Pupil Premium and Catch-up Premium Funding Plan

2018-19

Prior Data – comparing PP and non-PP students

2017 Outcomes 2018 Outcomes

% Students Achieving PP Non-PP PP Non-PP

9-4 Basics38% 47% 47% 57%

9-5 Basics20% 26% 25% 34%

4+ English54% 70% 63% 73%

4+ Maths48% 55% 49% 63%

5+ English 40% 52% 46% 52%

5+ Maths 23% 28% 26% 42%

Progress 8 -0.6 -0.28 -0.39 -0.29

Attainment 8 36.53 41.46 38.31 46.57

Ebac 4+ 6.15 18.39 20.6% 24.4%

What is pupil premium funding? The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities. PPG provides funding for two policies: ● raising the attainment of disadvantaged students of all abilities to reach their potential and close the gaps between them and their peers ● supporting children and young people with parents in the regular armed forces

Pupil premium provides funding for pupils in the following categories: ● Those who have been in receipt of free school meals (Ever6 FSM) since the age of 4 in year groups reception to year 6 ● Those who have been in receipt of free school meals (Ever6 FSM) at any point in the past 6 years for year groups 7 - 11 ● Those who are defined as Looked-after children in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority for year groups reception to year 11 (LAC or CYPIC)● Those who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order for year groups reception to year 11● Those students aged 4 years and over in year groups reception to year 11 whose parents are either currently serving in the armed forces (Ever6 service child) or in receipt of pensions under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)

Prestwich Arts College Pupil Premium Profile 2017-18 (on roll)

2015-16 2016-17 2017-18 Sept 2018 January 2018 May 2018

Total number of students 828 824 858 823Number of PP-eligible students 368 369 385 (381 funded) 362LAC/CYPIC 6 9 5 0Post-LAC/CYPIC 0 0 0 0Service Children 0 0 0 0Percentage of whole school total 44.44% 44.78% 44.87% 43.99%Total Pupil Premium Budget £344,080 £345,015 £356,235 £351,093

The percentage of students supported by PP funding has remained steady over the past 3 years. This remains the case after a small rise in students on roll.

Pupil Premium-Plus Funding Pupil premium plus is the term used for pupil premium funding of £1900 for eligible pupils who fall into specific categories: 1) Pupils defined as ‘looked after children’ in the Children Act of 1989 as; one who is in the care of, or provided with accommodation by, an English Local Authority for year groups reception to year 11 or 2) Pupils who have ceased to be ‘looked after’ by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order for year groups reception to year 11

Unlike PP funding which is used collectively to support disadvantaged pupils, pupil premium plus in relation to LAC/CfC must be used specifically for that child and is NOT included in the pupil premium available spend or total figures. Pupil premium plus funding for eligible POST LAC students is to be used under the conditions of the grant and to raise attainment but is not exclusively for the individual POST LAC student.

Looked After Children (LAC)/Child or Young Person in Care (CYPIC)- Funding is provided to school by the Local Authority responsible for the care of the child. We currently do not have any students who are

considered LAC/CYPIC. Funding is paid on an instalment basis and released by the virtual school team twice a year on the condition that school have met specific requirements including the completion of a Personal Education Plan (PEP). Funding breaks down as;

- Bury Students are funded at £100 per term and any additional funding identified through the PEP is applied for through the Virtual Head.- Manchester students are funded at £500 per term- Salford students are funded at £400 per term

POST looked after children (LAC) Funding is provided to schools by the Local Authority for pupils who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order for year group’s reception to year 11. Parents/carers are required to notify the school in these circumstances and provide evidence of the court order. Information is not transferable between schools (Department for Education). Schools must include these pupils on the January census to ensure funding is received.

How Pupil premium funding is received and how we allocate funds The school believes that all students who are eligible for Pupil Premium should be our focus, regardless of whether they have claimed funding. Pupil premium funding is based upon pupils registered on roll in school with the Department for Education at the school census with funding being received in April the same year. This census information is collated and checked against other data sources (Local Authority, Service children data etc.) and an update of individual students is provided to school in July of each year of all those who are entitled. However, as this information is collated and funded retrospectively we are still required to identify pupil need and focus for all our pupil premium students throughout the whole school in each academic year. In order to do this we have additional data capture methods that assist us in identifying those students who may be eligible for pupil premium before we receive the census check update information in July. This enables us to work with these students immediately from the start of the academic year. Current breakdown on roll by year group

The following table shows the breakdown of pupil premium students by graph Year group. These totals are based on the number of pupils who we have identified as having pupil premium eligibility and we are actively supporting with pupil premium funding.

Year Group PP Eligible11 69

10 72

9 75

8 70

7 76

What is catch-up Premium funding?

This is additional funding provided by the Government and was specific to year 7 students in 2015-16 who did not achieve National Curriculum Level 4 at the end of KS2 in either Mathematics or English reading. It is only allocated during the year 7 academic year. The catch up premium funding plan is often inextricably linked with the pupil premium plan as a high proportion of students fall into both categories. The funding should be strategically spent to target the gap in performance for these students to ensure that they “catch-up” with their peers and have full access to the curriculum. Changes to KS2 levels for academic year 16/17 onwards have meant that we no longer receive this funding based on the KS2 performance of students. The Government confirms ‘In 2016 to 2017 schools will receive the same overall amount of year 7 catch-up premium funding they received in 2015 to 2016, adjusted to reflect the percentage change in the size of their year 7 cohort, based on the October 2016 census’. We are therefore estimating funding of roughly £16,000 based upon our allocation in 16/17.

Focus of Funding allocated 2018-2019

The aim of our Pupil Premium (PP) funding at Prestwich Arts College is to raise the attainment of all disadvantaged pupils of all abilities and to close the gaps between them and their peers. We do this by ensuring that the funding is strategically targeted to effectively address barriers to success and academic progress/achievement between PP and non-PP students. When identifying strategies and allocating funding we consider the impact of previous experience within our school context, as well as applying knowledge gained from external research including the Educational Endowment Foundation and the Sutton Trust. We will use a range of measures to evaluate the impact of the funding allocation as an ongoing process throughout each academic year. These include headline measures, internal tracking systems, individualised monitoring and evaluation processes which are developed in conjunction with staff who have specific responsibilities for reviewing our pupil premium spend and actions. The school allocates its funding in the following key areas; ● Curriculum - Particular focus on Literacy and Numeracy across the curriculum and specific intervention strategies to target the attainment and progress gaps between PP and non PP students in all year groups. ● Specific need - Pupils who are identified with a specific need including SEND students, high attaining students on entry, those eligible for FSM and pupils with behavioural issues are supported to ensure that the gap between PP and non PP students with these needs narrows. ● Teaching and Learning - To develop strong and focused learning throughout the curriculum through a culture of consistency and creativity. A focus on sharing teaching and learning to narrow the gap in attainment and progress between PP and non PP students whilst improving provision for all. ● Cultural capital - Access to extra-curricular/enrichment opportunities, regardless of the student’s background so that all aspects of the learned curriculum are available to all students. ● Attendance and punctuality - to implement strategies to address the gap in attendance and punctuality rates between PP and non PP students.

Development and additions following evaluation 2017-2018

- Further clarity of method to highlight specific spend and address staff requests - RADAR interventions for attendance and punctuality - Numeracy focus in Year 7 (transition from Primary school)- Broaden and track intervention at KS4- Coaching of PP students (More able and SEN) - Continued internal CPD and Learning Community Programme - Enrichment and Extra-curricular (aspiration and revision)- Behaviour support- Most Able students - SEMH and Pastoral support- Access to revision resources

Curriculum (Literacy)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)Narrowing the gap in literacy for disadvantaged pupils, especially in reading levels, from KS2.

- Low literacy levels from KS2- Exam literacy (subject specific)- Disengagement in reading- EAL late stage learners - Access to books/reading at

home

- Reading ages brought toward those of non-PP counterparts in KS3 for specific cohort

- Students access, and use, texts outside of school

- Improved engagement and attainment at KS3 and KS4

- Students better able to access texts and papers for exams.

Success in all subjects, and especially in new specifications, has a greater basis in literacy.

EEF research shows that Accelerated Reader adds 5+ months to a pupils Oral language and reading ability.

Year 7 is the time to catch these literacy issues.

Developed Strategies & Actions Accelerated Reader for years 7-9 (in Term 1) ClassCharts to show Reading Age Literacy co-ordinator to create, and quality assure, a Form Time package for Years 7-10 Internal CPD on supporting literacy and exam literacy Peer Reading Programme (Year 7 PP and Low Reading Age) Examination CPD on ‘Exam Literacy’ and methods

How is it evidenced? Costs Person Monitoring1) Accelerated Reader data monitored by the Literacy Co-ordinator

and fed back to staff to show reduction in literacy gaps2) Lesson observations and teacher folders to show use of ClassCharts

and detail of reading age3) K Drive, QA walk/emails, staff voice and student voice.4) CPD sessions, T&L Folder and staff use of techniques via Learning

Walks5) Peer-reading logs, Tuesday and Friday sessions, initial reading-

page, first testing, subsequent testing. 6) T&L Folder, BUGS posters, staff feedback.

£4142 per annum

£2720 (TLR)

£100

Printing Costs

KS/LJM

US, RE1 and PT

KS & PTKS & PT

KS

PT, US & MJ

Evaluation of ImpactTerm 1

Term 2

Term 3

Curriculum (Numeracy)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)Narrow the gap of numeracy from KS2 (scaled scores) to give these students greater access to the wider curriculum (and Maths). Gap to be seen from baseline testing in Maths (October assessment) to final assessment in Year 7.

- Low numeracy levels at KS2- Understanding technical

language - Ability to tackle ‘problem-

solving’ aspects of Maths.- Fear of Maths- Staffing availability

- Student understanding of specific Maths language improves

- Improved engagement and attainment at KS3 and KS4.

- Students able, and willing, to tackle problem-solving tasks.

- Clear improvement in basic numeracy for chosen cohort in Year 7

- Positive ‘buzz’ about numeracy across the school

Issues in basic numeracy can lead to a negative view of Maths and limit academic achievement.

Whole-school support, and a specific focus on low ability Year 7, should increase confidence in Maths. EEF sees the positive impact of TA heightened when working with small groups/individuals on a specific focus.

Developed Strategies & Actions Numeracy co-ordinator to create, and quality assure, a Form Time package for Years 7-10 Catch-up group in Year 7 to be chosen and given specific, and measured, intervention of basic numeracy Link to a local primary school to aid transition for weakest students (PP and Maths Disadvantaged) Numeracy Ninja in all Maths lessons

How is it evidenced? Costs Person Monitoring1) K Drive, QA walk/emails, staff voice and student voice.2) Group list, Butterstile visit, baseline testing, subsequent testing,

Learning Walks and student voice. 3) Notes on Butterstile visit, email link, resources.4) Numeracy Ninja seen in all Maths lessons, booklets, displays,

student voice.

£2,720 (TLR) LSGLSG

LSG & PTRW & CW1

Evaluation of ImpactTerm 1

Term 2

Term 3

Curriculum (Intervention)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To intervene with PP students (and others) when data tracking shows they are below target level in specific subjects.

- Lack of willingness to attend - Parental support- Accuracy of data and basis

for it- Planning of sessions- Staff availability

Students WAG and prediction improve based on targeted, and specific, intervention. Participation increases over the school year from each review point.

Narrow the gap between PP and non-PP from WAG/Prediction in October 2018

PIXL and EEF research shows that targeted intervention, parental contact and diagnostic work on areas of weakness can speed up progress at all key stages.

Use of this method aided PAC in moving to a PP gap of -0.1 in 2018.

Developed Strategies & Actions Two-week timetable with specific cohorts of Maths and English Groups based on assessment data and cross-over at the BASICS measure (4+ and 5+) Parental contact via ParentMail Wider groups to include Pot 2 and Pot 3 subjects Rewards system (chocolate, vouchers, Prom) Use of 4 Matrix to track specific groups and relative progress

How is it evidenced? Costs Person Monitoring1) Two-week timetable shared with students and staff (email). Tours

to check attendance and ParentMail to support.2) #Data booklets and checks to drive groupings based on key

measures 3) ParentMail message groups every fortnight to challenge non-

attendance 4) Intervention trackers, staff voicer and drop-ins5) Year 11 assemblies, PP Budget, Tracking spreadsheet of

vouchers/Prom rewards6) Half termly checks (to be added to AHT Position Statements and

Folder) which analyse efficacy of intervention sessions.

£1900

£620

PT

PT/JS

JS & PT

PTPT & TB

PT & JS

Evaluation of ImpactTerm 1

Term 2

Term 3

Curriculum (Review)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To alter the current KS4 and KS3 curriculum to better support students and to ensure PP get a wider range of subjects and a balance to suit their needs.

- Staffing - Governors support - Ofsted targets (Ebacc)- 2018 results

Create a wider curriculum model so that outcomes for PP students (at all levels and KPI) come in-line with their non-disadvantaged counterparts

2018 results showed issues in:- Ebacc entry efficacy - SEN- Most Able- PP -0.1 below non PP- Gap in Attainment

Developed Strategies & Actions Creation of a new Pathway and balancing numbers Running multiple scenarios via Nova-T6 Adding Option subjects to Pot 3 Increasing teaching time in KS3 Computing

How is it evidenced? Costs Person Monitoring1) Pathways booklet, Options numbers, Nova-T6 curriculum model2) Varied methods discussed at SLT and presented at Curriculum

Governors3) Pathways booklet, Option planning support, staff visits to

providers, exam-board training4) 2018-19 curriculum

PT & MWPT, MW & RE1

PT

PT & MW

Evaluation of ImpactTerm 1

Term 2

Term 3

Specific Need (SEND & EAL)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To ensure necessary support is given to key disadvantaged groups to narrow the achievement gap.

- Specific student requirements based on SEN

- Language barrier (reading, writing and listening)

- Access arrangements - SEMH issues- Support for LAC/CYPIC

students

Students with specific needs are identified and supported to engage in lessons. Improvement in the results of SEN students in 2019 from 2018 results of:

SEN -0.7 SEN K -0.79 SEN S -0.46 SEN Gap -0.38

Giving all students the best chance to succeed by meeting specific needs and access arrangements.

Developed Strategies & Actions Access Arrangements to be in place for all students (SEN and EAL) Courses sought, and funded, to provide a curriculum/option path suited to SEN and EAL students (if needed) ClassCharts to show the specific need of students (allowing staff to cater for them)

How is it evidenced? Costs Person Monitoring1) Exam seating plans, EHCP/Passport, Exam-board documents 2) Pathways booklet, Options numbers, Nova-T6 curriculum model,

CLAS HL entry3) ClassCharts and teacher folders £1,075

MJ, CLL & SMDPT & TG

PT & SLT

Evaluation of ImpactTerm 1

Term 2

Term 3

Specific Need (Behavioural)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)Reducing the number of long term/ongoing behaviour and SEMH issues to minimise their impact on lessons and progress for PP students and others

- Current FTE and Isolation levels

- Student behaviour - Lack of parental support- Difficult class mixtures and

supply staff - Staff strategies for

behaviour management -

Calm and purposeful learning environment in all lessons to allow for progress. Pupils to attain targeted grades at a secure level.

Reduced figures (compared to 2017-18) for PP students in; room-moved, Isolation, FTE of PEX.

Students are less likely to make progress if the behaviour in lessons is poor. PP students are often those more likely to be impacted by poor behaviour in lessons.

PP students are currently more likely to be; room-moved, in Isolation, FTE, or permanently excluded.

Developed Strategies & Actions Consistent behaviour policy for the school PP strategies to support those noted via RADAR (class moves, intervention, parental contact) Turnaround programme PAC Hub Alternative Provision (external)

How is it evidenced? Costs Person Monitoring1) Behaviour Policy, student report data, Room move data,

Conversation data, Isolation data, FTE data, PEX data2) RADAR minutes, PDBW Position Statement, Outcomes Position

Statement3) Turnaround data/PDBW Position Statement 4) PDBW Position Statement 5) PDBW Position Statement

£30,143

DW2

DW2, PT and Year Leaders

DW2DW2DW2

Evaluation of ImpactTerm 1

Term 2

Term 3

Specific Need (High Ability)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)Narrowing the gap in progress for High Attaining PP students

- Parental support - Motivation - Cultural capital- Prior family experience of

Higher Education- Appropriate curriculum- Lack of challenge in lessons

and standard of teaching - Supply staff/ long-term

absence

Reduce the gap between high attaining PP and non-PP students. Lack of NEET students who are PP. Increased number of 7-9 grades for high attaining PP students

2018 results showed: All HPA -0.58 (56 students) Non-PP HPA -0.52 (39

students) PP HPA -0.71 (17 students)

Developed Strategies & Actions Coaching of specific students and staff training Aspirational colleges in for assembly sessions (Loreto, Xaverian and Holy Cross) #Data updates to show impact on PP HPA students High ability form group (specific tasks) HPA groups in core intervention (PP focus)

How is it evidenced? Costs Person Monitoring1) Coaching Training, coaching list, Student voice, coaching resources2) College Assemblies (rota) and email chain. Applicant numbers 3) #Data booklets, PP report (Position Statement), 4 Matrix4) Twitter, Student voice, Peer-reading logs, college applications 5) Intervention tracker, 4 Matrix, #Data booklets, Position Statement

£100

£1000 (4 Matrix)

PTDRPTKS/PTPT

Evaluation of ImpactTerm 1

Term 2

Term 3

Teaching & Learning (CPD, Sharing Practice and Research)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)Share research and T&L methods to support the learning of PP students and improve teacher’s understanding of how best to meet pupil needs.

- New staff lacking awareness of advantaging the disadvantaged

- Time for idea sharing and PAD days

- Staff utilising these ideas in lessons

- Sharing best practice

PP results to continue to improve whilst narrowing the gap from other toward 0.

EEF research and PIXL principles show that effective focus on PP students, and specific actions, can reduce the gap in attainment. +8 months: Meta-cognition and self-regulation (Sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly and understand how to repeat success.

Best-practice sharing will support colleagues in utilising methods which will support PP students.

Developed Strategies & Actions Join PIXL and ensure practices are adopted in a number of subject areas (Maths, English, Science and Humanities to start) Conduct sessions on ‘Advantaging the Disadvantaged’ for all new staff Staff updates on progress/attainment of MPA and HPA PP students. CPD on PIXL principles ClassCharts to be utilised by all staff and training conducted for new staff Numeracy, Literacy and Peer-reading CPD to be conducted for all staff

How is it evidenced? Costs Person Monitoring1) PIXL attendance, PIXL Wave, training sessions, CPD, resources 2) CPD in K-drive3) Learning Briefings 4) CPD in K-drive5) ClassCharts in teacher folders 6) K-Drive resources, QA, Staff voice, student voice

£3,300 PTPTUSPTPT, US & SLTPT (LSG & KS)

Evaluation of ImpactTerm 1

Term 2

Term 3

Cultural Capital (Extra-Curricular, Enrichment and Events)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To ensure that PP students have access (and are specifically targeted for) to school events, enrichment activities and extra-curricular session, both with and without cost implications.

- Tracking of students - Uptake by PP students - Cost- Staff organising - Transport

PP students will be just as likely to attend events (by tracking) and will increase their cultural capital.

- Trip attendance - Enrichment attendance - Event participation - Lesson equipment (Food

etc.)- Aspiration and revision

sessions

Students cultural capital, understanding of the world and engagement in the school will improve the learning and, as such, progress.

Developed Strategies & Actions Parliament sessions for Year 11 Prefects MADE speakers on revision and exam-readiness (targeted for PP students) Motivational speakers Revision guides for PP students Revision resources purchased for PP students Trips budget to support attendance Internal opportunities (staff football, extra-curricular Wednesday, peer mentoring)

How is it evidenced? Costs Person Monitoring1) Parliament planning, attendance sheet, student voice2) Student voice, MADE resources, revision resources3) Student voice4) Order numbers & cost tracker.5) Order forms, student emails, student voice, assemblies 6) PP budget tracker7) Staff voice, student numbers, student voice

£500£1000£1000

£400

PT & DRPTPTPTPT & TBPT & TBPT, CP & SMD/LS

Evaluation of ImpactTerm 1

Term 2

Term 3

Cultural Capital (Coaching)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)PP students (within the SEN and More Able groups) to have a coach

- Staff willingness to coach- Time for coaching - Training on how to coach

well- Student engagement

Students chosen for the coaching programme to make improvements in;

- Engagement in school- Attendance to intervention- Results in comparison to

#10 WAG in 2018-19 - Reduce the gap between PP

and non-PP students in results

PP students may be less likely to have parental support for their education, support in aspiring to higher education or the day-to-day support in their school life. EEF research shows the positive impact of staff coaching for students on a 1-1 or small group structure.

Developed Strategies & Actions Create a coaching group of SEN and More Able to have a high PP ratio Train staff as coaches and provide resources Seek student views of coaching via questionnaire

How is it evidenced? Costs Person Monitoring1) Coaching Training, coaching list (PP highlighted), Student voice,

coaching resources2) Training resources (K drive), staff voice3) Student voice (survey monkey) £384

PT

PTPT

Evaluation of ImpactTerm 1

Term 2

Term 3

Attendance (Tracking and intervention)Specific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To increase the attendance and punctuality of PP students seen to be below national, and school, targets

- Historic poor attendance and punctuality

- Parental support- Accurate tracking- Transport, distance and

time-keeping- Internal truancy - Staff ability to impact

positively on attendance

Attendance of PP students, in all year groups, to be an improvement on 2017-18. Gap between PP and non-PP in all year groups to close compared to 2018-19.

PP students in secondary state maintained school are three times more likely to become persistent absentees than non PP students. New Year Groups % (all, other, PP)Year 11: 90.27, 92.36, 87.08Year 10: 91.12, 92.29, 89.58Year 9: 91.14, 95.18, 90.55Year 8: 91.58, 92.82, 90

Developed Strategies & Actions PP students in each year group to be highlighted for poor attendance at an early stage (90-95%) RADAR group to set specific tasks for each student in year groups they oversee Parental contact, Local Authority actions and court proceedings.

How is it evidenced? Costs Person Monitoring

1) RADAR meetings and attendance officer lists, termly reviews of impact, clear detail of actions

2) RADAR minutes, PDBW Position Statement, key student lists (termly)

3) Sims, RADAR minutes, PDBW Position Statement

DW2, AN and RADAR

DW2

DW2

Evaluation of ImpactTerm 1

Term 2

Term 3

Revision AttendanceSpecific Focus Barriers to Overcome Intended Outcome/Success Criteria Rationale (why)To run sessions at Easter and May half term and ensure that PP attendance is high

- Staff willingness to run sessions

- Student attendance - Parental support - Targeting of students

High number of PP students attending intervention sessions at both stages.

Improvement in results for PP students from WAG in #12 data.

Greater attendance to revision sessions will see PP students:

- Gain confidence - Perform better in 2019

summer examinations - Move PP students toward 0

and ‘national other’.

Developed Strategies & Actions Easter holiday sessions to be organised and run, with a high ratio of PP students May half term sessions to be organised and run, with a high ratio of PP students Parental contact to be made prior to sessions to encourage attendance Reward attendance with; chocolate, vouchers, Prom support etc.

How is it evidenced? Costs Person Monitoring

1) Easter programme, emails, posters, website, student emails. Attendance lists show high PP engagement

2) May programme, emails, posters, website, student emails. Attendance lists show high PP engagement

3) ParentMail lists 4) Budget tracker, student names, voucher receipts

PT

PT

PT & JSPT & TB

Evaluation of ImpactTerm 1

Term 2

Term 3

Funding Summary

Overview of Funding 2018-19 Jan 2019 (costs) April 2019 (costs) September 2019 (costs)Total FundingStaffing SpentOther SpentTotal Spend