Pupil Premium Strategy 2023-24 Impact Statement
Funding overview
Pupil premium funding allocation this academic year
Recovery premium funding allocation this academic year
£361,813
£93,840
Pupil premium funding carried forward from previous years (enter £0 if n/a) £0
Total budget for this academic year
Strategy outcomes for disadvantaged pupils – year 11 leavers
Aim
Strategy outcomes for disadvantaged pupils: whole cohort
Desired outcomes Impact 1. Improved progress and attainment among disadvantaged pupils across the curriculum at the end of KS4
data using SISRA as national data not available as yet
Year 11 P8 NPP 0.32 Year 11 P8 PP -0.45 Year 11 attainment NPP 4.53 Year 11 attainment PP 3.33
Percentage of students on track to meet school set target Current year 11
£455,653
2. Improved reading & comprehension among disadvantaged pupils across KS3 and KS4
Summary
Gaps in performance between PP and non PP remain wide across all subject areas. Again, this is reflective of the national picture. Continuing our work to close these gaps remains a priority.
Data has been analysed according to the age we would expect students to be reading at eg in year 8 we would expect a minimum reading age of 12. This is more in line with how they assess reading at primary school.
A number of the PP students are also SEND/ EAL which will impact on their reading ages.
PP students in both key stages made improvements in their reading ages.
Sept 23 June 24
3. To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.
Whole school attendance
Finished on 90.8% in line with the NA. This was a 0.3% rise on the previous academic year.
PP attendance
Finished on 85.83% 86.6%
This was an increase of 0.8% on the previous academic year.
PA figure whole school
28.2% of the school population were classified as persistent absentees. This was a decline by 1.3% on the previous academic year.
PA figure PP
63.5% of the students who were classified as PA were PP students. This was a decrease of 1.8% on the previous academic year.
Summary
Comparisons surrounding disadvantaged pupil’s absence rates and PA percentages do not accurately reflect the impact of strategies on improving attendance and reducing PA%. Marginal gains have been made and comparisons to schools with a similar intake demonstrate that we are doing well.
So whilst we recognise there is still work to be done on attendance at whole school and PP level, our position is in line with the national picture and is not flagged as an area of concern.
4. All groups of pupils access a broad and balanced curriculum which provides a foundation for appropriate future career pathways
Curriculum Offerings:
We provide a wide range of subjects, including vocational options, to cater to various interests and career pathways. A greater percentage of Pupil Premium students are enrolled in vocational courses compared to non-Pupil Premium students.
Career Education Information and Guidance
There is a planned CEIAG programme across the school 11-16, in which incorporates the national framework for implementing an 11-16 entitlement to CEIAG in England and to meet the 8 Gatsby Benchmarks
The programme is delivered through a combination of methods, including, through PSHE lessons which are delivered once a week to each year group, form time activities and other relevant extracurricular activities and sessions. The programme is also supported through assemblies that link to the form time topic, employer visits, independent work experience, workshops, college and university visits, careers fairs and 1:1 impartial and independent guidance.
96% of the exiting Year 11 students have continued into further education, apprenticeships or the work place.
Extra Curricular – Boost
Students are offered a wide range of extra-curricular activities.
BOOST offers a diverse range of activities, from sports to creative arts and academic clubs, that supplement classroom learning by developing essential life skills such as leadership, teamwork, and problem-solving, alongside fostering a sense of belonging.
These activities expose students to various career-related experiences, encouraging exploration of potential fields of interest. For example, participation in technology clubs can spark interest in STEM careers, while involvement in drama or debate clubs can enhance communication skills, valuable in public relations or law. The BOOST programs also emphasize personal development, preparing students not only for their academic futures but also for the broader professional world. This holistic approach ensures that pupils, regardless of their background or abilities, can explore and engage in career-aligned activities outside the traditional curriculum.
By providing these extra-curricular opportunities, the school supports all pupils in discovering their passions and developing skills relevant to their future career pathways, ensuring that their education is both comprehensive and
5. To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged.
forward-looking. The take up of such activities is significant and over 82% of all PP students took part in our BOOST programme.
Summary
At Ashton, all groups of pupils, including disadvantaged and non-disadvantaged students, access a broad and balanced curriculum that lays the foundation for appropriate future career pathways. With a wide range of subject offerings, including vocational options, the curriculum caters to various interests and needs. Pupil Premium students are well-represented in vocational subjects, such as Creative Media (47%), Child Development (38%), and Computing (38%), allowing them to explore diverse career paths. Additionally, the school's robust CEIAG programme ensures that all pupils receive comprehensive career education and guidance, supporting informed choices for their future.
Pupil voice is used to monitor the emotional health of students, and it indicates that pupils feel safe and are confident to report incidents that cause concern. Pupils can identify at least one adult in school who they would go to if they have any issues. Issues outside of school are also communicated with school. All concerns and actions are recorded and monitored within CPOMs. There are no comparative like for like data on reporting. There has been a significant increase in the provision made for pupils based on need both internal and external. Pupils are signposted to agencies based on their tier allocated within Lancashire’s continuum of need.
The school's pastoral care team has been expanded to better support students' wellbeing needs. Each year group has a Director of Learning, who monitors pupil wellbeing through an academic lens and the introduction of weekly wellbeing and reward assemblies has promoted and celebrated success, previously unnoticed.
A school counsellor has been employed to offer 1:1 and group sessions for students in need, particularly focusing on disadvantaged pupils. Sessions address issues such as anxiety, self-esteem, and coping mechanisms. We have developed partnerships with local mental health coordinators – Compass Bloom, providing specialist support to students in need. This ensures pupils have access to professional care when necessary.
59 referrals were made to external agencies for additional support and 55% were for PP students
Out of the 59 referrals, 18 were referred to Child and Family Wellbeing where 83% were PP students.
64 students met with the school counsellor and 56% were PP student.
30 students accessed Compass Bloom in school, 70% of which were PP students.
Specific wellbeing programs have been designed to target disadvantaged pupils, including breakfast clubs to ensure a healthy start to the day, lunch and after-school boost clubs, and initiatives focused on building self-confidence and social skills.
Financial barriers are addressed by offering free access to extracurricular activities that enhance mental and physical health, such as sports clubs and arts therapy programs.
Improvements in student behavioural demonstrates pupils are positively engaging with school life.
Students being removed from lessons has seen a 40% decrease over a two year trend. In 2023/24, 2% of lessons were disrupted to the point a student was removed for persistent disruptive behaviour.
2021/22 2022/23 2023/24
Number of C4s 2361 1745 1410
The number of students being suspended has declined once again and continues to be below the NA. A third of the students suspended received another suspension mean
The number of students receiving repeat suspensions has dropped once again. A third of the students suspended received another suspension mean
Summary
Whole school strategies have been implemented, fostering a supportive and inclusive environment where every student thrives emotionally, socially, and academically. Tailored interventions have addressed the specific needs of pupils, resulting in enhanced engagement, resilience, and overall wellbeing. Continuous monitoring and proactive measures ensure that wellbeing improvements are sustained across all student groups, contributing to a positive wellbeing.