Pupil Premium & Recovery Premium

Impact

• Senior Leadership Team Monitoring Feb/ March 2019 confirmed that the majority of teachers continue to build upon previous good practice to further meet the needs of all pupils. This was exceptional in 74% of lessons observed.

• Monitoring confirmed that the quality of marking and feedback this academic year has been high, with only 6% of teaching (3 members of staff) having issues which required ongoing monitoring.

• 35 members of staff visited colleagues’ classrooms/ had discussions during Teach ‘N’ Talk Week.

• 92% of staff strongly agree or agree that ‘Leaders use professional development to encourage, challenge and support teacher ‘improvement’. An increase of 10% from 2017. (Confidential Staff Questionnaire July 2019).

• 94% of staff strongly agree or agree that ‘Leaders do all they can to ensure that the school has a motivated, respected and effective teaching staff’. An increase of 11% from 2017 (Confidential Staff Questionnaire July 2019).

• 91% of staff strongly agree or agree that ‘Leaders have created a climate in which teachers are trusted to take risks and innovate in ways that are right for pupils’. An increase of 12% from 2017. (Confidential Staff Questionnaire July 2019).

This has enabled us to:

• Provide an additional English and Maths lesson in KS3 and KS4.

• Reduce class sizes.

• Increase flexibility in staffing which facilitates the allocation of our best teachers to intervention groups to maximise progress.

Impact

• Lower ability pupils performed well in GCSE examinations Summer 2019, with 3 achieving a Grade 4 or above in English and Maths (Last year no low ability pupils achieved above a grade3).

• Disadvantaged pupils Progress 8 scores in English and Maths increased on last year. Maths increased from -0.76 to 0.04. Attainment 8 has also risen significantly from 30.6 in 2018 to 39.92 this year. English was up half a grade and Maths by just over a grade.

• The number of disadvantaged pupils achieving Grade 5 and above in English and Maths has doubled to 25.5% and those achieving Grade 4 and above increased from 33% to 53.3% in 2019.

• 95 Year 7 pupils were included in the programme this year. 67% of the disadvantaged pupils made at least 3 months progress, 30% made 12 months or more progress and 19% have made 18 months progress or more.

• Nearly half of the disadvantaged pupils that take part in Accelerated Reader in Key Stage 3 achieved more than chronological growth in reading

Literacy has a high profile across the school historically, at the present and into the future. This is due to the significant number of pupils who enter the school with reading levels well below their chronological age e.g. In 2018 only 25% of the new Year 7 intake has ages on or above their chronological age (75% below) and 26% had reading ages of below 9 years of age. The average reading age for DP (Deprived Pupils) was 10.06 years while the average age of NDP (Non-Deprived Pupils) was 11.10 years.

In Year 7 we have 5 stages of intervention:

Reading Intervention Group 1

• Key Skills (Pupils with reading age of 6 to 7 years). Small group of 11 pupils, based in Learning Support and with additional support from Learning Support Assistants.

Reading Intervention Group 2

• (Pupils reading age between 7 and 9 years). Specialist withdrawal/ Accelerated Reader Programme (Designed to encourage and reward pupils reading and comprehension.

Reading Intervention Group 3

• Pupils with reading age below 10 years. Year 9 Reader Leaders Programme (Paired reading with Year 9 pupils) in addition to the Accelerated Reader Programme.

Reading Intervention Group 4

• Key Stage 3 Reading Focus – Accelerated Reader Programme.

Reading Intervention Group 5

• Gifted Readers – Book Club

Impact

• Pupils in Reading Intervention Groups 1 and 2 made significant progress from September 2018 to June 2019. The average reading age of pupils in Group 1 increased by more than 2 years and pupils in Group 2 improved by more than 18 months.

• Disadvantaged pupils reading age improved by 19.3 months, while non- disadvantaged pupils improved by 12.4 months.

• The gap between disadvantaged and non-disadvantaged Pupils reduced from 10.7 months in September 2018 to 3.8 months in June 2019.

Three members of staff under the leadership of an Assistant Headteacher meet every Monday morning to review the achievement and attitude to learning of a targeted group of pupils (approximately 40 Key Stage 3 pupils).

The aim of this strategy is to use early intervention to encourage a positive attitude to learning resulting in accelerated progress.

Pupils are part of the Junior Phoenix Club which meets every Wednesday 3:00-4:00pm. During club time pupils are challenged to develop their problem solving and thinking skills through various activities and games and are also encouraged to work as part of a team. An opportunity is given to complete homework. Pupils are rewarded for their positivity with additional awards such as ‘Star of the Week’.

In addition, individual reviews take place periodically with pupils and Progress Leads to review progress and set appropriate targets.

Impact

• The targeted pupils in Year 8 or 9 achieved the same number of Attitude to Learning points as the mean for their year groups.

• Year 7 and Year 8 targeted pupils increased the number of Good or Outstanding points by 17% from the end of the Autumn to the Spring Term.

• 3. 63% of Year 7 pupils had attendance of over 95%. The lowest attendance was 91.8%.

The purpose is to give pupils a supportive environment in which they can complete their homework. The target group includes Key Skills pupils and any other pupils in Key Stage 3 who struggle to meet school expectations. Support is provided 3:00- 4:00pm Monday to Thursday by a teacher and three Learning Support Assistants.

Impact

• There has been a significant reduction in the number of instances where pupils had not completed homework. 75% of the targeted group completed their homework on time and to the required standard.

• The one-to-one support has helped build positive working relationships between pupils and members of staff.

• 6 pupils who had attended Homework Club in KS4 achieved 5+ Grades 4 and above.

• 5 pupils achieved Grade 4+ in English and Maths.

• The Progress 8 score for pupils with low prior attendance 2019 was 0.07.

This fund is used to support Disadvantaged pupils to enable them to access the full range of opportunities open to Non-Disadvantaged pupils. In addition, we support families with the purchase of school uniform.

Impact

• Five pupils were able to attend school trips (3 abroad) who, due to the cost, would not have otherwise been able to attend. The attendance of four of the pupils has been maintained in line with the school average.

• Nine pupils have been supported during the last 12 months with the purchase of school uniform.