Pupil Premium

Pupil Premium

Wood Green Academy Pupil Premium Strategy 2019/20
1.     Summary information
School Wood Green Academy
Academic Year 2019/20 Total PP budget £369,325.00 Date for next internal review of this strategy After each PC collection (see school calendar)
Total number of pupils 1464 Number of pupils eligible for PP (including 6th form) 395
1.   Current attainment
      *Data correct as of 27/09/2019.  National Data extracted from FFT Education Datalab and is based on schools signed up for Early Results service.  Further measures to be added when confirmed. Pupils eligible for

PP Vs Non-PP (WGA)

Disadvantaged Pupils

(National Average)

All Pupils

(National Average)

% Achieving E+M (Strong Pass 5+) 29% / 36% TBC 45%
% Achieving E+M (Standard Pass 4+) 51% / 67% TBC 67%
% Achieving EBacc (Strong Pass 5+) 4% / 9%

 

TBC TBC
% Achieving EBacc (Standard Pass 4+) 5% / 12% TBC TBC
Progress 8 score average 0.04 / 0.01 -0.39 0.11
Attainment 8 score average 41.83 / 46.31 38.6 47.9
2.   Barriers to future attainment (for pupils eligible for PP)
In-school and external barriers
A.       High Levels of Deprivation- 0.35 ((NA 0.22) School Deprivation Indicator).
B.      Low Levels of Literacy on entry to Year 7 (23% of Students Below the Expected Standard for KS2 Reading)
C.      Low Levels of Numeracy on entry to Year 7 (20% of Students below the Expected Standard for KS2 Maths)
D.      17% FSM, 30% Pupil Premium and 27% EAL
3.   Desired outcomes (desired outcomes and how they will be measured) Success criteria
A.       Students in Year 7 Catch up swiftly. 100% of Students at the Expected Standard by the end of Year 7
B.      Students make more than expected progress by the end of KS4. +0.50 or greater Progress 8 Score for all groups.
C.      All students attain well All PP students to at least meet the National Average of Attainment 8 for disadvantaged pupils and to remove in-school gaps with respective peer cohorts.
1.     Review of Expenditure
Previous Academic Year 2018/19
    i.    Quality of teaching for all
Desired outcome Chosen action / approach Impact: Did we 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
Improve progress in English, Maths and Science. Contribution to Staffing, mentoring and tutoring.

Contribution to an additional Maths post

Contribution to an additional English post.

Contribution to an additional Science post.

Contribution to Academic Coaches

Attainment 8 for PP 41.83: non PP 46.91 (GAP reduced by 3.69 attainment points)*

Progress 8 for PP +0.04: non PP +0.01 (POSITIVE GAP: reduced by 0.47 progress points).

% achieving 5A* – C GCSE (9-5) incl. EM for PP 25%: non PP 35% (GAP reduced by 10%)*

% Achieving E+M (Standard Pass 4+) for PP 51%: non PP 67% (GAP reduced by 7.5%)*

% Achieving EBacc (Strong Pass 5+) for PP 4%: non PP 9% (GAP reduced by 3%)*

% Achieving EBacc (Standard Pass 4+) for PP 5%: non PP 12% (GAP reduced by 3%)

* Performance GAPs within disadvantaged pupil cohorts compared to those seen in 2018 results.

Academic Coaches continue to deliver intensive in-class support and additional 1:1/focus group interventions for targeted disadvantaged students.  Internal data is regularly collected and analysed in order to measure the impact of the interventions that are implemented and to identify any areas of concern or opportunities for further development.  Attainment 8 scores have increased by 4.88 (PP) and 5.31(FSM) points from Summer 2018 results.  Progress 8 scores have also increased substantially by 0.43 (PP) and 0.73 (FSM).  With a considerable improvement in these performance measures and a reduction in the in-school GAPS compared to non-disadvantaged cohorts, the restructuring of the PP department and the delivery of the additional academic support appears to have demonstrated a significant positive impact.  Therefore, the PP department will continue to develop the efficiency of the interventions delivered and ensure that Pupil Voice and Parental Engagement are tools that are utilised to ensure that tailored support is delivered to students across the PP cohort. £212,330.00
Ensure staff are aware of developments that will impact on closing the PP gap. CPD for staff to support PP students.

Class Charts

Training given, RAG meetings, Class Charts identification. Inter-departmental links to be maintained alongside regular progress reviews in order to highlight opportunities for the PP Department to support.  Best practices to be developed and disseminated to other schools through Teaching School Alliance. £551.00
Total budgeted cost £212,881.00
   ii.    Targeted support
Desired outcome Chosen action / approach Impact: Did we 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
Improved attendance and behaviour.

Improve outcomes.

Pupil Premium Manager Pupil Premium Student Support Manager

Student Support Managers (5 posts)

Attendance Manager

Welfare Manager.

Attendance

Year 7 – PP GAP -3.1% FSM GAP -2.09%*

Year 8 – PP GAP -1.68% FSM GAP -1.52%*

Year 9 – PP GAP –2.88% FSM GAP -2.0%*

Year 10 – PP GAP -1.19% FSM GAP -0.87%*

Year 11 – PP GAP -3.6% FSM GAP -4.4%*

*The attendance GAP has reduced in 4 out of 5 year groups. 

 

Behaviour    *A- Disruption School Detentions

*Year 7 Detentions PP 57% Non PP 43%

*Year 8 Detentions PP 60% Non PP 40%

*Year 9 Detentions PP 38% Non PP 62%

*Year 10 Detentions PP 43% Non PP 57%

*Year 11 Detentions PP 41% Non PP 59%

To be continued this year.  Continuous monitoring of attendance and behaviour trends in order to possess the knowledge to respond proactively to any identifiable barriers to learning for our students. Raffle Ticket reward schemes were deployed in Half Terms 1B, 2B and 3B to tackle persistently absent FSM (and PP) students.  The incentive demonstrated notable impact towards improving FSM attendance across all year groups.  On reflection, the PP department will this year introduce a similar scheme in order to reduce the number of behaviour incidents and detentions received by disadvantaged students in order to minimise disruption to learning. £156,298.00
Improve outcomes for all students. Revision classes contribution.

Holiday Revision Classes

The Learning Hub

Attainment 8 for PP 41.83: non PP 46.91 (GAP reduced by 3.69 attainment points)*

Progress 8 for PP +0.04: non PP +0.01 (POSITIVE GAP: reduced by 0.47 progress points).

% achieving 5A* – C GCSE (9-5) incl. EM for PP 25%: non PP 35% (GAP reduced by 10%)*

% Achieving E+M (Standard Pass 4+) for PP 51%: non PP 67% (GAP reduced by 7.5%)*

% Achieving EBacc (Strong Pass 5+) for PP 4%: non PP 9% (GAP reduced by 3%)*

% Achieving EBacc (Standard Pass 4+) for PP 5%: non PP 12% (GAP reduced by 3%)

* Performance GAPs within disadvantaged pupil cohorts compared to those seen in 2018 results.

Pupil Premium to continue to support with the supply of curriculum materials to departments in order to eradicate any barriers in the delivery of an accessible scheme of work.  Systematic monitoring of departmental data at data capture points throughout the year, with identification of areas for development.  The department will promote pupil’s sense of value with increased recognition of revision class attendance and subject progress with regular pupil rewards. The Learning Hub will continue to provide a centralised base for students to work academically outside of their lessons.  Support will be available via the Academic coaches, alongside ample ICT facilities and a positive learning environment in order to facilitate pupils’ individual study time. £16,365.00
Improved attainment and progress across all subjects. Contribution to Revision Materials including Course Specific Revision Guides and Textbooks Attainment 8 for PP 41.83: non PP 46.91 (GAP reduced by 3.69 attainment points)*

Progress 8 for PP +0.04: non PP +0.01 (POSITIVE GAP: reduced by 0.47 progress points).

% achieving 5A* – C GCSE (9-5) incl. EM for PP 25%: non PP 35% (GAP reduced by 10%)*

% Achieving E+M (Standard Pass 4+) for PP 51%: non PP 67% (GAP reduced by 7.5%)*

% Achieving EBacc (Strong Pass 5+) for PP 4%: non PP 9% (GAP reduced by 3%)*

% Achieving EBacc (Standard Pass 4+) for PP 5%: non PP 12% (GAP reduced by 3%)

* Performance GAPs within disadvantaged pupil cohorts compared to those seen in 2018 results.

Revision materials were purchased, including an entire collection of course and subject specific individual pupil guides.  This ensured that class teachers had a greater ability to create schemes of work relevant to the exam board course requirements.  These resources also ensured that pupils had the ability to study independently outside of the classroom, allowing them to achieve greater attainment and progress across their subject studies. £7,550.00
To gain new life skills.

To develop an “I can, I will” attitude.

Duke of Edinburgh Award Pupil’s progression increased – pushing personal boundaries, gaining new skills including resilience to transfer to their academic studies.  Student’s participation enabled the development of their CVs and university applications.

Bronze Award – 33 Pupils completed the course (27% PP)

To be continued this year with an aim of introducing more Pupil Premium students to the opportunity by exploring the opportunities available to students during pupil meetings/mentoring sessions. £4,000
Total budgeted cost: £184,213.00
       iii.         Other approaches

 

Desired outcome Chosen action / approach Impact: Did we 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
Development of Leadership skills and development of student voice. Student leadership posts 104 Student Leadership posts awarded (Years 8-11):

Junior, Senior and Lead Ambassadors

Prefects, Senior Prefects, Head Boy/Girl.

39 PP Students assigned (38%)

To be continued this year with an aim to incorporate as many Pupil Premium students into the leadership team as possible via positive marketing of the scheme and regular pupil feedback from staff.  Barriers preventing awareness and confidence to apply for such opportunities to be addressed and dissembled by way of regular mentoring. £3,832.00
Improve progress in English, Maths and Science. Core Challenge ·       Core Challenge examinations – w/c 18/03/19.

·

·       Improvement aims:

·       To improve the mark/fine grade achieved between the Year 11 Internal exam season in January 2019 and the subsequent Core Challenge exam season in March 2019.

·

·       Maths – 123 students achieved the required progress.

·       English – 125 students achieved the required progress.

·       Science – 128 students achieved the required progress.

All students who achieved the determined progress criteria were offered financial support in the form of discounted Leavers Prom tickets.  The more subjects that the pupil improved in, the greater the level of compensation that was awarded.

The Core Challenge reward scheme again demonstrated significant pupil progress and improvement between internal exam results collected in January and March 2019. Following last year’s meetings between students and the PP Student Support Manager, and the introduction of smaller, more frequent reward incentives dispersed throughout the academic year, the PP department identified a general pupil preference for more regular, personal rewards as recognition of positive attitude and progress.  This year we will continue to meet with pupils to identify preferences in order to ensure the most effective application of funding to make our students feel most valued.  The PP department will this year monitor Positive Attitude to Learning points to ensure that disadvantaged students who consistently deliver high standards are rewarded for their effort. £1,800.00
Improve outcomes.

Build confidence.

Provide pupils with opportunities to succeed.

Financial support for students (curriculum, enrichment activities and music lessons) Attainment 8 for PP 41.83: non PP 46.91 (GAP reduced by 3.69 attainment points)*

Progress 8 for PP +0.04: non PP +0.01 (POSITIVE GAP: reduced by 0.47 progress points).

% achieving 5A* – C GCSE (9-5) incl. EM for PP 25%: non PP 35% (GAP reduced by 10%)*

% Achieving E+M (Standard Pass 4+) for PP 51%: non PP 67% (GAP reduced by 7.5%)*

% Achieving EBacc (Strong Pass 5+) for PP 4%: non PP 9% (GAP reduced by 3%)*

% Achieving EBacc (Standard Pass 4+) for PP 5%: non PP 12% (GAP reduced by 3%)

* Performance GAPs within disadvantaged pupil cohorts compared to those seen in 2018 results.

The Pupil Premium department will continue to promote the availability of support for our students who are facing barriers that prevent them from accessing opportunities presented in the school, both curricular and extra-curricular.  Regular communication with HOY/SSM/Form Tutors to collate any concerns regarding personal pupil barriers, allowing the Pupil Premium department to assist parents with financial support.  Use of parental engagement (including school events such as Progress Evenings) to support the department’s ability to identify areas where pupils may require extra support. £4,250.00
Improved outcomes for all students. Contribution to alternative provision.

Inclusion Support SLA

Attendance

Year 7 – PP GAP -3.1% FSM GAP -2.09%*

Year 8 – PP GAP -1.68% FSM GAP -1.52%*

Year 9 – PP GAP –2.88% FSM GAP -2.0%*

Year 10 – PP GAP -1.19% FSM GAP -0.87%*

Year 11 – PP GAP -3.6% FSM GAP -4.4%*

*The attendance GAP has reduced in 4 out of 5 year groups. 

To be continued this year in order to facilitate the learning and access to the cirrciculum for all students on roll at the academy.  Behaviour incentives to be introduced with the aim of reducing the number of detentions/behaviour incidents obtained by PP students in order to reduce any subsequent exclusions from lessons. £23,500.00
Improved attendance

Improved outcomes.

Attendance rewards

SEN trips

Clubs (LSA staff costs)

SEN Summer Fayre

Attendance

Year 7: SEN 92.2% GAP -4.4%

Year 8: SEN 94.8% GAP -0.7%

Year 9: SEN 94.0% GAP -1.0%

Year 10: SEN 93.5% GAP -2.0%

Year 11 SEN 92.9% GAP -1.7%

To continue to identify opportunities to support the SEN department to create a fully accessible cirrciculum for all students and to reward improved attendance, with a focus for SEN students who are also in the disadvantaged cohorts of the Academy. £4000.00
Improved attendance

Improved outcomes.

Travel expenses and uniform.

Financial support

ICT equipment

Attendance

Year 7 – PP GAP -3.1% FSM GAP -2.09%*

Year 8 – PP GAP -1.68% FSM GAP -1.52%*

Year 9 – PP GAP –2.88% FSM GAP -2.0%*

Year 10 – PP GAP -1.19% FSM GAP -0.87%*

Year 11 – PP GAP -3.6% FSM GAP -4.4%*

*The attendance GAP has reduced in 4 out of 5 year groups. 

To be continued this year in order to allow all pupils to travel to school safely, removing any barriers to their education.  Regular meetings with PP pupils and continuous communication with Year Leaders to identify any attendance/safeguarding issues that may be supported by the PP department.  The PP department will continue to offer financial assistance to PP students in need of basic Academy requirements i.e. uniform to prevent isolation from study and potential damage to pupil progress, £4,000.00
Total Budgeted Cost £438,476.00
Planned Expenditure 2019/20
    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 Cost
Improve progress in English, Maths and Science. Contribution to Staffing, mentoring and tutoring.

Contribution to  additional Maths post

Contribution to additional English post

Contribution to additional Science post

Contribution to Academic Coaches

We want to offer outstanding quality teaching to all pupils in order to maximise their academic performance.  Additional teaching posts in CORE subjects will result in smaller class populations and more intensive teacher support. The % of PP students achieving Grade 5+ increased in every Core subject in comparison to the previous year:

English 42% (9-5) – Up by 15%

Maths 36% (9-5) Up by 13%

Science 35% (9-5) Up by 13%

Qualified staff, data collected regularly to monitor pupils’ performance, more regular pupil rewards to recognise and incentivise positive attitude to learning.  More regular whole school Pupil Premium updates to ensure that staff are aware of the provisions that are implemented and to encourage departments to request provisions to support the delivery of their own departmental interventions.  Regular Pupil Premium meetings between PP Manager/SSM and Academic Coaches in order to ensure that students are receiving appropriate and effective interventions. Senior leadership, Head of departments, £149,329.00
Ensure staff are aware of developments that will impact on closing the PP gap. CPD for staff to support PP students.

Class Charts

We want to offer outstanding quality specific teaching to meet the needs of the pupils and to close the gap for the pupil premium pupils. CPD courses are selected which offer a combination of subject knowledge and involved both external and peer support. They are then disseminated to WG staff.  Staff to utilise Class Charts to record, monitor and evaluate progress/intervention for vulnerable students (PP/FSM).  With a whole school PP cohort of 30%, it is critical that all staff are aware and utilise any support that may be available from the PP department in order to support their teaching and to subsequently improve the results obtained by disadvantaged students. Subject courses selected based on analysis of effectiveness, cover staff organised well in advance.  Regular communication with HODs to offer support and to highlight any trends in progress identified by the PP department with suggested solutions.

PP procedures communicated to all new staff during induction sessions to educate them about the department and all staff to be sent a copy of the updated PP Staff Guidance document upon commencement of the new academic year.

SLT/ Pupil Premium Manager £500.00
Total budgeted cost £149,829.00
   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 Cost
Improved attendance and behaviour.

Improve outcomes.

Contribution to Pupil Premium Manager

Pupil Premium Student Support Manager

Contribution to Student Support Managers (5 posts)

Attendance Manager

Welfare Manager.

We want to support the PP students with their academic, emotional and social needs in and out of school. Ensure they are attending school and getting the best opportunities in school and feeling valued. Putting things in place to help the student academically without having any barriers in the way. To improve attainment by making sure pupils are attending school and are fully supported in school by way of, mentoring, counselling, safeguarding and to also ensure that pupils are happy and feel safe. Personalised support and assertive mentors assigned for pupils that require the additional support. Attendance discussed weekly with student support managers and attendance managers. Letters/texts sent regarding attendance trends to parents/guardians. Home visits are made to explore barriers so school can support and help take the barriers away.  Behaviour support packs have been created to provide effective resources for any PP pupils during periods of exclusion in order to minimise the negative impact on their learning.  Increased focus and regularity of attendance reward schemes for PP pupils in order to minimise persistence absence and improve overall academy attendance figures.  Similar incentives to be introduced this year to support the reduction of behaviour incidents and number of detentions obtained by disadvantaged students. SLT £156,299.00
Improve outcomes Revision classes contribution.

Revision materials.

Holiday Revision Classes

The Learning Hub

To provide extra support for all subjects leading in the approach of the GCSE exam season. Academic interventions delivered in either 1:1 or small group format in order to maintain the intensity of the specialist support available to its targeted students. Small group interventions with high qualified staff are known to be effective.  These will be used in collaboration with the in-class support provided by Academic Coaches throughout the year. Following the reconstruction of the deployment of PP Tutoring, Academic Coaches will continue to be situated in timetabled core subject lessons.  The aim is to continue to offer support to the class teacher and expand the availability of specialist intervention for disadvantaged pupils.  By way of effective communication with pupils, Academic Coaches, Class Teachers and Heads of Departments, the PP department will ensure that the resource of the additional subject specialist is used in a manner to maximise the development and progress of disadvantaged students.  The department will also continue to deliver PP Science Booster sessions for Year 11 students during the preparatory stage of their GCSE exams.

ordinators

PP Manager/PP SSM/Heads of departments/Academic Coaches/Teaching staff £16,365.00

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Gain new life skills Duke of Edinburgh Award The Duke of Edinburgh is the world’s leading youth achievement award. Giving students the opportunity to be the best they can be.

Pupils progression increased – pushing personal boundaries, gaining new skills and enhancing their CVs and university applications.

Award delivered by trained staff.  We aim to increase the percentage of Pupil Premium and FSM students enrolling on the award this year by discussing the benefits of such a scheme during regular PP SSM Mentoring sessions.   In order to achieve this, we will continue to support PP students with existing financial barriers that potentially restrict their registration onto the course. Duke of Edinburgh Staff Delegates £3,000
total budgeted cost £175,664.00
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 Cost
Development of Leadership skills and development of Student Voice. Student leadership posts To give pupils the chance to gain student leadership opportunities which aims to raise student voice to give them the leadership in organising events and evenings in school for different occasions. To build a good team ethos around school life and to become the decision making vehicle when the opportunity arises in school. Students to go through an application process whereby a new cohort is selected every year. Ambassadors are monitored through pupils signing up to various events/ evenings throughout the year.  We will aim to continue to increase the percentage of PP and FSM students with Student Leadership roles for the current academic year.  Regular mentoring and catch-up SSM meetings to promote the opportunity and the benefits from undertaking such a role in relation to self-development.  Increased frequency of rewards issued to PP pupils representing the school within these posts to ensure that they feel valued. Student leadership co-ordinators £3,832.00
Improve outcomes.

Build confidence.

Provide pupils with opportunities to succeed.

Financial support for students (curriculum, enrichment activities and music lessons)

PP Manager/PP SSM Mentoring Meetings

RADY (Year 7/Year 8)

We want to ensure that the full extra-curricular network of opportunities across the academy is available to all disadvantaged students.

Meeting with PP students individually and educating them on the provisions that the department can provide presents an opportunity to identify barriers to learning on a personal scale.  The knowledge obtained from the discussions will inevitable assist in the process of creating a full and engaging curriculum that every pupil at WGA has access to, thus development more rounded and resilient young people.

To engage with staff, parents/guardians and pupils to be able to share thoughts, promote self-esteem and ensure that pupils are engaging holistically in school-life. Communication with departments to advertise funding support for materials and resources to support in the improvement of its teaching delivery and resultant outcomes. Pupil Premium Manager/PP SSM £3,500.00
Improved outcomes for all students. Contribution to alternative provision.

Inclusion Support SLA

To ensure that any pupil who remains on roll at WGA can access a similar cirrciculum during periods of study at alternative provision centres.  As such, pupils will have access to the tools to support their continued learning and progress towards a high standard of academic attainment. Regular communication with Alternative Provision Education settings and regular staff visits to monitor pupil progression ad well-being. Travel support delivered to disadvantaged pupils at alternative provisions centres in order to ensure that the Academy continues to support the progress of every pupil on roll at WGA. Assistant Head teacher/ Student Support Managers £23,500.00
Improve progress in English, Maths and Science.

Improved Outcomes for Students at KS4.

Progress Reward Incentives

Attitude to Learning Reward Incentives

·       Offering pupil incentives for progress made between Year 11 January Internal exams and Core Challenge exams has demonstrated consistently high levels of progress over the previous two academic years.  This year, Core Challenge exams have been relocated from March to November in the school calendar.  The PP department will meet with all disadvantaged students in Year 11 in October to discuss the importance of the internal exam seasons and to advertise the rewards available specifically if specific progress criteria is met.

·

Rigorous monitoring of data collections before and after the 2019/20 Core Challenge intervention. This year’s rewards to be confirmed.  This year we will adjust our approach accordingly during the data review process to ensure that consistently high performers receive adequate recognition and reward in instances where it is difficult to demonstrate significant “progress” between two respective data captures.  Rewards will also be reviewed in line with “student voice” to ensure that pupils value the incentives offered and feel valued for the progress that they achieve. Heads of departments/ Pupil Premium Manager and Pupil premium student support manager £1,500.00
Improved attendance

Improved outcomes.

Attendance rewards

SEN trips

Clubs (LSA staff costs)

SEN Summer Fayre

Monitoring attendance and addressing any issues regarding pupils below satisfactory attendance levels is vital in ensuring that pupil progress does not deteriorate.  With a direct correlation between poor attendance and poor Attainment 8/Progress 8, good attendance is vital in ensuring that all pupils attain well.  Although attendance GAPS between PP and Non PP cohorts did decrease last year in comparison to 2017/18, internal GAPs remain within the disadavanatged cohorts. Weekly notices about pupil’s attendance. Year leaders meet regularly with the School Attendance Manager. Realistic targets are set for persistently absent pupils to achieve and benefit from Attendance reward incentives.  A persistent, consistent and insistent approach from the PP department regarding the importance of high attendance, with regular rewards for the pupils who demonstrate the standards that are expected by the academy.  Newly developed PP attendance reward schemes, offering short-term and long term rewards for pupils to acknowledge achievement of personal milestones. Year Leader/ Attendance Manager

SENCO/PP Manager/PP SSM

£1,500.00
Improved attendance

Improved outcomes.

Travel expenses and uniform.

Financial support

ICT equipment

Learning Hub

Various staff members across the academy, including Year leaders and SENCO make frequent requests for bus passes and uniform for identified vulnerable students.  These types of intervention are implemented in order to support these students in improving their attendance and self-esteem, with subsequent increased subject progress seen as a result.  We also provide ICT equipment/provisions for pupils to allow them to access software and homework that require IT access. To regularly monitor pupil attendance and progress following their receipt of intervention and support.  Continuous data analysis will provide the opportunity to measure the impact of various interventions and to ensure that any other areas of concern/barriers to learning can be identified. Year Leaders/ SENCO/ Pupil Premium Manager £3,000
Improved Outcomes

Improved Progress in English, Maths and Science.

Improved attendance and behaviour

The Learning Hub

Academic Coaches

Sam Learning MathsWatch

Bedrock

Seneca

(E-Learning Provision)

Academic Coaches will continue to deliver academic support to disadvantaged students during both in-class and targeted 1:1/small focus group environments.  These sessions will continue to operate out of the centralised base of The Learning Hub, following its launch in May 2018.  With a direct correlation between the number of hours pupils spend on online revision platforms and their Attainment 8 score, the PP department will again target cohorts in all three Core subjects across Years 7-11.

Completion of online tasks via a multitude of platforms will be rewarded by Academic coaches.  Cohorts will be selected based on internal data and discussions with respective HODs.  Monitoring throughout the year will enable us to adjust the cohorts when required in order to maximise the impact of the resources deployed.

Academic Coaches and PP Student Support Manager will monitor digital reports and analyse pupil progress across online intervention tasks.  Progress to be communicated and shared with HODs/Year Leaders and compared to internal PC data to measure the impact of the interventions for each cohort of students and adjust the target groups based on the findings.  Academic Coaches to motivate pupils to complete the tasks independently in order to obtain more regular half termly rewards in recognition for adequate completion.  Academic Coaches to continue to market the Learning Hub via a variety of academy channels to continue the increase of pupil usage and maintain the centre as a provision to develop both academic and pastoral pupil development. PP Manager/PP SSM/ PP Subject Co-coordinators/Academic Coaches £4,000.00
Improved Outcomes

Improve participation in extra-curricular activity

Improve physical and mental well-being

To help students to build an “I can, I will” mindset.

Contribution to

RADY Project

Following its launch in September 2018, the RADY project has been deployed to support a targeted group of Year 7 PP students to close the attainment gap between themselves and the non-disadvantaged cohort of the same curriculum year group.  National and internal data demonstrates evident disparity between PP and Non PP KS2 attainment, a difference which continues to expand as students continue to progress through secondary education. With a greater investment in disadavantaged pupils at KS3 level, the aim is to reverse the trend of an increased gap in attainment/progress between the cohort and their non-disadvantaged peers by the end of Year 11. A tailored enrichment program will be delivered for the RADY cohort in order to develop academic and life skills, in addition to broadening opportunities and life experiences.  Regular staff communication regarding RADY pupils, with the implementation of effective intervention in any subject areas of need.  The PP department will support other disadavanatged pupils across the academy with the implementation of specialist Enrichment Coaches to deliver a larger and more varied extra-curricular cycle during KS3 Enrichment time.  The greater variety of extra-curricular activities will ensure that all pupil have access to topics that they enjoy/skilled at to promote both physical and mental well-being. PP Manager /

PP SSM/

Academic Coaches/ Enrichment Coaches

£3,000.00
Total budgeted cost £369,325.00

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