Download PP Planning - Fulwood Academy

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