Pupil Premium 3 Year Strategic Summary 2019-2022

Teaching & Learning

Continue First PP classroom initiative (includes appropriate set)

Continue to embed The KGA Learning Cycle

Raise profile of Cloud 9 for HPA PP pupils

Review curriculum sequence to ensure it is knowledge rich and

increases cultural capital

Launch literacy tutor programme focussing on increasing vocabulary

and increasing reading opportunities

Launch Seneca for Year 11 and 13

Trial PP champion role for small group work and mentoring

In addition to 2019-20:

Appoint PP champion

Implement the catch up

plan with a PP priority for

tuition

Develop sharing of

Teaching and Learning

strategies across the

RWBA Trust

Overarching aim:

Quality first teaching that personalises the learning

experience, informed by an understanding of the

context specific barriers to learning (skills for

academic success, aspirations, pastoral

(safeguarding/ behavioural), attendance, parental

engagement).

Outcomes & Groups

Ensure the proporton of disadvantaged pupils accessing the EBACC

curriculum exceeds the national average for non-disadvantaged

(44% in 2019)

Raising standards meetings focussing on PP pupils

Early academic mentoring of HPA PP pupils

Boys mentoring in Year 10/11

Social skills and academic support thoughout KS3

Priority involvement in GCSE intervention

Access to revision resources

In addition to 2019-20:

Develop 1-1 mentoring

programmes

Increase provision in the

Gateway centre to expand

the range of KS4 courses

Overarching aim:

Close the gap between the progress and attainment

of disadvantaged pupils and the national average of

non-disadvantaged pupils.

Culture & Aspiration

Increase in school attendance meetings focussing on disadvantaged

pupils

Leadership opportunitites in the new house system

Careers personal guidance, visits and work experiences

Mentoring/enrichment: Youth Adventure Trust, business mentoring,

boys mentoring, Scholars programme in KS3; Bike project, DofE

Monitor PP involvement in KGplus

In addition to 2019-20:

Appoint KS3 attendance

lead with a specific focus

on KS3 disadvantaged

attendance

Develop PP invlolvement

in Power 10 (delayed due

to Covid-19)

Overarching aim:

Engender a passion for education which is reflected

in the attendance of disadvantaged pupils exceeding

95%.

2019 - 2020

2020 – 2021

2021 - 2022

*1 - No funding is received by the school for Year 7 until the following academic year.

- The funds run as a finance year from April to April so this table will be updated from May 2020 and is currently approximate.

- No funds are received for pupils in Year 12/13 but PP pupils are flagged as of end of KS4 to ensure PP plan implementation continues

^ 2 pupils receive FSMEver6 in LAC funding

Pupil Premium Intent Kingsbury Green Academy will close the gap between the progress and attainment of disadvantaged pupils and the national average of non-disadvantaged pupils through

addressing the identified barriers to learning (skills for academic success (prior learning experiences including low literacy), aspirations, pastoral (safeguarding/behavioural),

attendance, parental engagement and service children).

Pupil Premium Aims Aims to address barriers to learning:

1. Ensure a personal approach to teaching, learning and intervention across all year groups, subjects and transition points to achieve better than expected progress.

2. Provide access to life experiences regarding personal development with the intention of building aspiration, ambition and motivation including offering social and mental support to enhance long term engagement in learning.

3. Evaluate the impact of Aims 1 and 2 through the tracking of attendance, attainment and A2L data to ensure better than expected progress and achievement for pupil premium pupils.

Pupil Premium Cohort Profile 2019-2020

Group No. of pupils % of school population Funding per pupil Total funding 19-20 (*1)

Total no. of pupils in school (Yrs 7-13) 800

Adopted, In care or Looked After child 5 (3LAC) 0.6% £2300 £11500

FSM 98 12.3% Included in Ever6

FSMEver 6 (includes FSM) 167^ (+15 in Y12/13) 22.8% £935 £156145

Service Children 51 (5 also FSMEver6) 6.4% £300 £15300

Total Pupil Premium numbers 215 26.8% £182945

Pupil Premium Action Plan 2019-2020

Pupil Premium Research of Impact Summary 2019-20 (Due to Covid-19 no exams were sat in 2020 and therefore January review data has been maintained)

Attendance

Progress 8: 2019-20 data is unavailable

P8 2017-18 2018-19 Improvement 2018 2019

Whole Cohort -0.19 -0.17 0.02

PP -0.97 -0.86 0.11

Non PP -0.02 0 0.02

Gap -0.95 -0.86 0.09

English and Maths 4+/5+

Category 2017-18 2018-19 2019-20 Improvement 2019 2020

4+ PP 38% 38% 59% 21%

4+ Non PP 73% 70% 71% 1%

4+ Gap -35% -32% -12% 20%

5+ PP 24% 11% 31% 20%

5+ Non PP 53% 48% 51% 3%

5+ Gap -29% -37% -20% 17%

Overall Attendance 2017-18 2018-19 Improvement 2018 2019 2019-20 Jan Review

PP 88.1% 90.6% 2.5% 89.2%

Non PP 93.1% 93.8% 0.7% 94.6%

Gap -5% -3.2% 1.8% -5.4%

Persistent Absence 2017-18 2018-19 Improvement 2018 2019 2019-20 Jan Review

PP 32.0% 30.4% -1.6% 31.8%

Non PP 12.7% 12.2% -0.5% 13.7%

Gap 19.3% 18.2% -1.1% 18.1%

Kingsbury Green Academy Pupil Premium

Action Plan Strategy Evaluation 2019-2020

Intent - Leadership Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

PP pupils central in all

strategic decisions

Member of SLT assigned to planning, implementing and

evaluation PP strategy and training staff. Responsible for

networking and sharing best practice. (OFSTED 2013: The

Pupil Premium; how schools are spending the funding.)

£19968

Curriculum and pastoral meetings always have PP pupils on

the agenda, facilitated by photographs of PP pupils and a

central pupil database. £INSET time

P8 and attendance in line with or

above the national average for

non PP pupils.

P8 and attendance data not available

due to school closure. Term 2

attendance impacted by sickness bug.

English and Maths 4+ narrowed by

20% and 5+ by 17%.

Two trust meetings were held on PP

networking and reviewing plans.

Data meetings focussed on PP first

and accelerating progress plans for

year 11 were written in Spring.

Evaluation could not be completed

due to school closure.

Intent - Barrier:

Academic Achievement

Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Quality first teaching Curriculum sequenced with disadvantaged pupils as the first

thought in planning e.g. prior learning/experiences not

assumed. (Young et al 2004) £INSET time

Lessons consistently delivered using the learning cycle and

First PP. (EEF + 7months metacognition, DfE 2015: Supporting

the attainment of disadvantaged pupils.) £INSET time

Assessment cycle sequenced and makes progress visible to

pupils. Gives dedicated time for improvement and reflection

(DIRT) (DfE 2015: Supporting the attainment of disadvantaged

pupils, EEF +8months, feedback) £INSET time

Distribution of PP pupils analysed to ensure grouping

accelerates progress of PP pupils. (Marc Rowland PP guide:

quality first, consistent teaching is the most important in

closing the attainment gap.) £SLT time

Progress of PP pupils in line with

non PP which will be monitored

through:

80% of learning walks

having a PP focus and

will show

implementation of First

PP

PP department audits

Pupil voice and work

scrutiny will suggest an

improved understanding

of learning journey

amongst PP pupils

90% of PP department audit learning

walks showed evidence of First PP.

Challenge Partners review

commented on the First PP strategy

as embedded.

Pupil premium audits were completed

for each department covering PP

group analysis. These were successful

in raising the profile of PP pupils and

department plans for these pupils.

They showed MINT being used and

the learning cycle being implemented

successfully in over 95% of lessons.

Mint seating plans allowing staff to easily identify PP pupils

without increasing workload. (EEF guide to PP, every pupil is

an individual and must work to overcome individual barriers.)

£950

Homework clubs and show my homework (EEF +5 months,

homework) £1992

through embedding the

learning cycle

Assessment trackers were

implemented in all subject areas

which improved consistency in

assessments.

Implementation of SEND homework

club was successful but wider

implementation was inhibited by staff

absence.

Close the achievement gap

through academic

interventions guided from

appropriate data collection

Teaching assistants following TA First PP (EEF + 1 month

teaching assistants) 40% of cost £32880

Numeracy unqualified teacher and Literacy TA delivering

nurture groups to catch up primarily in KS3 (EEF + 4months

small group intervention) 60% of cost £22500

Numeracy interventions in tutor time in KS3 to accelerate PP

progress. (EEF + 4months small group intervention)

£numeracy/literacy staffing

Literacy interventions to ensure all PP pupils have reading

ages inline or above chronological age. (Nessy, Lexia,

Accelerated Reader, Reading Buddies, Reading Challenge,

subscription to First News and Science and Nature, whole

school POWER initiative to address disadvantaged vocabulary

and reading gap) (EEF +6 months, reading comprehension

interventions) £numeracy/literacy staffing + £213

GCSE tutor time interventions in maths, English and science

prioritised to PP. (EEF + 4months small group intervention)

£Director contact time

KGXi intervention days for GCSE maths, English and science

prioritised to PP. £500

Trust wide pupil success conferences prioritised to PP. £200

Progress of PP pupils in line with

non PP which will be monitored

through:

Biannual data collection

showing PP progress in

line with non PP

English and maths catch

up showing reading age

improvement and

mastery of key numeracy

skills

Pupil voice showing

pupils feel intervention is

beneficial

Work scrutiny shows

progress over time

Attendance at

interventions is greater

than 85%

Participation in Seneca

for PP is in line with or

above non PP

KS3 PP gap shows no gap or negligible

gap in attainment data.

Improvements in attainment at Year

11 show the 4+ English/maths gap

narrowed by 20%.

Maths nurture group achieved an

average of 16% progress in Term 1

which mainly covers numeracy topics

showing significant impact of this

strategy compared to 11% average

progress for other groups.

PP pupils requested magazines to

take home after use in the library. All

pupils got given a book on world book

day. Vocab and reading initiative

implemented in all tutor groups.

Pupil voice indicated over 80% of

pupils found GCSE tutor sessions

beneficial. Tutor time Eng/Ma/Sci.

attendance >90%. 4+ English + Maths

prediction increased from 42% to

48%, 5+ 21% to 24% during

intervention window 1.

All SLT work scrutiny showed

improved standards in pupil premium

Small group and 1-1 tuition in maths and English through

Launch to Learn and the Gateway Centre for PP pupils in KS4.

(EEF +5months, 1-1 tuition) £800

Seneca launched to encourage independent learning and

ongoing revision. (EEF +4months, digital technology) £300

Raising standards meetings to assign interventions following

data reports. (DfE 2015: Supporting the attainment of

disadvantaged students) £SLT, HOK, PSA time

work with no notable difference

between PP and non PP work.

Seneca was launched for exam

classes just before lockdown and the

data is skewed due to exam

cancellation. This will be revisited in

autumn 2020.

Final interventions and trust

conferences did not happen due to

Covid-19.

Access to resources Resources will be subsidised to support learning up to £3000.

Includes:

Stationery £100

Revision guides supplied to PP pupils in KS4 £1200

Art/photography resources supplied to PP pupils in

KS4 £200

Food ingredients supplied to PP pupils £100

Scientific calculators supplied to PP pupils £300

Progress of PP pupils will not be

hampered by insufficient

resources. This will be monitored

on a pupil by pupil basis with

requests being the responsibility

of any adult working with PP

pupils. Requests will be made

with clear rationale and

measurable impact.

All requests for equipment were

provided.

Due to some interventions later in the

year not being completed £3000 was

spent on laptops for during lockdown

which were distributed to pupils in

need. However, government

machines were not delivered until the

summer holidays.

Academic mentoring

assigned by appropriate data

tracking

Mentoring and in class support of PP pupils in Year 7, 10 and

11 with a focus on literacy, aspiration and A2L from PP

champion. (EEF +3 months, individualised instruction) £7871

1-1 parent meetings for Year 11 PP pupils. (EEF +3 months

parental engagement) £SLT time

PP pupils given extra guidance through the Year 9 and Year 11

options processes. £SLT time

More able PP pupils of concern mentored in Key Stage 3/4

and given group sessions reflecting on their subject level

performance. (EEF +7months, metacognition) £SLT time and

more able champion time

Progress of PP pupils in line with

non PP which will be monitored

through:

All PP pupils in Year 7, 10

and 11 will be supported

lessons and their A2L will

be tracked each term

Meeting notes and

actions

Percentage of PP pupils

studying EBAC in Year 11

increasing from 10% in

2019 to 40% in Year 10

Pupil premium champion has visited

every 7/10/11 PP pupil in at least one

lesson and has worked with key

pupils. Impact evaluations were

completed each half term to refine

the focus for the next term. This will

be extended in 2020-21 as the pupil

premium champion will no longer

also be a cover supervisor.

EBAC study for PP pupils following

Year 9 options is 42%.

Due to Covid-19 GCSE success lounge

was not implemented. This will be

GCSE success lounge targeted invites to PP pupils which

covers advice on how to reach Grade 7+ in Year 10 and 11

during Term 4 including peer tuition from sixth form. (EEF

+5months, peer tuition) £SLT time

Number of PP pupils

completing sixth form

continues to increase

Raising Standards

Meetings

revisited in 2020-21 if conditions

allow mixed year groups.

Primary transition Head of Key Stage 3 and Year 7 PSA to gather information on

PP pupils to ensure a smooth transition. £HOKS time

Smooth transition from Year 6 to

Year 7 monitored through:

Behavioural referrals in

Year 7 show PP in line

with non-PP

Parental engagement

and attendance to

events at 90%

Pupil premium pupils received 6.43

warnings on average compared to

6.45 for non PP peers as of their

report in January 2020.

Parental engagement was low at Key

to Success evening and this will be

reviewed for 2020-21. Parents

evening was at the start of Covid-19.

Intent - Barrier:

Aspiration

Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Access to experiences to

raise aspirations and

increase cultural and social

capital.

Subsidised music tuition (EEF + 2 months, arts participation)

£1800

Subsidised educational trips and Duke of Edinburgh (EEF

+4months, outdoor adventure learning) £530

Access to higher education and higher level apprenticeship

trips and visits (School and college-level Strategies to Raise

Aspirations of High-achieving Disadvantaged Pupils to Pursue

Higher Education Investigation January 2014) £400

Pupil leadership and prioritisation of experiences through the

house system to build resilience £400

Priority booking on KG Scholars for events and priority

intervention £300

All PP pupils will receive guidance in finding work experience

in Year 10 and Year 12 (School and College-level Strategies to

Increased aspirations leading to

progress and destination of PP

pupils being in line with non PP

which will be monitored through:

Attendance to

enrichment events – all

PP pupils to attend at

least one enrichment

activity

WEX placements secured

in appropriate work

places for all PP pupils

Pupil voice indicates

increase aspirations

The % of KS3 participation in a KGA+

activity in the academic year to March

20 was 77% with 65% PP. KS4

engagement was high in Y11 at 91%

attending at least one after school

session although gaps between PP

and non PP persisted at 91% v 86%.

60% of pupils on the recycled bike

project were PP.

All KS4 PP music students have

lessons. KS3 have the option to

participate and were offered free

taster lessons in brass and guitar.

DofE subsidised as requested.

Resources available to borrow from

school.

Raise Aspirations of High-achieving Disadvantaged Pupils to

Pursue Higher Education Investigation January 2014) £2000

Tracking of attendance to all enrichment activities and

intervene if PP pupils are not engaging. (Nuffield Foundation

2016 – extracurricular clubs boost performance of

disadvantaged students) £Enrichment co-ordinator time

Youth Adventure Trust for Year 7 and 8 pupils (EEF +4months,

outdoor adventure learning) £PSA time

Recycling bike scheme (Nuffield Foundation 2016 –

extracurricular clubs boost performance of disadvantaged

students) £Teacher time

Raising Standards

Meetings

WEX placements were secured for all

PP pupils. They were encouraged by

the careers lead to complete virtual

experiences. 20% of PP pupils

completed virtual work experience Vs

33% of non PP pupils.

Pupil voice on aspirations will be

completed in 2020-21. The scholars

programme was initially well received

but Covid-19 prevented completion

with virtual participation rates low.

13/64 (20%) who started the

programme were PP.

Youth Adventure Trust did not begin

to work with new Year 7 cohort due to

Covid-19 to provide additional

support during lockdown to Year 8

cohort.

Mentoring to improve

aspirations and in turn A2L

and progress

Careers meetings for all PP pupils in KS4 and KS5 (School and

College-level Strategies to Raise Aspirations of High-achieving

Disadvantaged Pupils to Pursue Higher Education

Investigation January 2014) £2000

Year 10 and 11 aspiration mentoring from Cameron Parker

£2500

Herman Miller business mentoring for Year 9 PP pupils

£Provided by West of England mentoring

Boys group A2L mentoring in Years 7, 8 and 9 £Boys co-

ordinator, PSA and PP champion time

Progress and attendance of PP

pupils in line with non PP which

will be monitored through:

Pupil voice positive on

interventions

PP behavioural referrals

reduce for PP pupils

from 2018/19

A2L improvements for

from 2018/19

Careers meetings held with requested

pupils. All PP planned to be seen this

year. All PP pupils in Year 11 and 13

have an offer for further study,

CP feedback suggested 100% of boys

valued the programme but the

positive impact on behaviour and

progress was minimal. The

programme will not be continued.

Hermann Miller mentoring was

successful with all pupils stating a

positive impact on motivation for their

future and the role that school plays

in future choices.

Boys mentoring was ceased due to

staff changes and will not be

continued in this format and will

become part of academic

mentoring/group reading projects in

2020-21.

Intent - Barrier:

Pastoral

(Safeguarding/Behaviour)

Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Highest behaviour

expectations for PP pupils

PSA and HOK of intervention and monitoring (EEF +4 months

behavioural interventions) £24425

Loan of uniform, including PE kit £800

Boys mentoring programme in Year 7,8 and 9 £Boys co-

ordinator, PSA and PP champion time

Reduction in behavioural referrals

for PP pupils throughout 2019/20.

Exclusions for PP pupils lower

than 2018/19.

Throughout terms 1-3 behavioural

referrals remained constant for PP

pupils. Increased PSA time in 2020-21

is hoped to improve this and also an

improved system of detention

reminders.

6.8% of PP pupils had a fixed term

exclusion in 2018/19 and in 2019/20 it

was 5.6%.

Uniform loan including shoes has

been successful in maintaining high

standards.

Year 8 boys group showed a 40%

reduction in referrals for term 1 but

mentoring then had to cease due to

staff changes. Programme will be

refined to become part of academic

reading/group reading projects in

2020-21.

Emotional and welfare

support

Learning advisors to support programmes such as:

Confident learners

Alternative and flexible provision

Behavioural intervention

Counselling

Home/School relationships

Exam stress

(EEF +4months, social and emotional learning) 50% of cost

£23901

All disadvantaged pupils in Year

11 will go on to access FE at the

end of 2019/2020.

The number of pupils in Year 11

alternative and flexible achieving

GCSE passes in 5 or more subjects

will increase.

All pupil premium pupils in Year 11

have appropriate FE courses offered.

In 2018/19 31% of A+F pupils

achieved 5 GCSE passes above a grade

4 and in 2019/20 this rose to 45%.

Parent surveys completed state that

pupils are happy at school.

Gateway Centre to provide small group bespoke provision

(EEF +4months, social emotional learning, +4 months small

group tuition) £19525

Youth Adventure Trust for Year 7 and 8 pupils £PSA time

Transport £230

Pupil voice of PP pupils will

suggest pupils are happy in

school.

Transport was provided to remain

after school for Year 11 pupils and for

parents to attend meetings.

Intent - Barrier:

Attendance

Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Raise attendance of PP pupils

to be in line with the national

average

Attendance officer focussing on PP first (Taylor, C. Attendance

importance on progress) 50% of cost £10400

Tutor discussions after every absence (Taylor, C. Attendance

importance on progress) £Tutor time

Attendance contracts and parental meetings (Taylor, C.

Attendance importance on progress) £HOKs, PSA, SLT time

Attendance rewards and celebrations (Taylor, C. Attendance

importance on progress) £300

Attendance of PP pupils in line

with or above national non PP

measured through termly reports.

Attendance continues to be a focus

and for 2020-21 an EWO and a KS3

attendance lead will be recruited. The

attendance of PP pupils was 5% lower

than non PP pupils as of January 2020.

Intent - Barrier:

Parental Engagement

Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Increase parental

engagement in learning

journey for PP pupils

Increased contact of positive messages e.g. pupil of the week

that is tracked for PP. (EEF +3 months, parental involvement)

£PSA, teacher time

Parental resource pack produced for Year 11 revision along

with parent revision workshops that have targeted invites to

PP pupils. (EEF +3 months, parental involvement) £HOK time

Year 10 and 11 aspiration mentoring from Cameron Parker

has regular parent involvement. (EEF +3 months, parental

involvement) £Cost already stated

Personal invitation phone calls for PP parents to parents

evening and assistance with travel. (EEF +3 months, parental

involvement) PSA time + £200

90% attendance at events for PP

pupils

75% completion of pupil of the week

term 1 with a proportional

representation of PP pupils.

A revision pack was produced for

circulation at parents evening and was

sent home for non-attendees.

Attendance of 60% at CP parents

sessions. This was followed up with

phone calls.

Personal invitations were sent for all

parent events with the greatest

attendance of over 95% at Year 9

options evening.

Intent – Barrier: Service Implementation (Research to support) Planned Impact and Success

Criteria

Evaluation of Impact Autumn

2020

Catch up programmes and

school transfer support

Priority access to intervention £Cost already stated

Catch up when change of exam board/course occurs £PP

Champion support and teacher time

Service children make progress in

line or above non-disadvantaged

peers, monitored through

biannual data collection.

Pupils were given priority to

intervention when required. Service

pupil group continue to make positive

progress.

Emotional support Service pupil meetings through MKC Heroes (British Legion)

£30

Additional PSA monitoring during periods of deployment

(Ofsted 2011 – dealing with anxiety of deployment) £cost

stated previously

Access to counselling (Ofsted 2011) £cost stated previously

Scrap book for service pupils leaving (Outcome of pupil voice

2018) £30

Service children ambassadors (Outcome of pupil voice 2018)

£30

Service children are happy and

settled in school as indicated in

pupil voice and attendance

figures.

Service guidance gained, MKC club

joined. Pin badges received. To be

continued in Autumn 2020-21 if

Covid-19 conditions allow.

Total Cost: £180645

The pupil premium plan was reviewed in January 2020 and will be evaluated in Autumn 2020

References

British Legion. Viewed 10 September 2019. https://www.britishlegion.org.uk/docs/default-source/campaigns-policy-and-

research/supporting_service_children_in_england_18.pdf?sfvrsn=ce83883b_2

Daniels, H. 2011, Exclusion from school and its consequences, ‘Educational Psychology’, no.1, pp.38-50.

DfE 2014, School and College-level Strategies to Raise Aspirations of High-achieving Disadvantaged Pupils to Pursue Higher Education Investigation. Viewed

2 September 2019. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/278117/RR296_-

School_and_College-level_Strategies_to_Raise_Aspirations_of_High-achieving_Disadvantaged_Pupils_to_Pursue_Higher_Education_Investigation.pdf

DfE 2015, Supporting the attainment of disadvantaged students. Viewed 2 September 2019.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/473976/DFE-

RS411_Supporting_the_attainment_of_disadvantaged_pupils_-_briefing_for_school_leaders.pdf

EEF, Teaching and learning toolkit. Viewed 2 September 2019. https://educationendowmentfoundation.org.uk/Research-summaries/teaching-learning-

toolkit/

Nuffield Foundation. 2016, Extracurricular clubs boost performance of disadvantaged students. Viewed 2 September 2018.

http://www.nuffieldfoundation.org/news/out-school-activities-improve-children’s-educational-attainment

OFSTED 2011, Children in Service Families. Viewed 21 September 2019. https://www.gov.uk/government/publications/children-in-service-families

OFSTED 2013, The Pupil Premium; how schools are spending the funding. Viewed 2 September 2019.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/413197/The_Pupil_Premium_-

_How_schools_are_spending_the_funding.pdf

OFSTED 2015, The more able students. Viewed 2 September 2019. https://www.gov.uk/government/publications/the-most-able-students-an-update-on-

progress-since-june-2013

Rowland, M. 2015. An updated practical guide to the pupil premium. John Catt Educational Ltd

Taylor, C. 2012. Attendance importance on progress.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/180772/DFE-00036-

2012_improving_attendance_at_school.pdf

Young M, Lambert D, Roberts C et al 2014 Knowledge and the Future School: Curriculum and Social Justine. London: Bloomsbury

Glossary

A2L Attitude to Learning – engagement, pride in work, behaviour and homework

A+F Alternative and flexible, an adaptation of a student’s curriculum to meet their needs

A8 Attainment 8, the average performance of pupils across 8 qualifications

CPD Continuing professional development

D of E Duke of Edinburgh award

EWO Education Welfare Officer

EEF Education Endowment Fund. A charity that undertakes rigorous evaluation of projects to identify the most successful in challenging the progress and

attainment gap of disadvantaged learners.

FSM Free School Meals

FSMEver6 Free School Meals have been claimed at some point in the last 6 years, qualifies for pupil premium funding

HPA High prior attaining student

HOKs Head of Key Stage

INSET In School Training

LAC Looked after child

LPA Low prior attaining student (Level 3 or less than 90)

MPA Mid prior attaining student (Level 4 of between 90 and 110)

NA National Average

NEETS A student not in education, employment or training

P8 Progress 8, a measure of a student’s progress from the end of Key Stage 2 until the end of Key Stage 4 in 8 subjects

PSA Pastoral support assistant

PP Pupil Premium, additional money for schools to boost attainment of disadvantaged pupils

SENCO Special Educational Needs Co-ordinator

SEND Special Educational Needs or Disability

SLT Senior Leadership Team

TA Teaching Assistant

TLA Teaching and learning audit, a series of observations to monitor teaching and learning

TLR Teaching and learning responsibility