Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Impact of Pupil Premium & Catch-Up Premium 2015-2016 H Newcombe Assistant Principal The Heath School
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H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Report on Spending of the Pupil Premium and impact 2015-2016
Pupil Premium 2015/2016 Number of pupils eligible
323
Amount received per pupil
£935
TOTAL PP received
£302005
Key expenditure: One to one tutors:
Partial funding of mentors
Total
Maths
£24,037
English
£24,296
Counselling
£23,815
Nurture Mentoring Mentoring Part LSA funding
£36,848 £32,537 £20,011 £69,757 £231,301
The five key objectives: 1. Curriculum: to develop further the range of intervention strategies in use to ensure PP students in all years make progress in line with or exceeding the progress of their non PP peers 2. Teaching and Learning: to further improve teaching and learning across school and for targeted cohorts 3. Wider Outcomes: to provide a range of opportunities for students, no matter what their background to access learning opportunities outside the classroom 4. Attendance: to implement strategies addressing the attendance gap between PP non PP students 5. Behaviour: to implement strategies to reduce the exclusion data for PP students (*PP – referring to any student in receipt of Free School Meals in the past 6 years)
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H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Catch-Up Premium: The Year 7 Catch-Up premium provides additional funding to schools to accelerate the progress of identified pupils in English and Mathematics. The funding is aimed at Year 7 pupils who did not achieve at least level 4 in the Key Stage 2 national curriculum tests in reading and/or mathematics. The funding enables the school to deliver additional support, such as individual tuition or intensive support in small groups, for those pupils that most need it, so that they catch up with their peers.
Year 7 Catch-Up Premium 2015-16 We identified 20 pupils eligible for the catch-up premium in the academic year 2015-16. This was made up from: Literacy ONLY Numeracy ONLY BOTH Literacy and Numeracy
4 pupils 8 pupils 8 pupils
Impact of Catch-Up Premium 2015 – 2016 (table1) Strategy Reading Intervention (Big Cat Reader/Early Bird) Small group and one to one tuition/additional guided reader sessions/ In class support for literacy/numeracy
Cost 2000
Resources to support learning
500
Teachers and Learning Support Assistants offering extra intervention and support in literacy and numeracy Spelling support and intervention -
200
Preview learning
500
Enhanced Transition and support
500
Handwriting Intervention and support Empower engagement with Literature
500
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500
500
1000
IMPACT Mixed impact seen in terms of RA progress:50% improved their RA English – impact seen with 88% achieving >1 sub level of their end of year target and therefore making progress in line with their peers Maths – impact seen with 81% achieving >1 sub level of their end of year target and therefore making progress in line with their peers Reading Age Tests – all year 7 - shared on SIMS Spelling Age Tests – all year 7 – shared on SIMS (Trail of numeracy age test with key cohorts 2016) Numeracy 3c or less target groups: 80% of cohort achieved or exceeded their EOY target All students in year 7 tested for SP ages at the beginning and the end of the year. 71% of cohort improving spelling age by at least+ 0.6 months with some improving by +2.3 years Trialled in 2016 with students in receipt of letterbox having taught lunchtime sessions run by KS3 lead in MA/Eng in how to use the materials to support learning. Better attendance in Eng than Ma at present – reviewed again end of T1 2016 Greater utilisation of JMC needed at Transition in the support of SPLD students not achieving expected level in Ma/Eng Small number of students referred for support – referral process reviewed for 2016/2017 Impact of additional literature texts may only be measured when Accelerated Reader is up and running in 2016/2017
H Newcombe: Assistant Principal
RAG
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Letterbox
2565
Wider literacy across the school
500
intervention cohort – peer tutors Total RAG Key:
200 9465
Whole cohort received support materials in Literacy and Numeracy from May 2015 to October 2015 Improved choice for students with lower reading ages impact of additional literature texts may only be measured when Accelerated Reader is up and running in 2016/2017 Year 9 trained in use of reading scheme to support cohort
Strategy will be used again Strategy will need further refinement Strategy will not be used again
Pupil Premium Cohort – 2015 – 2016 (table 2)
Pupil Premium Students 2015 - 2106 250
Students
200 150 100 50 0 year 7
year 8
year 9
year 10
year 11
Year
214
179
194
219
206
PP
71
59
54
74
66
NPP
143
120
140
145
140
Axis Title Year
IMPACT
PP
NPP
GCSE 2011-2016 (Unvalidated Data) (table 3) 2011 - 2012
% Pp year 11 Cohort National 5A* - C (inc Ma/Eng) Heath A* -C inc Ma/Eng Non PP/CLA
58% 66% 73%
2012 - 2013 23% 60% 69% 74%
PP/CLA
48%
56%
55%
46%
National NPP/CLA Heath Gap National Gap
64% -25 -26
67% -18 -27
62% -12 -26
63% -27 -27
Heath Gap to National NPP/CLA
-16
-11
-7
-17
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2013 -2014 29% 55% 65% 67%
2014-2015 38% 56% 63% 73%
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
For 2016 the progress and attainment level changed – schools are now measured on basic 13/14 KS2 KS2 APS KS2 Ave LoP A8 P8
PP 4a 28.55 2.18
NPP 4a 29.26 2.59
Gap
44.98 -0.59
50.93 -.023
-5.95 -0.36
-0.71 -0.41
14/15 KS2 KS2 APS KS2 Ave LoP A8 P8
PP 4b 26.73 2.43
NPP 4a 28.36 3.22
Gap
39.49 -0.69
51.2 -0.01
-11.71 -0.68
15/16 KS2 KS2 APS KS2 Ave LoP A8 P8 Basic
-1.63 -0.79
PP 4b 27.23 2.63
NPP 4a 28.49 3.07
Gap
46.01 -0.3 46.4%
53.27 -0.03 68.6%
-7.26 -0.27 22.2%
-1.26 -0.44
(A*-C in Maths and English), Progress 8 (P8) and Attainment 8 (A8). Previous data as indicated below is only a guidance. (Table 4) Levels of Progress 3 year trend (unvaildated) 2016 (table 5) Maths
LoP NPP PP Gap English LoP NPP PP Gap
2014 Sch
National 2014
71 63 -8.0
65 71 48 -23.0
70 51 -19.0
70 75 58 -17.0
Sch PP vs Nat NPP
2015 sch
-8.0
74 50 -24.0
-24.0
95 75 -17.0
National 2015
Sch PP vs Nat NPP
66 75 -23.0
-25.0
71 47 -24.0
-5.0
81 73 -13.0
69 80 -17.0
2016 sch
National 2016
Sch PP vs NAT NPP
69* 75 -28.0 76* 80 -7.0
= Unvalidated
GAP INDEX “Last year we consulted on a new measure of the gap in attainment between disadvantaged pupils and others which provides greater comparability between years.” (SFR 01/2016, 21 January 2016 p19) The Gap Index is the new national measure to replace the 5 A* - C (inc. Ma & Eng) threshold. Trend in the disadvantaged pupils’ attainment gap index National Gap Index (table 6) 2011 2012 2013 2014 2015 Gap Index 4.07 3.89 3.81 3.74 3.80 At The Heath School our Gap Index indicates 3.80 to national (*unvalidated data)
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H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Attendance impact 2015 – 2016 (table 7) *PA measure changed in 2015 – 2016 and there is as yet no national data for PA at 90%
Performance Indicator
Whole School Attendance Girls Boys
Pupil Premium Girls Boys
Non PP
Whole School Attendance – Cumulative
Whole School Attendance – PA(persistent absenteeism)
2015-16
2014-15
2013-14
National % 2014-15
2015-16 85%
2014-15 85%
2013-14 85%
*201516 90%
National PA % 85% 2014-15
95.3
95.3
95.2
94.7
4.2
3.8
4.6
12.5
5.4
95.4 95.1 93.0 93.5 92.5 96.2
95.2
94.6
94.8
5.9
12.3
5.2
95.7
94.6
4.6
3.4
12.6
5.7
93.8 94.2 93.3 96.3
92.9 92.4 93.5 95.8
91.5 95.3
4.9 3.5 8.7
3.0
95.4
8.4
9.3
18.8
1.5
2.1
2.8
11.7
13.2 4.0
Overview of Impact of Pupil Premium Plan 2015 – 2016 Key Objective 1: Curriculum: to develop further the range of intervention strategies in use to ensure PP students in all years make progress in line with or exceeding the progress of their non PP peers 1/ Year 6 Summer School: 2015 summer school Clear impact seen on the cohort that attended in comparison to those PP who did not attend. English and Science saw the greater gains in the % of students making or exceeding ELoP by the end of year 7, in comparison to maths. Maths – 52% of PP who attended achieved expected levels of progress in comparison to only 35% ELoP made by those pp who did not attend English – 74% of PP who attended achieved expected levels of progress in comparison to only 25% ELoP made by those pp who did not attend Science -79% of PP who attended achieved expected levels of progress in comparison to only 53% ELoP made by those pp who did not attend Cost Year 6: Resources Trip Writer in residence Teacher hours
=£204 (approx. PP)
total: £5916
Action: Re-evaluate effectiveness of Maths offer during the week (yr6) Wider advertising of the Summer School needed to encourage great uptake (yr 6 & yr8) 6|Page
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
2/ Intervention schools: 2015 intervention school Year 8 Intervention School – Intervention Schools were offered to 54 students in year 8 in Maths, English or History, to provide preview learning so that the students started Year 9 ahead of their peers. Attendance was poor (see action below). However of the students that accepted clear progress was seen Cost Year 8: Resources Theatre Company Teacher Hours
=£136 (approx. PP)
total:£1908
Action: Wider advertising of the Intervention School needed to encourage great uptake of Yr 8 students 3,4 & 6/ Additional Literacy support: Year 7 & 8 – additional Literacy support – clear impact on progress of students in terms of their levels of progress and their end of year results – a very vulnerable group of learners were able to make progress due to the smaller group teaching. Year 7 80% of those attending the additional Literacy support made at least 4+ months reading progress with some achieving 2.1 years progress. Year 8 43% of the cohort attending additional Literacy support achieved at least 2 sub levels of progress over the year based on their end of year 7 and end of year 8 grades in English, 86% achieved at least 1 sub level of improvement in English from their grade awarded at the end of year 7 (Premiere League Reading Stars) Cost Year 7: Resources Teacher hours
=£153 (approx. PP)
total: £2592
=£153 (approx. PP)
total: £2592
Cost Year 8:
Resources Teacher hours
Action: Continue with year 7 & 8 additional literacy intervention (Big Cat Collins/Premiere League Reading Stars) Enable swifter movement into and out of the cohort Increase monitoring opportunities of pupil progress Y7 reading scheme: All students whose attainment falls below the national expectations for reading and functional literacy (RA 9 .6) are supported before and during registration time by LSAs to follow reading scheme. Cohort identified from year 6 scores and from Term 1 RA data. Clear impact seen 60% of students improved their reading age by >8 months With 57% improving their reading age by >12 months Cost Year 7: 7|Page
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Resources Teacher hours
=£45 (approx. PP)
total: £1000
Action: Continue with year 7 reading scheme Enable swifter movement into and out of the cohort and consistent tracking of cohort Increase monitoring opportunities of pupil progress Reading champions Y9: Students identified as Reading Champions, trained (by SENDCO) to provide reading support to the under achieving students. Students were trained and supported vulnerable readers during ‘Early Bird Breakfast Club' Cost Year 9: Action:
Resources/training Badges
=£30 (approx. PP)
total: £300
Continue with year 9 reading mentors Liaise with English Dept re Literacy Champions Ensure cohort of trained Reading Champions shared with Eng Dept Consider possibility of introducing a Reading Award during end of year Certificate Evening
TLR3: - Pupil Premium Progress Champions: Appointment of Progress Leaders in Core subjects Ma/Sc/Eng Cost: total : £10,100 (approx.) Action: Refine cohort focus on HA and MA students and PP SEN TT Half termly meetings beginning T1 post year 11 data drop KS3 RAPP meeting implemented 5/ Yr 11 Intervention Weekend Clear impact seen on the cohort that attended in terms of attainment and levels of progress. English saw the greater gains in the % of students making or exceeding ELoP , in comparison to Science. Progress: Sc 14% ELoP, 100% maintained or improved LoP from mock to actual Eng Lang 38% ELoP, 88% maintained or improved LoP from mock to actual Eng Lit 88% ELoP, 100% maintained or improved LoP from mock to actual Attainment: Sc 71%, Eng Lang 75%, Eng Lit 88% - either consolidating mock grade or improving by at least 1 grade. Cost Year 11: Resources 8|Page
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Business park Hire Teacher Hours
=£97 (approx. PP)
total:£2,330
Action: Review engagement of Science students in the programme of support Consider alternative venue/means of delivery of the same level of small group support Review timing of intervention and maximising support of parents.
Key Objective 2: Teaching and Learning: to further improve teaching and learning across school and for targeted cohorts 1/Implement an academic subsidy: The subsidy is to enable PP students to fully access the curriculum and reduce attainment and progress gap. As part of the School Framework for Development, each curriculum area was given the opportunity to bid for additional funding specifically to be used to address progress/ attainment gaps between PP and Non PP students in their curriculum areas. (see Appendix 1 p13 – 17) (case studies for impact are available from school) Cost all years: =£77 (approx. PP)
total: £25000
Action: Review FWk bidding and impact Devolve an additional sum to enable flexible within year interventions for innovative projects aimed at addressing emergent needs of cohort Review impact proforma to ensure cohort details and data are included in impact evaluation Utilise WSV meetings to ensure coverage of PP students and that focus is not solely year 11 2/Implement an innovation subsidy: to enable all curriculum areas to provide interventions for their most vulnerable cohorts and ensure PP students make progress in line with their peers. . (see Appendix 1 p12 – 13)
Cost: =£74 (approx. PP)
total: £24000
Action: Review impact forms for monies allocated – analyse impact vs value for money Refine Innovation process to be guided by RAPP group regarding within year support needed for key cohorts
Key Objective 3: Wider Outcomes: to provide a range of opportunities for students, no matter what their background to access learning opportunities outside the classroom 1/Implement an engagement subsidy: 9|Page
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
The subsidy to enable PP students to fully access the extra-curricular and financially dependent curriculum activities and reduce attainment gap, support those students who do not have breakfast and support students with home-based learning by supporting staff to enable after school access. [Case studies are available from school] Cost:
DAS Breakfast Club Afterschool HWK Club Kingswood HTI LOTC Nurture Group Young Carers CH Prom
=£131 (approx. PP) =£9 (approx. PP) =£9 (approx. PP)
total:£7500 total:£3000 total:£4500 total:£10000 total:£10000 total: £15000 total: £400 total: £400 total: £700 total: £500
Action: Continue with funding to support vulnerable students and to ensure that their financial circumstances do not adversely disadvantage them Continue with breakfast pass for all PP students Continue to devolve key sum of money for DAS fund to support with uniform and equipment Continue to fund PP places for Kingswood (year 7) Use LOTC funding protocol to support those students wishing to attend residential experiences Develop closer tracking tools Utilise Pupil Voice as part of feedback Case studies for each strategy are available from school b/Maintain an aspirational culture Cost: £7000 allocated Action: Develop clear programme of ‘aim higher’ events – specifically targeted at PP students 9 - 11. Extend aspirational working party to include: JG/VS/DMs/LH/PC/ES/RD Develop further opportunities to support year 12/13 in accessing residential/day experiences at University
Key Objective 4: Attendance: to further develop strategies addressing the attendance gap between PP non PP students 1. Further develop strategies to promote good attendance of PP students and reduce the attendance gap between PP and Non PP students and national non pp students 10 | P a g e
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
2. Appoint Pupil Premium Attendance Champion 3. Further develop attendance intervention sequence each year group lead to plan out the ladder of interventions for their cohort Attendance of Pupil Premium Students at The Heath School (see table 7 page 6) Attendance of Pupil Premium students is strong with: 93.0% attendance compared to 96.5% attendance of national non PP 8.7% PA of 85% and below compared with 1.5% national non PP PA 18.8% of 90% compared with 4.0% national non PP. National attendance gap = -3.8% National gap 85% PA = 9.2% Heath School Attendance gap = -3.2% Heath School 85% PA Gap = 7.2% Heath school to national non PP = -2.3% Heath to National non 85% PA = 4.7% Cost:
1/ PC/APC intervention to promote attendance 2/ Pupil Premium Attendance Champion 3/ rewards for all attendance with specific focus on PP students =£36 (approx. PP)
total:£11667
Action: Continue with funding to support vulnerable students attendance in order to continue to narrow the gap between PP and Non PP students Research and develop further strategies to further promote and support attendance of PP SEN students Continue to investigate a range of strategies to promote Pupil Premium Attendance e.g Commando Joe’s Continue with role of Pupil Premium Attendance Champion
Key Objective 5: Behaviour: to implement strategies to reduce the exclusion data for PP students 1. Releasing funding to develop additional interventions to be provided in school to ensure a reduction of the gap between pp students and their national non pp peers FTE (fixed term exclusions) The Heath School are below national FTW data: The Heath School PP 8.66% Vs NPP 4.09% National PP 20.23% -vs NPP 5.46% PP FTE also saw an improvement from 9.64 in 2015 to 8.66 in 2016 whereas nationally the data increased from 17.49% in 2015 to 20.23% in 2016. Year 8 was a key cohort for intervention achieving 9.09% in 2015 vs national data of 7.96% to 6.81% in 2016 vs national data of 11.02%. This was as a result of focused behaviour intervention targeting the most vulnerable students in the year. Cost: £5000 allocated Action: 11 | P a g e
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Focus intervention support year 11 as a year group their exclusion data is above national average 7.73% vs 7.51% SEN PP Focused intervention needed on most vulnerable cohort – e.g. utilising Commando Joe’s to promote positive behaviours
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H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Appendix 1: Academic Subsidy Summary for subject areas (2015 – 2016) (Specific case studies for Departmental PP spends, impact and evaluation are available from the School)
Key Objective 2: 1/Implement an academic subsidy: The subsidy is to enable PP students to fully access the curriculum and reduce attainment and progress gap. As part of the School Framework for Development, each curriculum area was given the opportunity to bid for additional funding specifically to be used to address progress/ attainment gaps between PP and Non PP students in their curriculum areas. 2/Implement an innovation subsidy: The subsidy is to enable all curriculum areas to provide interventions for their most vulnerable cohorts and ensure PP students make progress in line with their peers in response to need within the year (case studies for impact are available from school)
The pupil premium was used to support and develop intervention, intervention strategies and the guidance and support, provided for students at The Heath, in order to maximise attainment and progress and to reduce barriers to learning. It was focused on targeting students whose attainment and progress would ultimately affect their life choices and thus focused on the core performance indicators of 5 A*-C including English and Mathematics , as well as those students in public care The Innovation Subsidy was used to respond to arising students’ needs within the year.
1/Implement an academic subsidy: Subject
Intervention
Music
Additional music equip
Impact 400% increase in PP students accessing peripatetic lessons from 2013/14 to 2016/17 Increase in A* - Cin Eng Lit between mock and actual 50.7% mock, 68.7% actual Increase in ELoP in Eng Lit between mock and actual mock 53% actual 69.7%
Targeted resources to support revision gaps at GCSE
English
New resources to support intervention at KS3
Science
Revision guides & rewards and incentives
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RAG
KS3 – impact of new resources as Reading Time embedded into year 8 lessons as well as year 7 (lesson obs) Improvement in both A* - C and ELoP between mock and actual. 9% increase in students achieving ELoP in Core Science
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Textiles
Materials & specialist equipment for KS3 & KS4
SEND
Screening - dyscalculia. Numeracy support, voice recognition software
KS4 – textiles – trip to Abakhan allowed all of the textiles cohort to access additional textiles materials for their Controlled Assessment resulting in a 10% improvement between mock and actual (A* - C) and a 23% improvement between mock and actual in terms of ELoP. Impact on 10 key students in year 11 (case studies available) Deployment of additional LSA support in the lowest maths sets enabled increase in A* - G attainment and also increase in ELoP between mock and actual both groups achieving 100 A* G and one set improving their ELoP by 20% Year 7 – 20.6% increase between T1 & T3 of students achieving 2+ sub levels of progress
KS3 textbooks KS 4 – 43% of the cohort improved from their mock grade. 65% of pupils targeted made 3 or more LOP and 67% of pupils gained A*-C grades. RS
RM
exam style text books
1st hand research - LOTC
Flipped learning resources and HWK Psychology booklets
PE
USB revision Bespoke revision day Judo & specialist coaching, Breakfast-club
Maths
revision guides intervention weekend
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Enabled completion of Controlled Assessment element of course 12% increase in students achieving ELoP between 2014/15 and 2015/16 As a result of PP students being able to access the additional intervention A* - C improved by &7.7% between mocks and actual and ELoP improved by7.7% between mock and actual KS 4 – improvement from mock to actual by 11.6% A* - C, ELoP by 13.3% between mock and actual
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
History
Support booklet for those on M & T, PP revision at home, revision booklet
Graphics
Plastic goods & coursework folders
Geography
KS3 online resource to support targeted intervention booklet
Food Tech
Support all GCSE PP students with ingredients for year
DEC
Purchase materials & equipment for PP pupils to allow full participation
Computing
revision guides for PP students
ARTS
After school art club & LOTC
Very unusual results for History Small increase in ELoP between mock and actual 2.1% Improvement on ELoP between 2014/15 and 2015/16 – EloP improved by 10.2% KS4 DIGIMAP - allowed students to produce accurate location maps and data maps for their geography controlled assessment. 20.1% increase in ELoP from 14/15 – 15/16. No clear impact at KS3 100% of targeted students achieved or exceeded their Target grade in Food Tech Data not yet available – enable cohort in year 9 to be supported with additional equipment Post mock intervention enable A* - C to increase from 25% 75% and ELoP from 25% - 75% Increased engagement in PP attendance of after school ART club KS4 2016 Art PP 3+ = 77% - PP students in line with National NPP in ART
2/Implement an innovation subsidy: Subject
Innovation strategy
Impact
English
The introduction of Accelerated Reader to the 2016-2017 Y7 curriculum
Impact not yet measured
KS4 Books to promote personal reading of most able Pupil Premium students specifically in year 9.
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RAG
8 students out of 16 PP students in sets 1-3 have made progress from term 1 to term 3 data in English Literature. One particular student-jumped from a 4 in term 1 to a 6 in term 3. Most of the students in set 1 made progress
H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
As a Faculty by introducing reading tests at the start of year 7, we have been able to track progress of the reading ages of year 7 pupils. At the end of the year 66% of students improved their reading age and 34% maintained. By having access to more challenging texts, this will have played a part in this progress.
KS3 Books to promote & support personal reading of SEN Pupil Premium Students – specifically in year 7
By reading more, it also can aid pupils’ spellings. By testing year 7 students at the start of the year, we have also been able to track their progress with their spellings. At the end of the year, 76% of students improved on their spelling ages. By having year 8 tested at the end of the year, as a Faculty, at the end of the year we can track not only year 7 but year 8 and 9 to further show the impact of these texts.
From Year 9 data, from term 1 to term 3, 65.5% of PP students made progress by a sub level e.g. -=+ or more by the end of year 9. 34.5% of PP students maintained. 4 year 9 PP students made exceptional progress from term 1 to term 3: Student A - D to B Student B - D to B Year 9 & 10 GCSE Revision Guides for new spec.
Student C - D to B Student D - E to C.
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H Newcombe: Assistant Principal
Impact of Pupil Premium & Catch-Up Premium 2015-2016 [DRAFT]
Maths
Calculators – to enable all Year 11 maths students to have access to their own calculator. Doodlemaths - The app promotes that based on pupils using it for 10 minutes per day for 30 days, they will make 3 months’ worth of progress.
Top Doodler in trail made 3 sub LoP in year 7 after using it. Greater analysis of the impact across the cohort needed.
Science
Breakfast sessions – to provide a rolling programme of support to identified Pupil Premium Cohorts in year 11 with specific aspects of the Science exam.
7 students out of the identified cohort progressed at least one grade from their mock result and some progressed 2 or more grades.
PP Revision To purchase unit 1 & 2 revision guides for PP pupils that do not already have one.
All PP students were provided with free revision guides for all aspects of the science exam
Trip walking tour of Liverpool learning about the Architecture of the city.
100% of students completed the Mann Island project as a direct result of the LOTC
DEC
PE
Velocity To provide Y.10 PP students on an A-A* additional intervention on extended questions. This outing being the launch to extra revision sessions back at school. Revisit velocity end of September 16 to review previous learning.
This targeted cohort have had one trip to velocity with 1 hour revision and a treat on the trampolines. They have then attended after school and breakfast revision classes based on A-A* material towards their mock/final exams. Depending on their attendance to the revision session there will be a return trip after half term to velocity. The attendance at breakfast/after school revision has been higher than in previous years. True data will be evidence from their mock exams in Nov.
RAG Key: Strategy will be used again Strategy will need further refinement Strategy will not be used again
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H Newcombe: Assistant Principal