Pupil premium strategy statement (Kidsgrove Secondary School)

1. Summary information

School Kidsgrove Secondary School

Academic Year 2019/20 Total PP budget £77,605 Date of most recent PP Review Jan 2018

Total number of pupils 284 Number of pupils eligible for PP

90 Date for next internal review of this strategy

Summer Term 2020

2. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 9-4% Eng Maths 6 28

Progress 8 score average -1.19 -0.68

Attainment 8 score average 30.41 41.87

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. Low Literacy levels on entry.

B. Low Aspirations on entry.

C. To raise attainment of pupils that are below expected on entry

External barriers (issues which also require action outside school, such as low attendance rates)

D. Attendance at the Academy is above average, however, there are some gaps in the attendance of PP pupils. To improve by increments

4. Desired outcomes (desired outcomes and how they will be measured) Success criteria

A. Improved Literacy and vocabulary. LP data shows that those pupils identified as below expected on entry make progress and the gaps between non PP and PP narrow. Improved outcomes for all pupils.

B. Improved Behaviour for Learning and exclusion data/tracking. To reduce the FTE further for PP pupils. This is already below national.

Reduced FTE

To reduce internal isolations for identified PP pupils To improve outcomes/attainment and progress for all pupils particularly those in receipt of PP. LP6

To reduce the incidents of internal isolations

To reduce the incidents of internal Isolations for pupils with repeated incidents

C. Improved attendance for all year groups across the Academy The within school gaps have already significantly narrowed as the data confirms, however, we aim for them to reduce further.

B. Improved attendance to Parents’ Evening for disadvantaged pupils Attendance improved and in line with non-disadvantaged The overall average attendance for all pupils particularly disadvantaged pupils will improve

5. Planned expenditure

Academic year 2019/20

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

To improve teaching and

learning so that it

becomes consistently

good across the school

Achievement and

intervention meetings

involving SLT and HODs

to discuss individual

groups and track

individual pupils to

ensure that all pupils

meet their target.

Informed by SIMs

CPD led by learning

champions

Trust CPD opportunities

Underperformance in some subject

areas

Underperformance in identified groups

Line management meetings and

SLT focus meetings.

GCSE outcomes 2020

MC/KM/ATI/HODs Termly and at each LP data

input.

HOD and departmental

monitoring cycle of Fixed Line

Management

Lesson observations

Pupil Voice

To improve outcomes

for pupils including DA

pupils

Students at risk of not

making expected

progress are identified by

To ensure appropriate intervention within

and outside the classroom, if necessary,

Lesson observations and tracking

of data, learning conversations.

HOD, HOL

At each Data Point input.

HOL Achievement and

Intervention meetings.

HOD sessions to support

DA pupils in extended

questioning intervention

+ 6 hourly sessions

to support students at risk of not making

progress.

We identified that extended questions

were a barrier for some identified pupils.

Attendance record

Pupil feedback

Parental feedback

SLT/HODs/HOL GCSE

Appointment of Lead on

progress

APP meetings whereby

HOL /HOD share holistic

information regarding

barriers to learning and

effective, meaningful

approaches and

interventions to

overcome barriers for

identified pupils.

RAP meetings to identify

underperformance

Identified gaps between pupil premium

and non-pupil premium to improve the

outcomes for PP students.

Low Literacy levels on entry

CPD to inform staff of the local context in

regards to disadvantaged areas.

CPD on The importance of Building

Effective Relationships

CPD on marking and feedback

Dyslexia Awareness training whole

school delivered by SEND Specialist to

all staff to support in enabling them to

embed strategies to support pupils with

low literacy skills.

All staff to attend train

To be a focus for staff CPD.

Lesson observation

Marking and feedback

Improved relationships in the

classroom

Pupil feedback

SLT/HODs/Trust

INSET

Departmental and Fixed Line

Management Meetings.

APP meetings

Improved outcomes for all pupils

To improve Literacy and

numeracy for DA pupils

Small group/class work

in identified areas.

Learning conversations

Diagnostic Lexia

sessions and 1:1 support

Home school reading

diary and weekly

sessions X1 hour

Skills Academy – part of

the national literacy Trust

EEF Improving Literacy

in Secondary school

To reduce the gap in attainment of DA

and non DA pupils.

To raise aspirations and outcomes for

underachieving DA pupils

To improve literacy and numeracy

Comprehension is identified as a

weakness for some of our pupils.

Literacy Plan

CPD Disciplinary Literacy

Continued CPD

Programme of support with HLTAs

X 10 hour sessions to motivate and

improve comprehension.

HOD, SLT

HLTAs

Deputy

Headteacher/Form

Tutors

WAWN meetings

Whole school data drops

Pupil voice

initiative to inform our

improvement plan.

Total budgeted cost

ii. Targeted support

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Trips and Educational

Visits

To ensure all DA pupils

have full access to an

enriched Curriculum that

is supported free of

charge or heavily

subsidised

EEF toolkit: sports participation +2

months.

To enrich the curriculum.

Pupil questionnaire and pupil bucket list

to identify activities and visits to match

the activities to the pupil requests e.g.

trip to the Zoo, Theatre and the Seaside

Percentage of pupil premium pupils

participating will be tracked via

Fixed Line Management Meetings

HOL At each LP data input.

APP meetings.

Music Tuition

To offer an inclusive

Curriculum

To ensure all DA pupils

are in receipt of free

music tuition.

Instrumental instruction

is delivered by a

peripatetic

To raise aspirations and extracurricular

opportunities for disadvantaged pupils

To ensure all DA pupils have the

opportunity to learn to play a musical

instrument

Student feedback

Pen portraits

Attendance to sessions

DA involvement in the school

orchestra

HOD Termly

Good teacher pupil

relationships.

A culture of respect,

recognition and

resilience is created.

An inclusive approach.

All disadvantaged pupils

have a tutorial with

Learning HLTA to ensure

they know how to use the

programme effectively.

Assemblies to promote

SMSC.

Votes for Schools

Rewards policy updated

and shared with staff and

pupils/

Classroom Inclusion/lnclusive

planning grids to be used to identify

strategies and intervention.

Learning Conversations to support

and encourage use.

Monitor the number of DA pupils in

receipt of rewards to ensure that

they are overrepresented.

FT, HOL, HOD Weekly

Termly

Momthly

Improved home/school

learning

2 HLTAs to support

disadvantaged pupils

both pastorally and

academically

Pupils in receipt of 3

Learning conversations.

Amount of sessions vary

depending on identified

need.

Homework club

introduced

All disadvantaged pupils

in receipt of phone call

and text to remind of

parents’ evening

To raise aspirations and attitudes to

learning with pupils and families

To identify barriers to learning

To ensure prior learning and

consolidation of skills.

Precision Teaching methods

Pupils who are identified as repeatedly

not completing H/W are guided to H/W

club to reduce the number of detentions

for non-completion of H/W

Tracking of both attendance of

disadvantaged and non-disadvantaged

pupils

SLT coordinating.

Learning Coach feedback

See below identified barriers and

skills

Observation of 1:1 sessions

Pupil evaluation and feedback after

intervention

Pupils assessed at the beginning

and end of intervention.

HOLs, Attendance Officer and

HLTAs building good relationships

with families

SLT

KM/HOLs

At each LP data input, line

management meetings and SLT

meetings.

Improved attendance to

Parents’ Evening

Annually for each year groups

To reduce the number of

internal and external

exclusions for DA pupils

Restorative approach to

identified pupils in receipt

of internal behavioural

referrals

A further reduction in

internal behavioural

referrals for all pupils

including those in receipt

of PP

DA pupils are over represented in FTE

and internal isolations

Internal behaviour data

Pastoral Lad

Pastoral Fixed Line management

meetings

Hols and Pastoral

Lead JBI

Each LP data point

Weekly data monitoring

To reduce the % of DA

pupils that fall into PA

Attendance clinics

conducted by EWO and

Attendance Officer

Attend consultancy

offering advice and

support to pupils and

parents.

Tracking of both attendance of

disadvantaged and non-disadvantaged

pupils

Whilst attendance is improving

overtime for DA pupils and whole

school attendance is above national

average, this area of strength is

monitored and supported closely

HOLS Attendance

Officer

Attend EDC

Weekly monitoring

To improve outcomes

for DA in forthcoming

GCSEs

Additional Learning

resources i.e. GCSE

revision booklets.

GCSE Pod

Mentors are in place

Analysis of mock results

identified that extended

An inclusive approach that prevents

barriers for DA pupils.

All disadvantaged pupils have a tutorial

with Learning HLTA to ensure they know

how to use the programme effectively.

To motivate and support pupils and

support with revision material

Pupil voice

Learning conversations

Pupil Voice

HOL/Pastoral

Lead

Data points

GCSE

questions and answers

were a barrier,

particularly for DA pupils

Analytical Reading

interventions

HOD each delivered an extended

question session with a focus on key

vocabulary identified as a barrier.

English dept recognised some DA pupils

were finding analytical reading as a

barrier to making progress

Attendance to sessions

Attendance to sessions

HODs/HOL/KM

HOD Eng HLTAs

Total budgeted cost £81,446.25

iii. Other approaches

Desired outcome Chosen action /

approach

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

To reduce anxiety

(particularly around

examinations) and to

support mental ill health

Attend – coaching

sessions for identified DA

pupils

Trailblazers

There has been an increase of

diagnosed incidents of anxiety and

requests for support from both pupils

and parents.

Regular written feedback from

Attend

Pupil voice

Meditation training for identifies

staff

Revision evening for both pupils

and parents

JBI/KM/LP Ongoing/weekly Attend and

Trailblazer feedback

Pupil and parental feedback.

Total budgeted cost

6. Review of expenditure

Previous Academic Year 2018-19

i. Quality of teaching for all

Desired

outcome

Chosen action /

approach

Impact: Did you meet the success

criteria? Include impact on pupils not

eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this

approach)

Cost

C Departmental meetings

with SLT to discuss

individual groups and

track individual pupils.

Staffing

£78,099.98

includes

mentoring

and 1:1

intervention

and Literacy

(Lexia staffing)

C 2018/19 Review Fixed Line

Management

Meetings track are a

mechanism for

tracking DA pupils

and underachieving

cohorts.

Progress and attainment in both English and Maths

has significantly improved. Pupils achieving a

strong pass in English and Maths has improved

significantly compared to 2018.

We have achieved a significant increase of passes

in Maths at 68%.

The within school gap between DA and non DA has

narrowed by 0.5.

That the interventions that were in place are to be

continued. However, with tighter impact measures.

C/B Students at risk of not

making expected

progress are identified

at achievement and

intervention meetings.

Ofsted Feb 2016 “The improvement in disadvantaged

pupils’ attendance is more than double that for other

pupils and so the gap between the attendance of

disadvantaged pupils and other is closing rapidly”.

Fixed term exclusions remain significantly below the

nations over time.

To continue with tracking the number of pupils who have

more than one FTE to identify alternative sanctions and

measures to avoid exclusions.

C Training for middle

leaders on the tracking

and identification of

barriers and effective,

meaningful approaches

and to measure the

impact of

Principal and Vice Principal line manage English and

Maths. UAK have improved accuracy of data with

greater confidence in Year 11 2016. It suggests that

we are already significantly improving the attainment

and narrowing the gaps with SEN and disadvantaged

pupils.

To further develop middle leaders in supporting

disadvantaged pupils.

CPD targeted at specific Academy targets in line with the

RAP

An Academy awareness and drive to ensure all pupils

aim for and achieve their target grade (high expectations

is added to Fixed Line Management agenda).

interventions/strategies

in order that we

overcome potential

barriers for

disadvantaged pupils.

Dyslexia Awareness training whole school delivered by

SEND Specialist to all staff to support in enabling them

to embed strategies to support pupils with low literacy

skills.

VP to attend training to look at transition and KS2

Curriculum

Strategy to embed Literacy and Numeracy across the

Curriculum

2019-20

ii. Targeted support

Desired

outcome

Chosen action /

approach

Impact: Did you meet the success

criteria? Include impact on pupils not

eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this

approach)

Cost

B,C Trips and Educational

Visits

Duke of Edinburgh

All disadvantaged pupils that applied to go on the trips

were partially or fully funded.

The numbers of disadvantaged students undertaking

the award has also increased this year with approx.

50%f of eligible PP students registered.

23% of disadvantaged pupils attended the events and so far

this year that has increased to 29% attendance

41% of eligible PP students. achieved the bronze award

£2,850

C Music Tuition GCSE results (year 11)

18 disadvantaged pupils in receipt of music tuition

funded by PP budget. .

Music has been added to the KS3 Curriculum as a

result of pupil and parental voice.

42% of student receiving musical tuition. .

B,C Additional Learning

resources i.e. GCSE

revision booklets.

GCSE Pod

All subjects have provided revision booklets and

materials for disadvantaged pupils

Year 10

Year 11 Students 112 Year 11 students are

registered

30 of these students are Pupil Premium 80% are

regularly accessing the programme.

Revision evening for parents and pupils (6th

November) DA to receive a text in addition to the

invite.

To ensure that session are provided for disadvantaged pupils

to show how to use the materials/revision guides effectively.

FSM £21762

A,B,C Mentoring/ intervention

for identified students.

To raise the attainment

of identified pupils in

particular ‘catch up’

All disadvantaged pupils are in receipt of 3 learning

conversations to identify any academic or pastoral

needs.

Year 7 - 12 pupils in receipt of 1:1 support

Year 8 – 16 pupils in receipt of 1:1 support

Year 9- 15 pupils in receipt of 1:1 support

See table below for skills table (7)

To ensure that this intervention becomes diagnostic and skills

are transferable to the classroom.

Pupil feedback

Pen Portraits to show individual progress.

B Peer mentor support

and training.

33% of peer mentors are disadvantaged pupils To ensure that pupils that would not volunteer but would

benefit are encouraged

A,B,C Lexia and 1:1 Literacy

Intervention.

81% of year 7 pupils in receipt of Lexia and the reading

journal have improved to a level whereby their skill level

enables them to access the Curriculum.

A Whole school literacy

training with an

emphasis on Oracy

across the curriculum.

Newly introduced. 2016 – 17 impact to be measured.

“Leaders’ efforts to promote and improved Literacy are

slowly beginning to yield results. Teachers increasingly

insist that pupils speak in full sentences”. (OFSTED

2016)

“Pupils read regularly in school and those who need

extra help have additional timetabled literacy lessons

and regular one-to-one sessions”. (OFSTED 2016)

HLTAs have received Fresh Start training.

Reading is now a high priority in Form tutor sessions.

There is a culture of reading together in KS 3

CPD was instrumental in departments identifying tier 2 words

and subject specific words that teachers are using to develop

pupils understanding and to equip them to have the

confidence to extend their writing skills.

This barrier to learning was identified due to rigorous

monitoring in KS4. An initiative last year was instrumental in

raising the GCSE 9-5% in English and Mathematics. (see

below).

Total Spend

20

16

20

17

20

18

20

19

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res Progress 8 -0.32 -0.70 -0.60 -0.73

Attainment 8 42.51 40.68 38.08 39.44

% English & Maths 4+ (C+ -2016) 46 57 50 58

% English & Maths 5+ 46 27 27 38

Ke

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ess

Mea

sure

s Progress 8 -0.32 -0.70 -0.60 -0.73

P8 Disadvantaged -0.55 -1.19 -1.34 -1.19

P8 English -0.18 -0.44 -0.38 -0.60

P8 English Disadvantaged -0.41 -0.94 -1.32 -1.23

P8 Maths -0.30 -0.52 -0.51 -0.51

P8 Maths Disadvantaged -0.52 -0.95 -1.10 -0.91

P8 Open bucket Disadvantaged -0.66 -1.67 -1.94 -1.42

Ke

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Mea

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Attainment 8 42.51 40.68 38.08 39.44

A8 Disadvantaged 32.09 35.59 26.66 30.41

A8 English 4.78 4.68 4.41 4.49

A8 English Disadvantaged 3.88 4.18 3.11 3.41

A8 Maths 4.09 4.08 3.73 4.08

A8 Maths Disadvantaged 2.91 3.64 2.66 3.12

IN SUMMARY

Progress and attainment in both English and Maths has significantly improved. Pupils achieving a strong pass in English and Maths has improved

significantly compared to 2018.

We have achieved a significant increase of passes in Maths at 68%.

The within school gap between DA and non DA has narrowed by 0.5 of a grade

Attainment of DA pupils has improved significantly. Overall the A8 score for DA pupils increased from 26.66 to 30.41 which is significantly more than

non DA.

P8 for DA pupils has improved significantly.

Attainment in Maths for DA pupils has improved significantly in line with their peers.

The attainment gap between DA and non DA in English has also narrowed.

FTE- consistently below national over the last 3 years.

Permanent exclusions are consistently significantly below national figures.

The rate of repeat exclusions was below similar schools with a similar level of deprivation.

School level absence is consistently below the national for DA pupils measured against national figure 2017/18.

Mentoring/ intervention for identified students – skills covered

Skills Number

Catch-Up Funding 2018-19

We currently have £4,922 allocated ‘catch up’ funding to support 18 pupils in year 7. At the Kidsgrove Secondary School we are

committed to supporting pupils who have scored below expected at KS2 in English and Mathematics. pupils currently receive one

hour intervention per week from a HLTA. This incorporates daily reading with TAs and HLTAs.

Students currently receive one-hour intervention per week from an HLTA. They are currently split into two groups according to ability and their time is divided so that each student is in receipt of 30 minutes LEXIA (Core 5) and 30 minutes teaching of literary skills.

Since September we have covered a variety of topics including the following:-

Reading out loud

Reading comprehension

Answering in full sentences

Working at sentence level to produce perfectly formed sentences

Verb/tense agreement

Spelling/spelling strategies

Plurals

Days of week/months

Copying skills

Proofreading skills

Focus, concentration and listening skills

Following instructions

HLTSs fortunately have dual roles of one-to-one teaching and running the Student Support Centre. This enables then to have a holistic approach to all of our students. We are able to offer additional support for behaviour, homework and emotional support if we feel the need arises. This allows us to build up strong and trusting relationships with our students.

Pupil Premium /catch-up

Pupil Premium/catch-up students are seen at least once per term as part of our Pupil Premium focus. We hold learning conversations on a one-to-one basis and these allow us to assess what kind of additional support is needed. This can take the form of academic support in English and Maths for example and allows us to fill in any gaps in learning. We can also offer emotional support or address any other concerns which might cause barriers to learning. For example, issues with peers may be a problem which their teachers may be unaware of. During our first conversations we tested these students on their grasp of parts of speech and gave 1-1 tuition to fill in any gaps that were identified. If more than one session was needed, we were able to offer further tuition until the student had a firm grasp of the skill.

Review of Catch up Funding 2018/19

16 pupils were identified as below expectation in year 7 (2018). All have received some of the above interventions, either in a 1:1 or small group intervention or extra support in class.

94% of this cohort at DP4 (summer data drop) were either on or above their target. The reading ages of 565 of this cohort have improved. All pupils below target will remain in receipt of support.

In 2018/19 9 pupils were in receipt of continued support form year 7 2017. 100% of pupils are now either on or above target.

Catch up funding 2019/20

Catch-Up Funding 2019-20

We currently have £5,000 allocated ‘catch up’ funding to support 12 pupils in year 7. At the Kidsgrove Secondary School we are

committed to supporting pupils who have scored below expected at KS2 in English and Mathematics. 1pupils currently receive one

hour intervention per week from a HLTA. This incorporates daily reading with TAs and HLTAs.

12 pupils are in receipt of 1 hour ‘catch up’ session per week with an HLTA or TA.

All of the identified pupils have access to the Lexia programme.

7. Additional detail

17