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SCHOOL PROFILE as at 17.6.2021

Year 5 Year 6 Year 7 Year 8 All Years

Pupils of this school 190 2 spaces 175 17 spaces 173 19 spaces 185 7 spaces 723 45 spaces

% % % % %

Male 111 58.4 88 50.3 94 54.3 94 50.8 387 53.5

Female 79 41.6 87 49.7 79 45.7 91 49.2 336 46.5

Year 5 % Year 6 % Year 7 % Year 8 % All Years %

Pupil Premium 31 16.3 34 19.4 36 20.8 34 18.4 135 18.7

Non-Pupil Premium 159 83.7 141 80.6 137 79.2 151 81.6 588 81.3

SEN 32 16.8 25 14.3 21 12.1 16 8.7 94 13.0

Non-SEN 158 83.2 150 85.7 152 87.9 169 91.3 629 87.0

LAC 2 1.1 0 0 0 0 2 1.1 4 0.6

EAL 4 2.2 2 1.1 4 2.3 2 1.1 12 1.7

SUMMARY INFORMATION

Pupil Premium Strategy Plan

CURRENT PUPIL INFORMATION Sept 2020 June 2021

Total number of pupils: 725 723 Total pupil premium budget: £137610.00

Number of pupils eligible for pupil premium: 120 (16.9%) 135 (18.7%) Amount of pupil premium received per child: KS2 = £1345

KS3 = £955

Pupil premium strategy

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2017 (172 pupils) 2018 (182 pupils) 2019 (185 pupils)

2019-2020

(173 pupils)

Mock 2 PC3 Expected

(No.) %

Nat

%

Higher

(No.) %

Nat

%

Expected

(No.) %

Nat

%

Higher

(No.) %

Nat

%

Expected

(No.) %

Nat

%

Higher

(No.) % Nat % Expected %

Higher

%

Reading All 120 70% 71% 35 20% 24% 143 79% 75% 62 34% 28% 131 71% 73% 49 26% 27% 71.5% (75%) 18.0% (18.9%)

PP 17 63% 71% 3 11% 23% 32 71% 60% 8 18% 4% 21 62% 62% 6 18% 17% 69.4% (73.5%) 11.1% (11.8%)

Non PP 103 71% 32 22% 111 81% 77% 54 39% 11% 110 73% 78% 43 28% 31% 72.1% (75.4%) 19.9% (20.8%)

Writing All 141 82% 76% 26 15% 15% 156 86% 78% 64 35% 20% 159 86% 78% 46 25% 20% 60.5% 7.0%

PP 18 67% 79% 0 0% 18% 34 76% 66% 13 29% 10% 26 76% 68% 4 12% 11% 44.4% 0%

Non PP 123 85% 26 18% 122 89% 81% 51 37% 21% 133 88% 83% 42 28% 24% 647% 8.8%

Maths All 138 80% 75% 37 22% 23% 134 74% 76% 46 25% 24% 147 80% 79% 39 22% 27% 62.8% (68.8%) 15.7% (17.2%)

PP 22 81% 75% 4 15% 20% 26 58% 63% 8 18% 13% 24 71% 67% 4 12% 16% 47.2% (51.5%) 5.6% (6.1%)

Non PP 116 80% 33 23% 108 79% 80% 38 28% 27% 123 81% 84% 35 23% 31% 66.9% (73.4%) 18.4% (20.2%)

Combined

R/W/M All 107 62% 61% 14 8% 9% 118 65% 64% 31 17% 10% 122 66% 65% 26 15% 11%

45.3% (49.7%) 5.2% (5.7%)

PP 14 52% 60% 0 0% 7% 24 53% 67% 4 9% 4% 18 58% 51% 2 6% 5% 36.1% (39.4%) 0%

Non PP 93 64% 14 10% 94 69% 48% 27 20% 11% 104 69% 71% 24 16% 13% 52.9% (58.1%) 6.6% (7.3%)

OTHER DATA

2019-20 2020-21 (June)

PP Non-PP PP Non-PP

Attendance data 95.5% 96.55% 94.06% 95.92%

Behaviour data 379 469 474 625

Safeguarding referrals Red Forms – 182 Red Forms – 203

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BARRIERS TO FUTUTR ATTAINMENT

ACADEMIC BARRIERS (PARTICLARLY IN LIGHT OF THE COVID-19 LOCKDOWN:

A. Lack of fluency in reading and comprehension of language – Reading ages below and in some cases significantly below chronological age

B. Lack of fluency in Maths (e.g. lack of confidence relating to times tables)

C. Low aspirations/ learner self-regard /increased social, emotional and mental health difficulties

D. Behavioural issues/ removal from lessons

ADDITIONAL BARRIERS (including issues which also require action outside school, such as low attendance rates)

E. Lower attendance rates leading to lower progress and achievement

F. Limited access to a wide range of life experiences due to limited social mobility

G. Gaps in knowledge due to transfer of pupils from other models of education and more specifically due to lockdown

H. Lack of parental support/engagement

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LONG-TERM PLAN (3 YEAR TIMESCALE):

INTENDED OUTCOMES SUCCESS CRITERIA

A Established ‘quality first teaching’ and appropriately targeted interventions

Link to 2020-21 Strategic Review and Action Plan Quality of Education 1.1, 1.3, 1.4, 1.5,1.6, 1.8, 1.10, 1.11, 4.5

Pupils to make expected or better progress.

Teacher assessments and GL end of year tests demonstrate no significant difference between disadvantaged and non-disadvantaged pupils.

B Diminish the difference between average PP attendance and that of others

Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.1

Targeted support/interventions will enable the gap between PP and other pupils’ average attendance to diminish to within 1 percentage point.

C Disadvantaged pupils with SEMH needs have additional bespoke interventions

Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.6

Assess, Plan, Do, Review demonstrates improving

attitudes/self-esteem.

Reduction in accrued behaviour points/ increased Respect points.

D Pupils will express higher aspirations and demonstrate an understanding of journey towards their goals

Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.8, Leadership and Management 4.7

Pupil voice demonstrates an increase in aspirations from the measured starting point to the end.

E Parental Engagement

Link to 2020-21 Strategic Review and Action Plan, Behaviour and Attitudes 2.3

A greater percentage of disadvantaged pupils’ parents attend parents’ evenings; events, such as dyslexia training, will be offered to targeted parents to attend as part of a parent education programme; homework support is available for targeted pupils; increased attendance of PP pupils at homework club.

These may be conducted online whilst social distancing restrictions are in place.

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1. Planned expenditure

Academic Year 2020-21

i. Action Intended

outcome

What is the evidence

and rationale for this

choice?

How will you ensure it is

implemented well?

Staff

lead

When will you review

implementation/ Impact?

Cost

a. Continuing CPD to ensure

first quality teaching in Maths

at KS 2 and 3.

Improved Key Stage

results, particularly in

KS2 SATs (greater

depth) and KS3 High

Ability.

Improvements in quality first

teaching have the greatest impact

on pupils’ progress.

https://educationendowmentfound

ation.org.uk/school-themes/staff-

deployment-development/

https://www.suttontrust.com/research-paper/great-teaching/

Identified courses

Book looks comparing PP with Non-

PP

Climate Checks

Lesson Observations

Measure of pupils’ progress and

attainment at designated data

collection points.

DH/ST Each data collection point

KS3 data shows an overall increase

and is above national according to the

recent GL Assessments.

CPD has continued over the summer

with staff using online courses.

The Talent Enhancement process has

facilitated the ability of staff to choose

to research different aspects of CPD to

help the department improve many

areas of progress and attainment,

particularly PP.

Climate Checks are ongoing and the

Maths Deep Dive has been completed.

Staff are being given feedback both

with regard to concerns and exemplary

practice.

KS2 SATs cancelled

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b. Improved transition with

regard to Maths across

feeder schools, particularly

high schools.

Collaborative curriculum

development with feeder

high school re transition to

GCSE syllabus.

Smooth transition,

increased problem

solving skills and

ability to work

independently.

Shared good practice

between specialist

subject teachers.

Clear links between KS

3 and 4 curriculum

ensuring smooth

transition towards

GCSE.

https://educationendowmentfound

ation.org.uk/tools/guidance-

reports/maths-ks-2-3/

Minutes meetings

PP voice re-evaluation of activities.

Parent Voice

Reviewed and amended curriculum

ST

Remote collaboration with Westwood

College has been completed.

Collaborative Transition plans have

been postponed in light of COVID;

however, virtual plans will be

investigated re proposed teaching

activities.

Maths Talent Enhancement goals this

year were based on visits to primary

schools, with a focus on curriculum

and differing teaching strategies

employed. This was again delayed due

to COVID restrictions.

Collaborative days to be planned for

next year focusing on PP pupils from

St Edward’s Academy and feeder

schools to build confidence and share

successful strategies and barriers to

learning.

Proposed deep dive collaboration.

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ii. Action

a. English and Maths

Primary Specialist

teacher to lead small

group provision in

school supported by TA

Diminished gaps in progress and attainment of PP pupils and that of others in line with national average.

Small Group Tuition in English and Maths: 4 Months additional progress https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/small-group-tuition/

Climate Checks

Lesson observations

Book looks

Measure of pupils’ progress and

attainment at designated data

collection points.

Key Stage 2 results

ST/AS/VC COVID-19 impact:

In both English and Maths, Key Stage

2 are demonstrating increased gaps

between PP and that of non-PP.

In order to address this issue, there

will be whole school training relating

to closing the vocabulary and read

gap. There will also be whole school

Maths inset time focusing on

supporting Maths across the

curriculum

Target questioning of vulnerable

pupils is another strategy that will be

used.

NQT primary Maths specialist to small

Maths support groups.

Identified PP pupils have and will

receive NTP additional tuition – see

Catch-up plan

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b. Teacher led targeted

boosters in English

(reading strategies) and

Maths at Key Stage 2

Diminished gaps in progress and attainment of PP pupils and that of others in line with national average.

Targeted reading strategies On average, reading comprehension approaches deliver an additional six months’ progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/

Climate Checks

Lesson observations

Book looks

Measure of pupils’ progress and

attainment at designated data

collection points.

Key Stage 2 results

At the moment, there are no booster

lessons per se, rather JE is team

teaching/supporting identified classes

in YR 6 where there is an identified

need with regard to English and CB is

doing the same in Maths. With regard

to YR 6, Mocks 2 will provide evidence

of impact.

This will be reported on in September

GL assessments were one of the tools

used to identify Lower ability PP NTP

intervention

c. Further development of

Accelerated Reader

across the Academy

d. TA run Better Reading

Support Programme

Diminished difference

between reading age

and chorological age,

particularly with regard

to PP and early readers

(lowest 20%).

Increased reading age

of high ability readers,

particularly with regard

to PP.

Positive reading culture

within the Academy

Increased reading age

of all pupils

Targeted reading strategies on average, reading comprehension approaches deliver an additional six months’ progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/

Accelerated reader reports

demonstrate diminished gap

between chronological age and

reading age.

Impact of phonics interventions

clearly demonstrates progress.

Provide support for teachers

seeking effective

resources/practices/ strategies to

enhance whole class and guided

reading sessions through CPD in

the form of staff meetings, informal

observations (sharing

and modelling of best practice)

Opportunities for teachers’ CPD are

offered through courses, modelled

practice and networking

opportunities with other schools.

PJ / AS

Use of Accelerated reader to identify

lowest 20% identified and shared with

house leaders/SEN to update re

pastoral interventions. This has then

been circulated whole school.

According to AR, average reading

ages are as follows:

Oct 2020 March 2021

YR 5 9.16 years 9.38

YR 6 10..6 years 10.53

YR 7 11.36 years 11.65

YR 8

11.95 years 11.94

GL Assessment data demonstrates

that there is a higher concentration of PP Sandard Age Scores in 2020 ((67%) compare to 2019 (55%). Notably, the PP Above Average and Very High indicators show a considerable drop from 15% in 2019 to 4% in 2019. There is very little difference in the Below Averavge/ Very low category (1%).

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e. Further develop Maths

across the curriculum

f. Investigate gaps in PP

and offer support to

pupils.

Diminish difference between PP and Non-PP with regards to mathematics in all abilities. Research from GL has shown the is gap increasing due to COVID

From the GL, pupils have gaps in knowledge due to COVID. Practice of key arithmetic skills and operations, which would happen daily in school, have been underused during the pandemic.

Network with other school leaders to

explore effective practice and

management of reading.

Assess, plan, do, review process Create a mathematical program that will run across the school to engage pupils in mathematics. Teachers to be given mathematical prompts in CPD training in Jan 2020. Small groups identified and teacher given key points for each pupil. Staff to write barriers for learning and successful strategies to help.

AS/ST

ST

See chart at the end of the document

Meeting with MP re English Middle

School’s update and sharing of good

practise –scheduled for 5.3.2021

Ongoing - Middle school leaders –

liaise with Westwood J Dunn

Middle school update meetings

attended by both AS and ST

Refocus in September via CPD

Staff training was postponed until May

2021. The Maths action plan and

numeracy strategy has been shared

whole school.

Contact has made with first schools

and meetings will be timetabled for

September 2021.

All PP pupils have been given

mathematical equipment in

preparation for return after lock-down.

All PP pupils were surveyed to discuss

potential barriers for learning and/or

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successful strategies.

iii. Action

a. RADY (Raising

Achievement in

Disadvantaged Youth)

Project

Increased attainment and progress of identified pupils in comparison with national measures and internal school measures for all other pupils.

Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months’ progress when successful. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/

RADY training for staff

Climate Checks

Lesson observations

Book looks

Measure of pupils’ progress and

attainment at designated data

collection points. Key Stage 2

results

PASS analysis

Monitoring of seating plans and

teachers’/teaching assistants’

planning and support for specific

learners

PP and SEND fortnightly focus

Spread sheet formulated re pp

intervention strategies

AS/NW Each data collection point (three times

a year)

RADY update re COVID/potential

training by Louise Blackburn being

investigated by NW.

PP barrier spread sheet has been

compiled and shared whole school via

CPD.

Additional training via CPD competed

by NW.

b. Whole school teaching

staff awareness and

development of

techniques to address

individual and general

barriers to learning.

Improved PASS

results/attendance/beh

aviour for learning of

identified pupils in

comparison with

national measures and

internal school

measures for all other

pupils.

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c. Increase the number of

pupils who attend clubs,

take on leadership roles,

access trips and music

lessons

Pupil will be able to

articulate knowledge of

their educational

journey and aspirations

relating to careers,

university and further

education.

Aspiration interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/ Outdoor Learning: 4 months’ additional progress when

Pupil voice on experiences and

PASS analysis and self-esteem

questionnaires

JS/HLs See PASS analysis results. Intervention implemented where appropriate.

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d. Career/enterprise days

Skills fairs

Family learning sessions

Raising aspirations –

post 16 options

Increased attainment and progress of identified pupils in comparison with national measures and internal school measures for all other pupils.

successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/outdoor-adventure-learning/ Arts Participation: 2 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/arts-participation/

Affiliated Boards of Music certification, participation in music lessons and concert events inside and outside of the Academy Records of career focussed activities and pupil voice Careers questionnaire after careers events / wellbeing/self-esteem questionnaire Records of attendees to family learning sessions, Parent and pupil voice – where possible via zoom.

JI

RR

JS/RR

VC/LB

Online peripatetic lessons continuing

Compass plus website, which records all career related activities/ careers provision against the Gatsby Benchmarks. This in turn is linked to SIMS and includes dates /curriculum Tear 7 English Crime Unit – PCSO’s visit – careers focus YR 8 Stoke City Marketing activity with support from our business advisor JS where pupils planned out their own business using pre-set data from the football club

Adaptation of Skills fairs/Family learning sessions for all year groups via home learning. Use of parent/carers careers’ videos discussing routes to jobs, e.g., NHS and engineering

Careers linked to curriculum in Maths and English (YR8) completed Raise profile of careers provision – training for link trustee RR attendance at Staffordshire Middle Schools Careers Lead Meetings to share good practice Young Leaders planned Christmas Fayre PSHE – teamwork, communication and collaboration sessions (employability

Page | 13

skills) embedded in SOL for all pupils Year 8 session on local colleges and post 16 pathways/GCSE options Enterprise Challenge Day for all pupils in June 2021 Inspirational learning group: KS2 Primary National Challenge KS 2 tackling racism in football – linked to European Cup

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e. Challenge 50 – to

enhance cultural capital

for all pupils. Cultural

Learning being defined

as the ‘active

engagement with the

creation of our arts and

heritage’ (Cultural

Learning Alliance)

Pupils are able to think

about concepts outside

their narrow experience

Pupils have access to

powerfully rich cultural

knowledge

Pupils are able to

critique what they have

learned

Diminished gap in

attainment between PP

pupils and that of

others

For 15 years, the Sutton Trust has highlighted social selectivity in high-performing comprehensive schools. Too often, access to places is down to a family's financial resources and cultural capital https://www.suttontrust.com/our-priorities/comprehensively-fair-making-school-admissions-work-for-everyone https://culturallearningalliance.org.uk/about-us/cultural-learning-key-terms-and-definitions/

Progress in competition of challenge 50 on a half termly basis. Sign up to the National Theatre On Demand in Schools website to access free broadcasts of national theatre productions. Give pupils responsibility for leading key school routines. Consider introducing leadership accreditation schemes Organise regular visits to local libraries. Ask the librarian to lead workshops and sessions e.g. how to use the library. Contact universities. Many offer free or subsidised widening participation events, lecture experiences, drama & music Develop structured enrichment programmes and career advice and experiences within school to PP eligible pupils Contextualise the curriculum with real life examples, tangible/visual cultural artefacts, experiences and external partnerships Provide opportunities for pupils to be involved in public speaking. Consider introducing public speaking accreditation schemes Rename classrooms after key cultural figures. Develop information boards about their contributions and achievements.

RR

Christmas Panto Live (Dec 2020) for all

pupils

Not completed due to COVID

adaptations

School Council

Anti-bullying ambassadors

Prefects

Young Leaders

Travel Ambassadors

Delayed due to COVID restrictions –

will revaluate in September 21

YR 8 Virtual Uni day (completed during

the Careers’ week)

COVID adaptations – Parliament UK

live interactive sessions for all pupils

focusing on the role of MPs

PSHE Enterprise skills - ongoing

Severn Trent session re water aid /

environmental impact – all Years

Y8 Set 1 English and Maths to trial

careers lesson from Stoke City

Purchase of Virtual Careers Enterprise package for all year groups to be used from Jan 2021 – focus on leaderships, teamwork, work-based skills – completed 25.6.2021 Membership of The Careers and Enterprise Company (Compass + Tool), which allows tracking and evaluation of progress against the Gatsby Benchmarks.

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COVID adapted display due to

restricted pupil movement around the

Academy – St Edward’s Courageous

Advocates – consisting of 24 heroes

linked to collective worship, equality

and diversity

iv. Action

a. Continued use of

attendance clinics

together with bespoke

SEMH interventions

specifically targeted

towards vulnerable

groups (PP and SEND)

Diminish the differences between PP pupils and all others against key pastoral and academic national measures.

Reduction in the number

of removals from lessons

Reduction in the number

of behaviour related

incidents

Effective communication between the pastoral and curriculum teams to ensure sharing of knowledge and ensure early identification of those pupils who require interventions, particularly PP and SEND

Behaviour Interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/ The EEF maintains that interventions are often ‘most effective when adapted to meet the needs of the individual’ https://educationendowmentfoundation.org.uk/public/files/Publications/Behaviour/EEF_Improving_behaviour_in_schools_Report.pdf

Attendance and Pastoral data reviewed, weekly, half termly, termly and annually.

Review of pastoral and

attainment/progress data each data

collection point – minutes of

meetings

Assess, plan do review updated

paperwork to record and evaluate

interventions

PASS survey Oct 2019 and May

2020

Progress/behaviour of identified

pupils

Lesson observations/ Climate

Checks

Minutes of meetings

JS/CM/HM/

LM

Update attendance letter for pupils

falling below 97%.

Relevant changes developed in light of

COVID-19. X and C code pupils exempt

from attendance process.

Pastoral report updated and will be

collated every HT instead of PC.

Weekly HT commendation to stop after

Christmas, HL commendation to be

amended

PASS 1 completed

PASS 2 ongoing

b. Termly meetings with

pastoral and SEND

team, and faulty

leaders for English and

Maths to review data

and monitor pupil

progress

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c. Parent training re

Maths and English

Parent forums

Parents will engage more actively with school and their child’s education

Parental Engagement Strategies: 3 Months additional progress https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/

Parent feedback questionnaires re

dyslexia training

Attendance at parents’ evenings via

zoom/ other medium

Attendance at parent training

sessions

Parent voice

Additional feedback from training

events

AS/ST

Attendance at parents’ evenings so far

has been encouraging.

SATs English and Maths evenings

complete and received positive

feedback

d. Development of

academic and

pastorally focussed

visits to the main

feeder first schools to

meet and engage with

parents and pupils

ahead of transition to

Key Stage 2

Effective sharing of information to ensure smooth transition to reduce the number of internal house transfers due to SEMH issues

Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months’ progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/

Timetable additional transition

periods for staff to visit feeder

schools (both first and high)

Pupil voice

Parent voice

SIMs records

DH/JS/

House

Leaders

Virtual ‘meet & greet’ events where

DH/HL held Q&A sessions with Y4

pupils and their teacher

Virtual ‘Transition Evening’ on zoom

held by TH

Small socially distanced Tour of

school for a Parent & Y4 pupil in the

first week of the Summer Holiday

Parent Voice completed to link in with

the Y5 Settling-In Evening in the

Autumn Term

e. Support at home with

homework tasks

Provision of equipment for school

Go for Schools

Increased attendance at homework clubs, particularly PP and SEND. Reduction in the number of entries on Sims related to failure to complete homework.

The EFF states that evidence shows that the impact of homework at secondary level, on average, is five months' additional progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/homework-secondary/

Purchase of SATs revision guides

Teacher to supervise vulnerable

groups during homework club

Measure of pupils’ progress and

attainment at designated data

collection points

Faculty

Leaders

Revision guides purchased

Investigation of homework portal for

teams

Training for staff and pupil on class

notebooks and assignments on teams

Page | 17

Pupils make effective use of homework time and complete set tasks

Similarly, at primary level, the EEF states that impact is 2 months if successful. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/homework-primary/

KS 2 SATs results

Reduction in number of entries on

SIMS relating to completion of

homework.

JS/House

leaders Homework incidents sept – June = 148

Page | 18

f. Key leadership role to

develop Pastoral and

SEND collaboration

across the Academy

and in turn improve

pastoral measures

g. Key leadership role to

develop Teaching,

Learning and

Assessment and in

turn improve academic

outcomes

Consistency and rigour in policy and system application, staff training and pupil and parental awareness to raise the profile of disadvantaged learners in the Academy.

Behaviour Interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/ Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/

Pastoral key measures for individuals and disadvantaged learners as a whole Pupil and Parent Voice PASS test Lesson observation feedback Staff support programmes outcomes Leadership development programmes Academic Outcomes Internal assessment data

JS

DH

Internal assessments for all Year

Groups which will inform planning.

Analysis of Progress Check 1 data to

highlight pupils who need extra

support/intervention.

All Year Groups sat the GL Progress

Tests in English & Maths in

October/November to show current

attainment, progress and predictions

for KS2/GSCE. For Years 6, 7 & 8 this

should show any ‘Covid-19’ gap.

This process will be repeated in 21-22

HT1 HT2 HT3&

4 HT 5

Year 5 44 41 49 49

Year 6 57 74 47 73

Year 7 69 79 25 82

Year 8 115 142 49 103

Whole School

285 336 170 307

SEN 29 108 57 72

PP 133 147 75 119

Non-PP 152 190 95 188

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ENGLISH YEAR 5 GL The table below shows the distribution of all Year 5 pupils compared to the national average in Sept 2020 The mean standard age score for all pupils is significantly lower than the national average. The spread of standard age scores for this group is significantly lower than the national average. This is in comparison to the 2019 cohort as seen below, which according to their KS1 predictors, is very similar to the 2020 cohort. The table below shows the distribution if all pupils compared to the national average in Sept 2019

The mean standard age score for all pupils is significantly higher than the national average. The spread of standard age scores for this group is not significantly different from the national average.

Page | 20

The table below shows the distribution of scores for PP pupils compared to Non-PP against the national average – Sept 2020

The table below shows the distribution of scores for PP pupils compared to Non-PP against the national average – Sept 2019

The GL data demonstrates that there is a higher concentration of Average Sandard Age Scores in 2020 ((67%) compared to 2019 (55%). Notably, the Above Average and Very High indicators show a considerable drop from 15% in 2019 to 4% in 2019. There is very little difference in the Below Averavge/ Very low category (1%). Additional strategies to address the gap in both reading and vocabulary have been addressed in the English Faculty Action Plan.

Page | 21

MATHS YEAR 5 GL The table below shows the distribution of all pupils compared to the national average in Sept 2020

The mean standard age score for all pupils is significantly lower than the national average. The spread of standard age scores for this group is not significantly lower than the national average. This is in comparison to the 2019 cohort as seen below, which according to their KS1 predictors, is very similar to the 2020 cohort. The table below shows the distribution if all pupils compared to the national average in Sept 2019

The mean standard age score for all pupils is not significantly different than the national average. The spread of standard age scores for this group is not significantly different from the national average.