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1. Summary information School Fulwood Academy Academic Year 2016/17 Total pupil premium (PP) budget £316,498 Date of most recent PP Review September 2016 Total number of pupils 723 Number of pupils eligible for PP 334 Date for next internal review of this strategy May 2017 2. Barriers to future attainment of the pupil premium students, in-school barriers; A. Lack of support with homework, revision and independent learning preventing students from becoming self-motivated learners B. Inability to access extra-curricular activities and enrichment activities C. Limited stretch and challenge for the most able disadvantaged students with high academic targets. D. Lower literacy ages at the start of Key Stage 3. E. A greater percentage of behaviour, social and emotional issues for these disadvantaged students. F. Quality of provision for disadvantaged students in the core subjects preventing students from making good progress Barriers to future attainment of the pupil premium students, external barriers; G. Attendance of the pupil premium students is lower than their none pupil premium peers. 3. Outcomes Desired outcomes and how they will be measured A. Success criteria Tracking data and GCSE results which will show the gaps closing. Where they are not, interventions are put into place and To further improve the teaching and learning across the school to ensure that the gaps for the impact of these are regularly monitored. pupil premium students in both progress and attainment is closing continue to close. Monitoring of homework provision, regularity, appropriateness, quality of provision and quality of feedback is in line or better than those pupils who do not qualify for pupil premium. Support with and the monitoring of the provision of homework. B. More students who are eligible for pupil premium funding are able to access extra-curricular activities. More pupil premium students take part in these types of activities. Progress 8 scores for the most able disadvantaged is in line with their none disadvantaged peers. Pupils eligible for pupil premium identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across the school, so that they are on or above track to achieve their high targets and the end of KS4. Where they are not, interventions are put into place and the impact of these are regularly monitored. C. Improved rates of progress across the school for the high attaining pupils eligible for pupil premium. D. The increase in the literacy skills means that this is no longer a barrier to the learning of the The reading and spelling ages of this cohort of students is in line pupil premium students. with those of the none disadvantaged students. E. Improved behaviour of the pupil premium students both in and outside of the classroom. Fewer behaviour incidents recorded for these pupils on the school system. F. Improved outcomes for the pupil premium students in the core subject. As a result, the gaps for pupil premium students in both progress and attainment is closing. Tracking data and GCSE results which will show the gaps closing. Where they are not, interventions are put into place and the impact of these are regularly monitored. G. Improved attendance for all the pupil premium students. Overall attendance among students eligible for Pupil Premium improves. H. Additional Strategies to improve outcomes and support Pupil Premium students. Strategies that will help to identify barriers and support the progress of Pupil Premium students through interventions. Academic year Desired outcome A 2016 to 2017 Chosen actions/approaches Through Performance Walks, To further improve the book looks and other feedback teaching and learning instruments. across the school to The homework needs to be of a ensure that the gaps for good quality and relevant to the pupil premium students outcome to be achieved. in both progress and attainment is closing Before, break, lunchtime and after continue to close. school support for assisting in the completion of homework tasks. Desired outcome B Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Impact after the review EEF Feedback; High impact for low cost, based GMN on moderate evidence. +8 Homework; Moderate impact for very low cost or no cost based on moderate evidence. +5 LWG Termly meetings after each round of tracking data. DOFs Evidence and/or rationale for this choice Staff lead Student voice around the provision of these activities and remove any EEF barriers stopping the students attending. Aspirational interventions; Very low or no More students who are To offer all those in receipt of pupil impact for moderate cost based on very eligible for pupil limited evidence. Impact 0. premium the opportunity to premium funding are participate in extra-curricular Sports participation; Low impact for able to extra curricular activities at school which may moderate cost based on limited evidence. activities. incur a cost (e.g.) (peripatetic Impact +2. music lessons, DoE, etc). The school to contribute to the cost of either hire of specialist equipment or for the actual Date for review JMS FGM GMN Date for review Half termly review of the extracurricular registers analysing those disadvantaged students who have attended as well as matching these names with the interviews previously undertaken. Feedback with the pupils/students Impact after the review instruction itself if appropriate. about the activities they have participated in. To ensure these students have access to funding for sporting activities, curriculum trips, year group trips, residential trips and for other opportunities outside the classroom. Desired outcome C Chosen actions/approaches Involvement in clubs, projects and activities that will raise aspirations and resilience for our most able students. Improved rates of progress across the school for the high attaining pupils eligible Focussed and relevant events at for pupil premium. any outside establishments. Desired outcome D Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Date for review Impact after the review Termly meetings after each round of tracking data. GMN Evidence and/or rationale for this choice Staff lead GCSE Review. Date for review Impact after the review EEF Assess the literacy ages of these Reading comprehension strategies; students Identify those of low literacy skills Moderate impact for very low cost, based on extensive evidence.+5 The increase in the Start small intervention groups for literacy skills means Small Group Tuition; Moderate impact for guided reading. that this is no longer a moderate cost based on limited evidence. Impact +4. barrier to the learning of the pupil premium Improving literacy improves student students. outcomes overall - increases GCSE attainment and thereby life choices. DWG GHY GMN February 2017 Desired outcome E Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Date for review EEF Behaviour interventions; Moderate impact for moderate cost, based on extensive evidence. +4 months. “it is clear that reducing challenging Meetings with the careers advisor. behaviour in schools can have a direct and lasting effect on pupils’ learning.” (EEF Discussions re future behaviour Toolkit) after any fixed term exclusions. “Interventions which target social and Continual monitoring of the emotional learning seek to improve procedures with a particular focus attainment by improving the social and on the pupil premium group. emotional dimensions of learning, as Improved behaviour of opposed to focusing directly on the NRS Further develop strategies to the pupil premium academic or cognitive elements of reduce exclusion of pupil premium students both in and HOY learning.” (EEF Toolkit) students. outside of the classroom. Mentoring; Low impact for moderate costs Welfare Provide incentives to promote Team based on moderate evidence. +1 good behaviour particularly for disadvantaged students. School-based mentoring programs have on Humanutopia to help students to average been less effective than community-based approaches, possibly recognise their own barriers to making progress and take action because school-based mentoring can result to improve behaviour for learning. in fewer opportunities for young people to develop more lasting and trusting relationships with adult role models. However, positive benefits such as improved attitudes to school, better attendance and improved behaviour have been reported. (EEF) Two schemes for incentivising pupil effort have been researched by the EEF. The first Termly meetings after each round of tracking data. Half termly review of the data, analysing those disadvantaged students who may have any patterns in their poor behaviour as well as any patterns in their good behaviour. Impact after the review provided a financial incentive, while the second provided an incentive of a trip or event. The research identified an improvement in classwork effort across English, Maths and Science for the group who received the financial incentive, but no long term impacts on GCSE results were identified for students on either scheme. It seems that material incentives might have increased motivation, but this did not translate into better grades.” (EEF) Aspiration interventions: Very low or no impact for moderate cost based on very limited evidence. 0 “On average, interventions which aim to raise aspirations appear to have little to no positive impact on educational attainment. This may seem counterintuitive – and it should be noted that the relationship between aspirations and attainment is complex and not fully understood Social and emotional learning: Moderate impact for moderate cost, based on extensive evidence.+4 “Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family or community… SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils, though all pupils benefit on average. Approaches have been found to be effective from nursery to secondary school.” (EEF) Desired outcome F Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Pixl strategies and resources introduced and embedded in the core subjects including PLCs to identify gaps in understanding. EEF Develop a mastery approach in Maths and science particularly by Improved outcomes for making use of Pixl resources such as Maths and English apps used the pupil premium by students at Key Stage 4 and students in the core subject. As a result, the Tassomai for Science. gaps for pupil premium Before, break, lunchtime and after students in both school support for assisting in the progress and completion of homework tasks. attainment is closing. External intervention providers (Pet Xi) to work with cohorts of students during February and Easter Date for review Feedback; High impact for low cost, based on moderate evidence. +8 Mastery learning: Moderate impact for very low cost, based on moderate evidence. +5 SH/LW “Mastery learning breaks subject matter and learning content into units with clearly Directors of specified objectives which are pursued until core faulty they are achieved. Learners work through each block of content in a series of DW sequential steps. Students must demonstrate a high level of success on tests, typically at about the 80% level, before progressing to new content. Teachers seek to avoid unnecessary repetition by regularly assessing knowledge and skills. Those who do not reach the required level are provided with additional tuition, peer support, small group Termly meetings after each round of tracking data. Review following external intervention providers. GCSE Review. Impact after the review discussions, or homework so that they can reach the expected level… Mastery learning may also be more effective when used as an occasional or additional teaching strategy as the impact decreases for longer programmes” (EEF) Small group tuition: Moderate impact for moderate cost, based on limited evidence. +4 “Overall, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better, e.g. groups of two have slightly higher impact than groups of three, but slightly lower impact compared to one to one tuition. Some studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact.” (EEF) Desired outcome G Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Date for review First day response provision. HCD Particular focus on the attendance of pupil premium students. Weekly We can’t improve attainment for children if Improved attendance attendance report with PP they aren’t actually attending school. NfER NRS for all the pupil premium attendance information. briefing for school leaders identifies students. Pupil Premium students targeted addressing attendance as a key step. for home visits. GMN Poor attending Pupil Premium students on report card to Weekly review Impact after the review attendance officer. Desired outcome H Chosen actions/approaches Evidence and/or rationale for this choice Staff lead Date for review Funds available to cover interventions that GMN do not fall into the other categories. Termly Identifying barriers for Pupil Premium pupils. Additional Strategies to improve the progress of Pupil Premium Monitoring and evaluating students. interventions to close the Pupil Premium gap. Impact after the review