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Pupil Premium and Year 7 Catch Up Funding


What is Pupil Premium?

The Pupil Premium is an amount of money received by schools based upon the number of children at the school, eligible for Free School Meals (FSM) and Children who are looked after or children who have a parent in the Armed Forces. The Pupil Premium has a number of aims:

• to increase social mobility;

• to enable more pupils from disadvantaged backgrounds to get to the top Universities;

• to reduce the attainment gap between the highest and lowest achieving nationally.

• to improve the achievement of pupils eligible for PP by closing the gap with their peers.

Every child who leaves school without the right qualifications faces a far more difficult path to fulfilling their potential and finding employment. We owe it to all our young people to ensure they are given every chance to succeed. Sir Michael Wilshaw, Her Majesty’s Chief Inspector of Schools, 2012.

Hillsview Academy operates within Redcar and Cleveland, in a catchment area with high levels of disadvantage. More information about the neighbourhood in which the school is located (and in which a proportion of our pupils reside) can be found here: www.redcar-cleveland.gov/healthandpoverty


How does it work?

Simply spending more money on children does not necessarily improve their learning or their aspirations. There is no direct link between spending money and outcomes for students. If the Pupil Premium is to succeed in achieving its ambitious goals, the choices that the Academy makes in allocating the money are vital so that the funding can help raise student attainment and aspirations. The money needs to be allocated as part of a strategic approach to raising standards across the academy, providing better opportunities for our students academically, as well as developing life, work and personal skills to give them the best chance of a successful future. At Hillsview Academy we use the Pupil Premium to enable us to provide a number of different interventions and strategies. The Pupil Premium enables us to, both directly and indirectly, provide additional support and interventions for those students highlighted by the government, as needing it most.

Pupil premium strategy statement (secondary)

1.     Summary information

School

Hillsview Academy

Academic Year

2018-19

Total PP budget

£328,090

Date of most recent PP Review

19/04/17

Total number of pupils

625

Number of pupils eligible for PP

366

Date for next internal review of this strategy

Jan 2019

 

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

 

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

 

A.     

Poor literacy and comprehension skills - reading ages are low and English results for PP are significantly below national average.

 

B.     

Exclusion rates for PP are significantly higher than for non PP

 

C.     

Outcomes for PP students are significantly below NA

 

D.

High level of challenge and expectations are not consistent in all lessons

 

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

 

E.

Low attendance rates for PP students reduces learning time and impacts on attainment

 

3.   Desired outcomes (desired outcomes and how they will be measured)

Success criteria

 

A.     

Improvement in reading ages and literacy

 

 

B.     

Exclusion rates are radically reduced

50% reduction from previous year

 

C.     

Progress of PP students is closer to that of NPP students

Progress gap is closed to less than 10%

 

D.     

Improved % of green learning walks around challenge and classroom climate

By HT6 90% of staff will be effective as seen in LW.

 

E.

Increased attendance for PP students

PP cohort to achieve 95%. PA 18% or less

 

4.   Planned expenditure

      Academic year

2018-19

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?

Impacts

A

Whole School Reading focus implementing and embedding AR programme

Most students do not read for pleasure and the school library is only accessed by a very small percentage of students.

Large groups of students have reading ages below their chronological age. Poor literacy affects students accessing exam questions and results reflect this.

AR was shown to have a positive impact when implemented and delivered well.

Staff training on AR and its benefits.

Strategies on how to engage reluctant readers. Tutors to monitor % accuracy tests and have meaningful conversations with students.

 

Literacy co-ordinator

January 2019

 

A

Embedding reading strategies and monitoring its use through two weekly literacy focused learning walks.

EEF toolkit recognises the impact teaching reading strategies can have on comprehension skills. Students comprehension skills are weak and this impacts on their ability to access resources and exam papers.

SL to monitor literacy focus during departmental LW. Where there are concerns, department support and interventions will be put in place. Staff literacy training to take place for staff that have personal literacy issues.

Literacy co-ordinator

January 2019

 

A

Friday Write

Ofsted have identified the need for an effective whole school literacy policy to improve literacy levels and extended writing.

All staff will be expected to deliver extended writing in their lessons to ensure high expectations around literacy and transference of skills from English across the curriculum. Sessions will be planned by the literacy co-ordinator and delivered by all teaching staff. Student will have a success criteria shared and work will be marked for literacy and the agreed success criteria. Staff training to be delivered October 2018.

Literacy co-ordinator

January 2019

C, D

In house coaching programme designed to improve quality first teaching

Challenge is not consistent in all lessons. Several staff have completed an external coaching programme (Lilac Sky) and are now trained to coach other teachers to improve classroom pedagogy. Quality teaching will enhance progress for disadvantaged learners.

Coaches will be given timetabled protected time to observe and coach teacher that have been identified as not yet effective.

External or leadership observations will validate any long term improvements.

Cover support for coaches and coached.

T&L Lead

January 2019

A, C, D

Quality Marking and Feedback - introduction of new formative assessment books - marking PP books first

Research from John Hattie’s Visible Learning and EEF toolkit suggest high quality feedback is an effective way to improve attainment. It allows for differentiation that gives individual and bespoke support to all students.

Regular book scrutinies of formative assessment books.

Keeping exemplar folders of work in each subject area to model good practice

Leadership monitoring of marking and feedback at leadership meetings.

 

T&L Lead

October, January and March 2017-18

Total budgeted cost

£11,000

   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?

B, E

The Haven as an alternative to potential PEx/ school refusal/lack of engagement

PA rates are higher for disadvantaged students. To avoid this we want provide a safe environment for students with anxiety and other disorders that lead to poor attendance and school refusal. More Disadvantaged students have been permanently excluded or are in alternative provision and we want to change behaviours before this becomes a risk. Reduction of S4 behaviour sanctions.

Attitude to Learning will improve for disadvantaged pupils accessing the bridge.Students’ perception of their engagement and success will improve,

 

Rigorous referral processes ensure the correct students are targeted.

LSAs support students in lessons to avoid missing out on teacher input and complete work with students if they use their time out pass. Time out passes should not be used until student has given the lesson a chance.

Reintegration into full timetables will be supported by LSAs.

 

SENDCO

January 2019

A

1-2-1 or small group work for English and maths catch up. Maths to deliver theNumicon Big Ideas.programme and English to deliver key skills that students scored poorly on in KS2 SATS

18 students in maths and 20 students in Reading were not deemed ‘Secondary ready’ and struggle to access the curriculum without further support

External, primary trained teacher employed for English catch up. Skills focus based on forensic analysis of SATS.

Similar maths tutor advertised for.

Half termly monitoring of progress.

PP Lead

January 2019

B, C

Counsellor and DSL

Significant amount of students suffering from anxiety, school refusal or issues resulting in poor behaviours. Supporting families.

Clear referral process for students in need. Agreed appointment times.

SENDCO

January 2019

Total budgeted cost

£68,000

 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?

C, D

Class charts used to create seating plans and identify disadvantaged students.Also used to log positives and negatives to engage and encourage good attitude to learning.

Staff can use the data populated seating plans to quickly identify underachievement for disadvantaged students - adjust seating plans, put in in-class interventions

Compliance checks conducted by LT to ensure that it is being used. Book scrutinies and learning walks conducted with a PP focus.

T&L Lead

January 2018

C

Data system (Sisra) that allows for forensic tracking of PP students to support early intervention in all year groups.

Ofsted advised that all leaders need to be effectively evaluating the impact of their actions to improve outcomes for pupils.

Training given to key groups - DOLs/SLs, DOPs, teachers.

DOPs to create war boards to ensure standards in maths and English are improved and that the crossover between is monitored.

Data Manager/ Outcomes Lead

January 2019

E

Appointment of new Attendance Officer and Admin assistant

We cannot have a positive influence on student progress if students do not attend school regularly.

Clear expectations for Attendance Officer.

Monitoring all attendance but also looking at all sub groups and acting on data.

Work with parents and incentivise good attendance from their child.

Behaviour Lead/LIL

January 2019

B

Appointment of a new Isolation Manager

Fixed term exclusions are too high for PP students and too much learning is missed, impacting on PP outcomes.

Create an internal exclusion system as an alternative to FTE where students can remain on site and complete work set by their teachers. Google classroom set up for work to be uploaded 

Behaviour Lead

January 2019

C

Alternative Provision

 

 

Behaviour Lead and DOPs

 

B, C

Student Managers

Support for students with pastoral issues, attendance concerns and lack of engagement in school. Opportunities to make close links with families to support students.

Clear targets for SM about attendance and job roles.

DOPs

January 2019

A, C

PIXL

Subscription to a national charity that is focused on raising standards in schools and supports schools with resources and strategies.

Feedback to middle leaders after main meetings, use of PiXL apps for revision, use of PPE and forensic analysis or results.

Outcomes Lead

January 2019

Total budgeted cost

££223,000


 Year 7 Catch Up Funding - 2017-18

 

There were 32 students that were eligible for catch up funding for reading and 17 students that were eligible for catch up funding for maths. 12 students were eligible for both reading and maths catch up.

 

All of these students were withdrawn from lessons to work one-to-one or in small groups with a specialist intervention tutor. In maths, all students received weekly tuition over two terms. In English students received weekly tuition for the whole year or until they reached expected standard.

 

Maths tuition focused on two key areas, multiplication and subtraction, which were a barrier to progress in all areas of maths.

 

88% of students made progress in multiplication.

41% reached the expected standard.

 

82% of students made progress in subtraction.

70% reached expected standard.

 

English tuition focused on the key skills assessed in the KS2 SATS and those required for KS3 English - meaning of words in context, information retrieval, making inferences and making word choices.

 

90% of students made progress.

24% reached the expected standard.


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Web Admin,
17 Nov 2015, 02:27
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