Pupil Premium Statement
Our sponsors have a clear vision to improve standards through a commitment to Christian values that raise aspirations and develop the whole child by providing support for students from all backgrounds. Pupil Premium funding for the Financial Year 2014-15 was £331,457 and for 2015-16 was £356,247.
An extensive range of interventions, funded by the pupil premium in 2015-16, provided wide-ranging support, as explained below. This support had a positive impact on the inclusion and engagement of pupils. However, in 2016 the Progress 8 score (provisional) for all pupils was -0.64 and for disadvantaged pupils -0.82. This compares with Progress 8 scores in 2015 of -0.21 for all pupils and -0.54 for disadvantaged pupils, despite no loss of provision. The Senior Leadership Team reviewed Pupil Premium allocation in the Summer Term 2016. As a result, we are building on existing provision and introducing new provision for 2016-17.
Summary of Main Barriers to Learning
Actions focussed on learning in the curriculum include:
- A complex range of overlapping personal and social needs, and a lack of confidence and self-esteem presents a barrier to learning for many students.
- Levels of literacy and oral communication skills present a significant barrier to many students. For example, reading ages below 10 on entry vary between 40% and 56% of the cohort.
- A high proportion of students come from families with no tradition of Higher Education. Many of our students and families need support and guidance to access the pathways for career progression beyond school.
- Previously, the quality of teaching has been a barrier to learning in some areas of the academy. The quality of teaching continues to improve – the Ofsted monitoring visit in September 2016 was very positive about the increased pace of improvement. The rigorous focus on quality first teaching must be maintained.
How the Pupil Premium allocation was spent - 2015/16
In 2015/16 the main strands of PP funding were
- Direct academic intervention with identified pupils –particularly in Year 11. Key to this is the provision of HLTAs for English, maths, literacy and science.
- Personal development and support of individual students and families, particularly those who experience significant barriers to learning.
- Development of new initiatives in relation to literacy and oral communication skills.
- Maintaining staffing at levels which enable smaller class sizes.
- A mentoring programme for students identified as having a closable gap in performance between maths and English.
- HLTA in English and maths for in class support and team teaching, and for additional tuition within target tutor groups.
- Regular additional masterclasses for high ability students taught by subject leaders in English and maths.
- The use of Period 6 for additional exam prep and speaking test preparation.
We set great importance on personal development and activities to engage students, enable them to take responsibility, play an active role in the community, and widen their horizons. We focus on breaking down barriers to learning by ensuring good attendance, and work with individual students to provide a range of support. PP funding supported the provision of an Education Welfare Officer, Learning mentors, a Family Liaison Officer, a Sports Development Manager, a Year 7 residential experience, free uniform for Year 7, and the Vivo rewards system. We also engaged students through art workshops and engagement in drama linked to the Theatre Royal.
3.Language and Literacy
- Whole school focus on oracy and active reading strategies, reinforced through CPD and monitored through learning walks.
- A weekly Language for Life programme was taught during the tutorial period.
- An additional standalone literacy hour for Years 7 and 8, focused on SPaG and vocabulary building, through Hodder Quickstep Dynamic Learning, and on progress in reading through use of the Renaissance Learning Accelerated Reader program.
- The whole of Year 8 experienced a spoken language development programme delivered by Articulacy UK. The overwhelming majority of the year group achieved level 1 accreditation with the English speaking Board. All pupil premium students experienced and benefitted from this programme. Results were as follows
|GRADE ACHIEVED||NUMBER||CUMULATIVE %|
|Did not complete||15|
Pupil Premium breakdown of costs - 2015/16
|HLTA x 3 English, maths and Literacy||£66,576|
|Education Welfare Officer||£20,000|
|Family Liaison Officer||£22,634|
|Learning Mentors x2||£52,978|
|Sports Development Manager||£33,763|
|Free Y7 Uniform||£4 620 (£55 X 150 in total. Approx 56% of students on PP)|
|Y7 Residential||£1680 (approx. £3k in total. 56% of students on PP)|
The remainder of the funding was allocated to maintaining staffing at levels that enable smaller class sizes.
New strategies for the expenditure of PP funding for 2016/17
1. Quality Teaching for All
Through CPD with middle leaders the academy has developed a new teaching and learning framework: “The Power of 6”. The 6 strands are
- Planning for Progress
- High Expectations
- Assessment for Learning
- Learning to Learn
The Power of 6 should foreground the importance of all staff knowing their PP students and planning accordingly, with reference to strategies that enhance student achievement as evidenced in the EEF/Sutton Trust Teaching and Learning Toolkit and John Hattie’s work on effect sizes. –particularly
- Effective Feedback (+ 8 months)
- Metacognition (+8 months)
- Collaborative Learning (+5 months)
- Homework (+5 months)
- Oral Language Interventions (+5 months)
Impact will be monitored through observation and work sampling and through analysis of progress data.
2. Specific Targeted Actions/InitiativesDeveloping Oracy Skills through continued work with Articulacy UK in Y8
Between November 2016 and January 2017 we are repeating with current Y8 the ESB qualification.
Impact will be monitored through evaluation by Articulacy UK and by examined outcomes.
National Collaborative Outreach Programme
In partnership with DCON (Devon Collaborative Outreach Network) the academy will work with targeted Year 9 students, starting in 2016/17, and continuing as a four-year programme, focused on the government’s target of doubling the participation of disadvantaged students in Higher Education by 2020. We will target a group of Year 9 students using POLAR (participation of local areas) data which will allow selection of PP students from postcodes in quintile 1 –those wards with lowest participation in HE.
- In 2016/17 these students will work with Articulacy UK to build on the work they did in Y8 and complete the level 3 English Speaking Board qualification.
- • Subsequent years will build on this with the same selected cohort to raise aspirations and open doors into HE, so that in 2017/18 they will be involved in e-mentoring, then in Year 11 there will be tailored advice and guidance, and post-16 they will be involved in university student shadowing schemes, undergraduate taster sessions/master classes and individualised assistance with personal statements and mock-interviews.
Impact will be monitored through evaluation by Articulacy UK, progress data and by examined outcomes.
Developing Oracy and Employability Skills through Secondary Ready and the Voice 21 Pilot –
In 2016/17 we are one of 13 schools in England participating in a pilot scheme funded by the EEF Character Grant and led by School 21, (rated outstanding by Ofsted in 2014). This focuses on Year 7 and 8 and places us at the forefront of new developments in the teaching, learning and assessment of oral communication. This dovetails with the work we are carrying out in partnership with RIO (The Real Ideas Organisation) to create and implement a high quality real world learning programme to hook students into learning, develop confidence and get them “secondary ready”. Delivered in weekly two hour sessions it weaves together skills in literacy, oral communication, and employability.
Impact will be evaluated overall, and for its impact on pupil premium students. Students oral skills will be baselined at the start, and progress measured, using the School 21 Oral Assessment Framework, and the impact of Secondary Ready will be evaluated in collaboration with RIO
In 2016/17 there has been extension and enhancement of the library. Facilities were cramped and inadequate. This is the first step towards a new library which will be a large welcoming open access Learning Commons at the heart of the academy. We have subscribed to the Plymouth Schools Library Service, allowing us to expand and continually update our book stock, and providing access for all pupils to e-books, accessible via an app on any computer, tablet, or smartphone.
Reading will be developed through a weekly DEAR (Drop Everything and Read) programme. Tutors will encourage and monitor a policy of “a book in the bag at all times” and the Renaissance Learning STAR and Accelerated Reader schemes will be operated through the English department.
The HLTA (Literacy) will monitor the impact on Pupil Premium students in Y7 and 8, using the STAR Reading Screening Report to target intervention at PP students below benchmark.
In 2016/17, homework will be set and monitored using “Show My Homework”. This will allow us to more closely monitor and support PP students’ success with homework.
Interventions to support service children
A member of staff who has family connections with the armed forces has agreed to oversee membership of “HMS Heroes” Eligible students will be able to attend a variety of events and engage with other service children across the city.
In response to the government’s Obesity Strategy, we will run a before-school fitness club. This should have a positive impact on students’ readiness for morning school and impact on self-esteem.
The PP individual needs budget is a small but flexible source of funding for special cases. To date it is being used to support the inclusion of a Y11 PP student, by funding his continued attendance at “Bike Space”, and to fund a Y8 PP student’s travel expenses, incurred as a member of the YMCA Roller Hockey Team.