Pupil premium grant expenditure REPORT 2015/16

Overview of the academy
Total number of pupils on roll - @ September 2015 Y7-11 / 555
Total number of Free School Meal (FSM) pupils – Ever 6 / 208
Amount of funding received per FSM pupils / 935
Total number of Looked After Children (LAC) / 1
Amount of funding received per LAC pupils / Up to £1,900
Total number of Service family pupils / Nil
Amount of funding received per Service family pupil / N/a
Additional Funding / Nil
Total amount of fundingdue / £194,480
Previous performance of disadvantaged pupils(figures in brackets show non disadvantaged)
2013 / 2014 / 2015 / 2016 (%)
% of pupils making expected progress in English / 44 / 39 (68) / 51 (68) / 51 (23)
% of pupils making more than expected progress in English / 9 / 14 (20) / 5 (17) / 9 (4)
% of pupils making expected progress in maths / 45 / 39 (72) / 39 (71) / 42 (19)
% of pupils making more than expected progress in maths / 12 / 8 (19) / 0 (27) / 4 (4)
% of pupils achieving 5+ A*-C including Maths and English / 40 / 23 (59) / 18 (53) / 36 (16)
Summary of fund spending 2015/16
Objectives in spending funding:
The school used this money to support systems and processes which aim to ensure accelerated progress and achievement for those identified students.
The funding helped provide additional teaching focussed primarily on raising standards of literacy within the curriculum as well as opportunities to gain wider experiences (e.g. subsidised trips), as well as activities linked with Universities to raise aspirations.
In addition to this initiatives focussed on wider outcomes such as improved levels of attendance being strengthened to ensure students have the maximum opportunity to achieve.
Some of the funding was also used to remove barriers to learning by way of providing essential equipment and access to resources such as computers and the internet.
Summary of planned actions:
The planned activities and spending fall within the following main categories:
Teaching resources
Student support e.g. for educational visits such as the medicine museum, Barcelona, Paris and London
External provision for (Y10 student) with ACORN and YOUFISH, also one Y11 student with ENGINEERED LEARNING
Intervention and pastoral staffing costs
Staff training and development to aid teaching and learning with Mike Hughes (AFL) and OPTIMUS as well as attachment awareness.
Specific programmes and events such as trips to Universities (raising aspirations) eg Oxford trip, Afternoon tea and Christmas dinner with the hard to reach parents.
Outcomes to date
45 students out of 122 eligible for the pupil premium = 37% (Y11)
Pupil premium attendance has risen from 91.5% (2015) to 93.9% (2016)
Pupil premium persistent absence has dropped from 11.59% (2015* based on 85% PA figure) 4.05% (2016* based on 90% PA figure). Whole school PA figure for this year is 8.07% (90%) and 3.30% (85%).
There is no gap between PP and non-PP PA figures for this year (90% figure), both are 4.03% and when comparing them at the 85% figure PP students outperform the non-PP (1.46% vs 1.65% PA).
In 201636% of PP students achieved 5+A*-C GCSE grades including English and Maths compared with 52% of non PP students leaving a gap of 16% (decrease of 19% from 2015)
In 201651% of PP students achieved the expected levels of progress (three) in English compared to 56% of non PP students leaving an achievement gap of 5% (achievement gap was 23% in 2015)
In 2016 42% of PP students achieved the expected levels of progress (three) in Maths compared to 63% of non PP students leaving an achievement gap of 21% (achievement gap was 39% in 2015)
Proposed spending by category 2015/16
Item/project / Budget / Cost / Objective / Outcome
Teaching resources:
Sensory room construction, equipment and resources
Study support revision material including guides and classroom equipment (all subjects)
Class reader materials for form time
Cost for incorporation of literacy lessons into curriculum (staffing) / 3,000
2000
1000
7,500 / 1500
2000
1000
7,500 / CALs to organise after school sessions for students who are not on track
Improve literacy of students
Reading skills improve as does the desire to read / Room is built and in use for our most vulnerable students, ensuring they remain in school
Some students used the resources to get back on track in specific subject areas
School iP shows that literacy in lessons has improved
Expected progress for English was maintained in 2016, more than expected progress showed an increase on previous year
Student support:
Educational and raising aspirations visits. Summer school – open invites to all Y5 as well as Y6
Home packs of materials and resources to support independent learning
Academic mentoring staff time
Personalised pathways, SSC time used to timetable, register and deliver students to sessions
Uniform support
Buddy reading programme – books and HLTA time
Engage with the ‘hard to reach’ PP students via Christmas dinner and afternoon tea (cooking materials and staff time) / 10,000
1500
5000
4000
500
2000
2500 / 12,500
1,700
5000
4000
1000
2000
2500 / Subsidised trips to raise aspirations and widen cultural dimension – broaden horizons
To equip students for learning, encourage independent study.
Open a dialogue about learning/metacognition
Prepare students for exams
Ensure students are in lessons with appropriate uniform
Improve literacy of students targeted
To increase positive interactions between students, parents/carers and school / Students were able to attend cultural and educational trips to raise their future aspirations.
Less detentions issued regarding homework over the year, the equipment was clearly in use in lessons, School iP shows independent learning as an improving picture
Attainment of students improved this year from 18% 5A*-C to 36%
Attainment of students improved this year from 18% 5A*-C to 36%
Enabled many challenging students to access the curriculum without confrontation
Students made gains in reading over the year (see catch up report)
Some of the identified parents will now communicate with school on various issues
External provision:
Bespoke curriculum and qualifications for most vulnerable students e.g. Acorn/Real Training / 10,000 / 8740 / Targeted provision to ensure improved attendance in school and more appropriate qualification for these students / Most vulnerable students are able to achieve their potential and successfully progress into Post 16 learning.
Item/project / Budget / Cost / Objective / Desired Outcome
Intervention:
Staffing small PP maths group in Y11
Progress and intervention assistant principal (new role created from 2015) – to lead on progress and intervention of pp students across all year groups (tracking data, coordination of intervention, mentoring as well as design and implementation of the curriculum)
‘PP champion’ / 6240
30,000 / 6240
47,000 / Increase support for the most disaffected students
Student progress is tracked effectively and timely and appropriate interventions are monitored, delivered and evaluated / Although under target students in this group made progress in the nine months of Y11: 10 % made 2 levels, 15% made 3 levels, 42% made 3 levels from Y10
Students were targeted quickly who were not making expected progress, many students were able to make better progress and external data shows gaps closing and average point scores rising
Mentoring & Support:
Staff time to mentor vulnerable students - attendance, attainment & aspirations (attendance and student support officers)
Transition coordinator / 25,000
12,000 / 25000
12000 / Improved attendance, achievement and parental engagement
Ensure smooth transition of students from primary school / Most vulnerable students improved their attendance, which allowed them to make better progress and attainment higher than if not in school. Productive partnerships formed with parents.
Most vulnerable students improved their attendance, which allowed them to make better progress and attainment higher than if not in school. Productive partnerships formed with parents.
Attendance:
Full time in-house Attendance Officer
Breakfast Club / 23,000
10,000 / 23000
8148 / Improved attendance, especially persistent absentees
Breakfast offered to encourage good attendance and ensure students are at their best in lessons / Improved attendance, punctuality and reduction in persistent absence.
Students were in school and better prepared for their day
Specific programmes and events:
Enhanced careers Advice
Behaviour Support
Raising Aspirations
Apache Rewards
Experience Literacy
Visits to skills festival
PET-xi subject specialism days / 3,000
2500
2,000
1,000
4,000
500
1500 / 1960
6850
2550
1000
4000
500
2192 / Targeted activities aimed at specific vulnerable students, to raise aspirations, improve behaviour, set goals, create safe environment]
Improve attainment and progress of targeted students / Whole school initiatives encouraged good behaviour, attendance and achievement, with the majority of students ‘buying in’ and considering their future aspirations
No impact generated by the external company
Training and development:
Attachment training
Mike Hughes engagement
Raising the profile of pp students (photos, impact / 2000
1600
1000 / 2000
1600
1000 / To support staff development in specific areas
To raise awareness of vulnerable students / Whole school professional development programme to improved teaching and learning across the academy as shown by SchooliP
The percentage of PP students achieving 5A*-C has gone up from 18% (2015) to 36% (2016)
Capped 8 VA up from -0.76 (2015) to -0.52 (2016)
The average total point score has risen from 221.49 (2015) to 296.7 (2016)
The average total capped 8 point score has risen from 214.92 (2015) to 274.67 (2016)
The average grade per students has shifted from E+ to D
The gap between PP and non-PP students when looking at 5A*-C inc English and Maths has decreased from 35% to 16% - national average was 27% and East Midlands was 29%, so below both of those.
Other Activities:
Total fundingbudgeted / £185,430
Total spent / £194,480