PP students made stronger progress (LoP measure) and attained more highly in these courses than in their other courses.
(See Appendix E: Subsidised Courses evaluation) / £6,000 / Reduce:
Some of these courses no longer to run while others continue through their stronger vocational pathway
2.4 Students valuing their learning and making the connection with the work place / 4. Extended work placements for identified students / Number of students who needed a personalised timetable that included a placement for motivational purposes / Moderate:
Average 3.06% uplift in attendance per pupil, 7.90 points progress on BIEP and total of 19 days fewer exclusions as result of placements across cohort.
(See Appendix F: Work Placement data) / £8,778 / Maintain:
when appropriate and select students carefully. Investigate bringing provision in-house
Strategy 3: Stronger families (£43,476) 18%
As outlined in the school Self Evaluation Document, a number of our families experience a level of deprivation which makes the ‘basic requirements’ for school a challenge. This strategy is focussed upon equity for all PP students when it comes providing a ‘level playing field’ so that all students can fulfil their potential in the classroom.
Actions:
Area to improve / Actions implemented / Rationale for action / Evidence of impact / Cost of actions / Next steps3.1 Clothing and transport for learning (basics) / 1. Subsidise uniform and PE kit / - uniform and transport to school needs acting as a barrier to learning / Impact difficult to measure:
All PP students started and ended the year with full uniform and PE kit. Feedback from parents was very positive in relation to how this has helped children to feel more positive about school feel part of the community (on a 'level playing field'). / £4340 / Reduce:
Essential that students have the basics to access learning, though the PP administrator will work closely with families so that those most in need are supported accordingly. We will also look for business support in the form of an additional fund.
3.2 Equipment for learning (resources) / 2. Subsidise curriculum resources and ‘Printworks vouchers’ / - As above; ensure all PP students have equipment/resources required / Impact difficult to measure:
All students who required essential equipment or revision guides were supported so that they were ready for learning / £3947 / As above
3.3 ‘Fuel’ for learning (food top-up) / 3. Top-up for students in need of breakfast or extra funding for morning break / - for a small number of students, the FSM was not enough and was affecting performance in the classroom / Impact difficult to measure:
A large number of students were arriving at school having not eaten breakfast, so a breakfast 'top-up' was offered throughout the year. This was very well received by parents and students / £21340 / Reduce:
Only those students most in need will be offered any additional support. Breakfast Club grants will be applied for and this support will be linked with attendance of extra study support sessions
3.4 Students attendance on curriculum linked visits / 4. Subsidised visits / - wanted to ensure that every PP student accessed the educational visit opportunities / Moderate:
All PP students attended compulsory visits so benefited from the experience. This included aspirational visits to local colleges and careers fairs. / £1000 / Reduce:
this is an important investment, though full support was offered to all PP students. Appointment of PP administrator will help to establish how much support is required by families.
3.5 Parental contact and feedback / 5. Reallocation of amount of administration time as single PP point of contact / - parent voice pointed to communication with school and understanding of PPF as being a barrier to learning / Moderate:
Attendance at pi/pizza evenings along with other evenings was much improved by phone contact reminders with targeted parents. Parents were very positive about having 'one point of contact' to speak to about concerns etc. / £2,849 / Increase:
The detailed cost reflects administration hours per week (one day) given to this role. More hours are required in order to make the substantial impact required.
3.6 Persistent poor attendance (under 90%) / 6. Student Manger time dedicated daily to contacting parents / - students’ absence from lessons has obvious negative effect on their progress / High:
All overall Attendance figures improved, targeted groups improved
(See Appendix G: Attendance Impact Analysis) / £10,000 / Maintain:
PP administrator to support this function,
Strategy 4: Attitudes and Aspirations (£87,466) 36%
We have identified students’ aspirations and attitudes as being an area that requires more investment in relation ensuring that all PP students approach school with a positive mindset and a do more, be more approach. A number of actions have been implemented to address the needs of a number of small groups of ‘hard to reach’ students as well as support PP students of all levels of ability. As with the curriculum access strategy, the benefits of this strategy are difficult to accurately measure as the impact is not just seen on the identified cohort, but also on non-PP students where students have been withdrawn.
Actions:
Area to improve / Actions implemented / Rationale for action / Evidence of impact / Cost of actions4.1 Behaviour and attitudes of identified Inclusion students / 1. Inclusion referral and associated support / - a small number of students identified as requiring a more personalised programme of support, to benefit their learning and the learning of others / High:
Average 7.85% uplift in attendance per pupil, 5.12 points progress on BIEP and total of 114 days fewer exclusions as result of Inclusion strategic intervention across cohort.
(See Appendix H: Inclusion Analysis) / £60,000 / Maintain:
In addition to these benefits, the impact of removing negative effect of disruptive student on remaining class is tangible.
4.2 Support of students with anxiety and other emotional needs / 2. Wellbeing Hub programme developed (eg. Mindfulness and CAHMS weekly input) and students targeted for support / - a growing issue as highlighted by referrals and self referrals to the Wellbeing Hub / Moderate:
Increased number of PP students accessed Wellbeing support: improvement in attendance of students.
(See Appendix I: Wellbeing Hub report) / £4334 / Maintain:
Emotional need a growing challenge. Improved assessment prior to referral and sharper focused outcome measures.
4.3 All PP students to access a meaningful work experience placement / 3. More time spent ensuring PP students’ placements were suitably aspirational / - small number of students either not completing or accessing a placement in 2014/15. More support and input required. / Moderate:
All PP students in Year 10 experienced an appropriate placement. Feedback from both employers and students was very positive / £1,850 / Reduce investment:
By delivering this 'in-house' without third party support, we will be able to reduce the cost.
4.4 Targeted careers advice for PP students / 4. Allocation of careers adviser time to PP students in Year 11 / - more of current Careers Advisor’s time directed towards supporting identified Year 11 students / Moderate:
Increased number of students received post-16 advice and guidance. Destination data of PP students showed all bar 2 moved on to further education and/or apprenticeships / £1000 / Maintain:
Increase investment in offering IAG to targeted KS3 and 4 students
4.5 Attitudes towards learning and post-16 options / 5. Step up to success HoH weekly sessions / - Small group work with HoH engaging in activities to develop more positive thinking towards learning / Moderate:
Students developed effective study habits. Reduced homework missed and reduced behavioural incidents. Heads of House reinforced expectations of the Wilmslow Way and ensured that students were equipped on a regular basis. Successful in preparing students for Post-16 destinations.
(See Appendix C: SUTS analysis report). / £5,000 / Achieve by other means : Heads of House to be deployed initially but then withdrawn support from cohort.
4.6 Incentivise improved performance / 6. Programme of incentives offered to identified students / - small programme of incentives agreed to motivate identified students eg. Subsidised Prom tickets / Moderate:
Wilmslow Way rewards, targeted rewards breakfast and incentivised Year 11 prom tickets ensured learning and effective environment was maintained throughout the academic year. Focus also was on ‘grey area’ students who received targeted rewards. / £217 / Maintain:
Clearer policy on incentives to be offered and to who, will reduce cost.
4.6 KS2-3 transition work / 7. Improved programme of primary liaison between Student Services and primary schools / - a new ‘character’ approach taken to the transition 2 days to instil expectations and confidence around what high quality learning looks like / Substantial:
Student, PS and parent feedback was outstanding and Year 7 PP students have made an excellent start to the year in terms of behaviour progress / £1000 / Maintain:
Continue and further develop this focus on character for Day 1
4.7 Outreach support and community (family) liaison / 8.Further develop the remit and impact of the Cheshire East Youth Service / - need for follow up work with families and community support/activity for particular cohorts of students / Moderate:
Invaluable work in and out of school with a number of groups of students in a variety of settings.
(See Appendix J: Youth Support Data) / £14,065 / Maintain:
Important outreach work but a sharper focus on desired measurable outcomes to established
Strategy 5: Personal Development (£13,733) 6%
The wider curriculum is viewed and promoted as being equally as important as the formal curriculum offer. Although participation and performance is excellent by non-PP students, this strategy is focused upon ensuring that PP students are encouraged to take-up one or more of the many opportunities offered.
Actions:
Area to improve / Actions implemented / Rationale for action / Evidence of impact / Cost of actions / Next steps?5.1 Students’ involvement in the D of E programme / 1. Programme of timetabled lessons and expedition for students / - huge personal benefits from being involved in this programme but few PP students accessing the opportunity / Moderate:
59% of SUTS cohort completed their bronze D of E
(See Appendix C: SUTS Report Analysis) / £5,000 / Maintain:
Encourage more PP students to sign up to D of E programme and to self review the impact of the experience
5.2 Students’ involvement in non-curriculum linked visits / 2. Target students who may benefit from involvement (subsidise cost) / - cultural capital and equality offered through offer of small subsidies for these visits / Moderate: students who represented teams or who wanted to attend cultural capital gaining visits received some subsidy which was much appreciated by parents / £6,721 / Reduce:
Increased administration oversight, reduced subsidy offered and a reduction in the number of high cost visits will see this figure decrease
5.3 Students’ involvement in extra-curricular activities / 3. Target PP students who have no involvement
4. Subsidise involvement (music instruments) / - the obvious benefits from being involved with these various activities and a drive for more PP students to be involved / Moderate: only a small number of students accessed the offer of subsidised music lessons, though it is still viewed as an important to maintain. Audits show an increased number of students taking part in extra curricular activities (obvious benefits). / £2012 / Reduce:
The offer will be targeted at more students but offered as a subsidised offer as opposed to fully paid for (looked at on a individual needs basis)