Pupil premium strategy statement (Caistor Yarborough Academy)

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Pupil premium strategy statement (Caistor Yarborough Academy)

1. Summary information

School Caistor Yarborough Academy

Academic Year 18/19 Total PP budget (estimate) £129,946 Date of most recent PP Review Sept 18

Total number of pupils 365 Number of pupils eligible for PP 136 Date for next internal review of this strategy Jan 19

2. Current attainment

Pupils eligible for PP -19 / 54 (35%).

Pupils not eligible for PP – 35/54 (65%)

Progress 8 score average -0.39 -0.44

Attainment 8 score average 31.66 40.11

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

In-school barriers

A. Pupils not achieving national expectations in Mathematics and English

B. Literacy is a barrier for students for a high proportion of students.

C. Pupils’ progress is not rapid due to attitudes to learning and the aspiration of students and stakeholders.

D. Cohort of high ability students need additional support to reach their expected progress.

External barriers

E. Attendance rates for students eligible for PP is below the target for all children. This reduces their curriculum time and leads to less progress being made. PA is higher in PP than non-PP.

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4. Desired outcomes Success criteria

A. Levels of progress to be in-line with national average. PP pupils to achieve a P8 score of at least 0. This will be reviewed termly with the final review at the end of the year.

B. Pupils to be able to access the national curriculum through appropriate levels of literacy. All pupils to be age appropriate reading level (12) by the end of Y7. This will reduce barriers for accessing the curriculum.

C. Pupils to have an aspirational attitude towards learning that supports them to make progress.

Pupils to make the expected progress over the year.

D. Raise the attainment of high ability students with suitably targeted intervention. Higher ability PP pupil’s P8 scores should be at least 0.

E. Pupils to have above the national required level of attendance. All pupils to have an attendance of 95% or higher and number of PA PP pupils will reduce

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5. Planned expenditure

Academic year 18/19

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?

A. Levels of progress

to be in-line with

national average.

PP pupils to make

accelerated progress in

Mathematics.

Maths intervention to

support all PP in KS3 and

to support those that are

most in need (Maths to

dictate). To be supported

through IXL.

Maths intervention for PP

at KS4. This is to be

provided by Maths team.

This is a suggested

method by the EEF toolkit.

Progress will be

monitored using a

baseline test and then

regular assessments.

JBig/

BEdl

Termly: First review

December 20th.

Reviewed at data

collection points.

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Targeted intervention for

those that require it. This

is to be done on a weekly

basis.

Homework. KS4

homework will be GCSE

exam questions

EEF toolkit suggests that

homework can have a

positive impact of 5

months.

This will be a targeted

approach by the Maths

team with each staff

member tracking which

pupil needs to attend.

The class teacher will

set the homework. LOF

will monitor homework

set

BSpe,

SKee,

CGue,

VSto

Teachers


December 20th.

Continually throughout

the year.

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to be in-line with

national average.

Overstaffing in the core

subjects to reduce class

sizes.

Smaller class sizes will

enable more targeted

support from the class

room teacher

Individual staff and

LOF’s will monitor the

performance of pupils in

their classes.

JBig /

LOFs


December 20th.

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D. Raise the

attainment of high

ability students with

suitably targeted

intervention.

Additional sessions in

Maths and English during

tutor time. Tailored

revision sessions

organised to target the

higher ability cohort.

Individual mentoring

programme to support

Year 11 PP HA students.

SLT members are

assigned students to

support throughout the

year and closely monitor

progress, support and

ensure appropriate

intervention is in place.

HA CPD – differentiation

and higher order

questioning

Additional periods offer

students structured time to

develop their knowledge

and skills.

Providing students with a

key member of staff to

support will provide

regular feedback on what

students should be

focusing on and liaise with

parents to ensure

progress is made.

Lessons will be

differentiated better to

support the most able.

LOF’s will analyse data

capture and identify

actions to support HA at

tri-weekly challenge

meetings.

SLT complete formal

meetings twice a half

term with progress

documented along with

targets and strategies

of support.

LOF’s /

JBig /

SLT

At each data capture

Total budgeted cost £37,000

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ii. Targeted support


approach

What is the evidence and

rationale for this choice?



Staff

lead

When will you review

implementation?


to be in-line with

national average.

B. Pupils to be able to

access the national

curriculum through

appropriate levels of

literacy.

To rapidly close the gaps

between the subgroups in

English. Identified

students with low literacy

levels. Delivery of

Accelerated Reader: this

is a programme that

supports learners’ reading

and comprehension skills.

Also small group

intervention sessions

using Beat Dyslexia. This

will also be supported by

the year 7 catch up

funding and the SENCO.

Previously when pupils have

really taken this on they

have progressed well

through the system and

have made significant

improvements in their

reading.

LSA’s and SCITT

trainees are being used

to deliver this to small

groups of pupils

extracted from world

studies lessons.

Progress monitored

following the completion

of a baseline test and

subsequent

assessments.

NTay/

ASpa


December 20th

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to be in-line with

national average.


between the subgroups in

Maths.

Identified students with

low numeracy levels.

Delivery of Passport

Maths: this is a computer

based programme that

fills in the gaps in

fundamental

mathematics. This will

also be supported by the

year 7 catch up funding

and SENCO.

EEF toolkit suggests that

technology can have a

moderate impact on

learners’ progress.

Previously when pupils have

really taken this on they

have progressed well

through the system and

have made significant

improvements in their

mathematics

.

Maths staff to deliver

during weekly maths

lessons. Progress

monitored following the

completion of a baseline

test and subsequent

assessments.

Svan /

BEdl /

ASpa


December 20th

B. Pupils to be able to

access the national

curriculum through

appropriate levels of

literacy.

Pupils to have strong

literacy skills that enable

them to access the

curriculum.

Accelerated reader/Drop

Everything and Read

sessions (DEAR) during

English lessons.

Literacy coordinator

appointed to improve

whole school literacy

Reading can have a positive

impact of around 5 months

and involves very little cost.

English department will

lead and monitor

progress.

DLon Termly. First review

December 20th.

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to be in-line with

national average.

Ninja Maths - is a Key

Stage 3 numeracy

intervention designed to

fill gaps in students’ basic

mental calculation

strategies. This will be

delivered once a week in

tutor time to KS3.

This will empower the pupils

with the numeracy skills and

fluency required to fully

access GCSE Maths

concepts when they move to

Key Stage 4 study.

Tutors to track their

progress of pupils in

their tutor groups and

Maths department to

oversee the delivery

and tracking

Tutors

/ BEdl/

SKee


December 20th.


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iii. Other strategies


approach

What is the evidence and

rationale for this choice?



Staff lead When will you review

implementation?

C. Pupils to have an

aspirational attitude

towards learning that

supports them to

make progress.

Fortis counselling have

been

employed to support

the emotional

wellbeing of all

identified students to

ensure they have the

strategies to develop

resilience.

Students who have resilience

and developed strategies to

deal with stress are more

likely to succeed and less

likely to have poor

attendance.

BEdl/NTay to lead the

organisation of

Youthoria and Fortis.

The Guidance team

decide on appropriate

actions and support

level required. Session

notes shared and

progress of students

tracked.

BEdl/NTay Termly. First review

December 20th.

E. Pupils to have

above the national

required level of

attendance.

Monitoring individual

attendance to ensure

PP pupil’s attendance

is in line with national

average

Pupils cannot access the

curriculum fully if their

attendance is low.

HBri to monitor all

attendances and liaise

with home to minimise

impact. JBig to use

Bromcom to also check

and raise concerns.

HBri Termly. First review

December 20th.

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to be in-line with

national average.

Study skills day used

to support students in

KS4 to develop

revision techniques

and to manage stress.

A further seminar on

the evening is provided

to guide parents on

how to support their

child further.

If students are prepared for

the examinations and are

provided with techniques to

manage the stress related to

them, they are more likely to

be successful.

PP Coordinator and

Y10/11 progress lead

oversees the event.

Feedback from

students sought to

improve for future

events. Parent

attendance logged.

JBig /

BCur/JGas


December 20th


to be in-line with

national average.

GCSE exam booklet

provided to support

parents and pupils.

More support and

involvement at home will

contribute to a more positive

attitude.

JBar to coordinate and

distribute at the year

11information evening

JBig / JBar Termly: First review

December 20th

C.Pupils to have an

aspirational attitude

towards learning that

supports them to

make progress.

All PP year 11 pupils

to have a careers

interview with SLT

member or external

careers advisor

Help and support provided

for pupils who may not get

advice at home

External support

acquired if necessary.

JGas Termly: First review

December 20th


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A. Review of expenditure

Previous Academic Year: 2017-2018

i. Levels of progress to be in-line with national average.


approach

Estimated impact: Did you meet

the success criteria? Include impact

on pupils not eligible for PP, if

appropriate.

Lessons learned

(and whether you will continue with this

approach)

Cost

PP pupils to make

accelerated progress

within Mathematics.

Maths intervention to

support all PP in KS3

and to support those

that are most in need

(Maths to dictate). To

be supported through

IXL.

Maths intervention for

KS4. This is to be

provided by Maths

team.

PP pupils in Y11 outperformed non

PP pupils by 0.16 with a score of

-0.52.

PP pupils in Y10 and Y9 are not

predicted to perform in line with non

PP pupils but interventions are in

place to support this

Pupils attended the sessions well and

said that the sessions supported their

needs. However it is difficult to state

whether progress was down to the

intervention or normal lessons.

Interviewed pupils stated that the

intervention sessions allowed them to

consolidate classroom learning.

Staffing

£98,000

Software

£1500

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Y11 pupils to achieve

results in line with

national requirement.

Targeted intervention

for those that require

it. This is to be done

on a weekly basis.

PP pupils in Y11 outperformed non

PP pupils by 0.16 with a score of

-0.52. Whilst it is good that they

have outperformed within the

Academy they have not achieved

results in line with national.

PP pupils outperformed non PP but still

not in line with national so it will need to

be focused on more next year.

ii. Pupils to be able to access the national curriculum through appropriate levels of literacy.


approach




appropriate.

Lessons learned


approach)

Cost


between the subgroups.

Lexia: this is a

computer based

programme that

supports learners’

development of

language structure.

It is very difficult again to attribute

the effectiveness of Lexia as pupils

make progress on the programme

but this is not always shown in the

testing. This could be down to

pupil’s motivation level in the test

situation.

PP pupils are not predicted to be in line

with their non PP peers so will need to be

a target again. Lexia does allow pupils to

make progress but mainly the weaker

readers. Different methods of intervention

will be used this year with pupils of

differing abilities. Progress of reading age

will be tracked more closely.

Staffing

£98,000

Software

£1000

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between the subgroups.

Small group tuition. Pupils across KS3 are expected to

perform in line with none PP pupils

Intervention needs to continue throughout

KS3 and KS4 to ensure the gaps are

closed

Staffing

£98,000

Pupils to have strong

literacy skills that enable

them to access the

curriculum.

Accelerated

reader/Drop

Everything and Read

sessions (DEAR)

There are still some pupils in KS3

who do not have a reading age of

12 or above

The accelerated reader programme was

not monitored carefully enough. Next

year, more tracking is required and

intervention groups need setting up

where required. Beat dyslexia also to be

used

£2000

iii. Pupils to have an aspirational attitude towards learning that supports them to make progress


approach




appropriate.

Lessons learned


approach)

Cost

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Pupils to be supported in

their first year at the

Academy.

Peer coaching. This is difficult to measure but

having interviewed pupils they were

very appreciative of the peer

support.

In future (if we continue with this system),

it would be better to have a stricter

monitor of the pupils who attend meetings

and how they feel it impacts their

progress/ wellbeing.

£0

Pupils to feel ready for

their exams.

Conference delivered

by an exams coach.

This left the pupils empowered and

more confident about approaching

their exams. Pupils were surveyed

before and after the sessions with

their being a significant

improvement after the session.

This had a very positive impact on the

attitudes of the Y11’s and they felt a lot

more positive. This is something that is

worth considering with all year groups

especially with the courses becoming

more exam based.

£1500 x

2

Pupils to receive expert

support for emotional

problems

Youthoria and Fortis Both Youthoria and Fortis have

been accessed by PP pupils. The

AHT for pastoral suggests that

without this programme the pupils

involved would have not have

managed to maintain their

behaviour to stay at the Academy.

In future behaviour should be monitored

before and after programmes to make the

process more accountable and

measurable.

Staffing

£98,000

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iv. Pupils to have above the national required level of attendance.


approach




appropriate.

Lessons learned


approach)

Cost

All PP pupils’ attendance

to be in line with national

data.

Monitoring individual

attendance.

At the end of the academic year, PP attendance was 94.43% and non-PP was 96.29%.

Much more carefully monitoring of

attendance by HBri and NCha has led to

an increase in PP attendance. Regular

meetings to improve attendance were

held and this will continue again in 2018-

2019.

Staffing

£98,000

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B. Additional detail

There was also some miscellaneous spending through the year – revision guides, subsidising trips, transport and uniform.

Documents

Pupil premium strategy statement (Caistor Yarborough Academy)