Pupil Premium October 2017

Wymondham High

Academy

Page 2 of 39

Contents

Pupil Premium / Intervention Process 3

Year 11 Pupil Premium Priority Students 4

Raise Data 2014 5

Overview of Proposed Spending for Pupil Premium 6

Year Group Profiles 2016 – 17 7

Prior Attainment Profiles 2017 - 18 8

Year 11 Disadvantaged Actual Results (Summer 2017) 9

Year 11 Non-Disadvantaged Actual Results (Summer 2017) 10

Year Group Profiles 2017 – 18 11

Year 11 Disadvantaged at end of Year 10 (Summer 2017) 12

Year 11 Non-Disadvantaged at end of Year 10 (Summer 2017) 13

Year 11 Disadvantaged at end of Year 10 (Summer 2017) 14

Year 11 Disadvantaged at end of Year 10 (Autumn 2016) 15

Year 11 Disadvantaged at end of Year 10 (Spring 2017) 16

Year 11 Disadvantaged at end of Year 10 (Summer 2017) 17

Year 10 Disadvantaged Pupil Premium Rooming Timetable 18

Year 11 Disadvantaged Pupil Premium Rooming Timetable 19

Year 10 Progress over Year (Summer 2017) 20

Pupil Premium Impact Report 21 – 23

Pupil Premium Action Plan 2017 – 2018 24 – 33

Pupil Premium Review Questions 34

Year 10 Mentoring Letter – example 35 - 36

Top Tips for supporting Pupil Premium students 37 - 39

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Page 4 of 39

Yr 11 Pupil Premium Priority students (Currently not achieving their P8 targets)

English Maths Science

Actions/Interventions (All have invitation to intervention on Tues and

Thurs after school)

Student 1

Student 2

Student 3

Student 4

Student 5

Page 5 of 39

Raise Data 2014 - 2017

GCSE Disadvantaged School 2015

National Disadvantaged

2015 2015 Gap Disadvantaged

School 2016

National Disadvantaged

2016 2016 Gap Disadvantage School 2017

National Disadvantaged

2017 2017 Gap

Cohort 31 41

% A* - C En & Ma 42% 36% 46% 70%

Progress 8 -0.74 0.12

Attainment 8 38.32 52.72

% A* - En (highest Lang or Lit) 54% 80%

% 4 - 9 En

P8 En -0.37 0.09

% A* - Ma 61% 49% 56% 75%

% 4 - 9 Ema

P8 Ma -0.32 0.11

% Achieving Ebacc 16% 11% 5% 29%

P8 Ebacc -1.35 0.15

% Achieving 2 or more Science 65 53% 57% 69%

% Achieving at least 1 MFL 60 59% 23% 73%

P8 Open Element -0.66 0.11

Page 6 of 39

Wymondham High Academy – Overview of Proposed Spending for Pupil Premium

OBJECTIVE: TO CLOSE THE GAP BETWEEN PUPIL PREMIUM AND NON-PUPIL PREMIUM STUDENTS NATIONALLY

1. SUMMARY INFORMATION

Academic Year 2017-2018 Total PP Budget Estimated £166,470 Date of most recent PP review March 17

Total number of pupils 1579 Number of pupils eligible for PP 211 Date for next internal review of this strategy Half Termly

2. CURRENT Y11 ACHIEVEMENT AND WHOLE SCHOOL ATTENDANCE TRACKER

Half termly milestones – Impact measures In school DP

HT1 In school DP

HT2 In school DP

HT3 In school DP

HT4 In school DP

HT5 In school DP

HT5 National Average

(Non DP)

Progress 8 score average 0.12

Attainment 8 score average 48.4

% of pupils achieving the threshold in English 65%

% of pupils achieving the threshold in Maths 63%

% Achieving the E-BACC 24%

Value Added + EM 1000

Whole School (Y7-Y11) DP attendance 97.5%

Page 7 of 39

No of Students 260 No of Students 270 No of Students 258 No of Students 220 No of Students 226

No of PP Student 52 No of PP Student 46 No of PP Student 46 No of PP Student 24 No of PP Student 34

No of Non PP Students 208 No of Non PP Students 224 No of Non PP Students 212 No of Non PP Students 196 No of Non PP Students 192

PP Boys 23 PP Boys 21 PP Boys 22 PP Boys 9 PP Boys 14

PP Girls 29 PP Girls 25 PP Girls 24 PP Girls 15 PP Girls 20

FSM 21 FSM 17 FSM 25 FSM 10 FSM 18

Ever 6 45 Ever 6 33 Ever 6 37 Ever 6 15 Ever 6 26

LAC 1 LAC 1 LAC 1 LAC 3 LAC 0

Services Students 1 Services Students 2 Services Students 1 Services Students 0 Services Students 1

Pupil Premium % 20 Pupil Premium % 17 Pupil Premium % 18 Pupil Premium % 11 Pupil Premium % 15

Non Pupil Premium % 80 Non Pupil Premium % 83 Non Pupil Premium % 82 Non Pupil Premium % 89 Non Pupil Premium % 85

Year 11

Year Group Profiles 2016-17

Year 7 Year 8 Year 9 Year 10

Year 7

Pupil Premium %

Non Pupil Premium %

Year 8

Pupil Premium %

Non Pupil Premium %

Year 9

Pupil Premium %

Non Pupil Premium %

Year 10

Pupil Premium %

Non Pupil Premium %

Year 11

Pupil Premium %

Non Pupil Premium %

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Page 9 of 39

Disadvantaged Pupils Year 11 Summer 2017

Page 10 of 39

Non-Disadvantaged Pupils Year 11 Summer 2017

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No of Students 275 No of Students 258 No of Students 269 No of Students 256 No of Students 219

No of PP Student 52 No of PP Student 48 No of PP Student 43 No of PP Student 44 No of PP Student 24

No of Non PP Students 223 No of Non PP Students 210 No of Non PP Students 226 No of Non PP Students 212 No of Non PP Students 195

PP Boys 34 PP Boys 22 PP Boys 21 PP Boys 22 PP Boys 9

PP Girls 18 PP Girls 26 PP Girls 22 PP Girls 22 PP Girls 15

FSM 16 FSM 17 FSM 10 FSM 13 FSM 3

Ever 6 45 Ever 6 44 Ever 6 34 Ever 6 38 Ever 6 15

LAC 1 LAC 1 LAC 1 LAC 1 LAC 3

Services Students 0 Services Students 1 Services Students 2 Services Students 0 Services Students 0

Pupil Premium % 19 Pupil Premium % 19 Pupil Premium % 16 Pupil Premium % 17 Pupil Premium % 11

Non Pupil Premium % 81 Non Pupil Premium % 81 Non Pupil Premium % 84 Non Pupil Premium % 83 Non Pupil Premium % 89

Year 11

Year Group Profiles 2017-18

Year 7 Year 8 Year 9 Year 10

Year 7

Pupil Premium %

Non Pupil Premium %

Year 8

Pupil Premium %

Non Pupil Premium %

Year 9

Pupil Premium %

Non Pupil Premium %

Year 10

Pupil Premium %

Non Pupil Premium %

Year 11

Pupil Premium %

Non Pupil Premium %

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Disadvantaged Pupils Year 11 at End of Year 10 Summer 2017

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Non-Disadvantaged Pupils Year 11 at End of Year 10 Summer 2017

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Disadvantaged Pupils Year 11 at End of Year 10 Summer 2017

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Disadvantaged Pupils Year 11 at Year 10 Autumn 2016

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Disadvantaged Pupils Year 11 at Year 10 Spring 2017

Page 17 of 39

Disadvantaged Pupils Year 11 at Year 10 Summer 2017

Page 18 of 39

Year 10 Disadvantaged Students Rooming Timetable

Week 1 P1 P2 P3 P4 P5

Week 2 P1 P2 P3 P4 P5

M02, N1, N12, N14, N15,

N17, N20, N5, N7, S26

E1, E4, N18, N19, S01,

S03, S10, S18, S19

M01, M09, M12, M15,

M17, S03, S07, S09, S18,

S20M01, M09, M10, M11,

M12, M13, M14, M15,

M16, M17

E1, E4, N18, N19, S02,

S04, S09, S11, S19

E2, E5, M20, M21, M23,

M24, N19, N2, N3

M02, N1, N11, N12, N13,

N15, N20, N6, N8, S26

M12, M18, M19, M21,

M23, M25, S01, S02,

S11, S19, S20

S04, S07, S10, S11, S20,

PE

N11, N13, N15, N6, N8,

PE

E1, E4, M01, M09, M12,

M15, M17, N18, N19

E5, E6, E8, M04, M05,

M06, M08, M27, N10,

N24, N4, S05

E5, E6, E7, E8, M04, M05,

M06, M08, M27, N10,

N24, N4

N11, N15, N17, N5, N7,

S02, S03, S07, S11, S20

M02, N1, N12, N20, S01,

S03, S09, S10, S18, S26

M02, M09, M11, M13,

M14, M16, N1, N12,

N20, S26

E2, E5, M18, M20, M22,

M23, M24, N19, N2, N3

B r

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L u

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h

Fri

Thurs

Wed

Tues

Mon

E2, E5, N19, N2, N3, S03,

S07, S11, S19

E4, E6, E7, E8, M04, M05,

M06, M27, N10, N18,

N5, S14, S16

E4, E6, E7, E8, M04, M05,

M06, M27, N10, N18,

N5, S14, S16

M09, M11, M13, M14,

M16, S09, S10, S11, S18,

S20

E6, E8, E9, M01, M04,

M05, M06, M14, M27,

N10, N24, N4

M18, M19, M21, M23,

M25, PE

N11, N13, N14, N15,

N17, N22, N5, N6, N7, N8

S01, S02, S03, S04, S11,

PE

E10, E4, E7, E8, M04,

M05, M06, M16, M26,

M27, N10, N5, N6

TuesM11, M13, M14, M15,

M16, PE

E5, E6, E8, M04, M05,

M06, M08, M27, N10,

N24, N4, S05

E5, E6, E8, M04, M05,

M06, M08, M27, N10,

N24, N4, S05

M01, M09, M12, M15,

M17, M20, M21, M22,

M23, M24

M18, M19, M21, M23,

M25, N6, S03, S07, S11,

S18, S20

B r

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L u

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Mon

E1, E4, N18, N19, S01,

S02, S09, S18, S19

M02, N1, N12, N20, S26,

PE

M02, N1, N12, N14, N15,

N17, N20, N5, N7, S26

E2, E5, N11, N13, N15,

N19, N2, N3, N6, N8

WedN14, N15, N17, N5, N7,

S02, S03, S04, S07, S11

N14, N15, N17, N5, N7,

S01, S02, S09, S11, S20

M09, M11, M13, M14,

M16, M18, M19, M23,

M24, M25, N6

M20, M21, M22, M23,

M24, S03, S04, S07, S09,

S11

M02, N1, N11, N12, N13,

N15, N20, N5, N8, S26

ThursM12, M18, M19, M21,

M23, M25, S01, S02,

S04, S18, S19

N11, N13, N14, N6, N8,

S01, S02, S07, S10, S18

S03, S07, S09, S11, S20,

PE

E1, E4, M01, M09, M12,

M15, M17, N18, N19

S04, S09, S10, S11, S20,

PE

M02, M09, M12, M15,

M17, M22, N1, N12,

N20, S26

FriM18, M20, M22, M23,

M24, S02, S07, S10, S11,

S18

E10, E4, E6, E7, M04,

M05, M06, M26, M27,

N10, N14, N5, S14

E10, E4, E6, E7, M04,

M05, M06, M27, N10,

N14, N5, S14, S16

E2, E5, M09, M11, M13,

M14, M16, N19, N2, N3

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Year 11 Disadvantaged Students Rooming Timetable

Week 1 P1 P2 P3 P4 P5

Week 2 P1 P2 P3 P4 P5

E2, E3, M09, M12, M15,

M16, N18, N2

N11, N14, N22, N7, N8,

S02, S07, S09, S11

M01, M10, M13, M14,

N1, N12, N20, S05

M12, M19, M20, M21,

M23, S01, S09, S12, S20

ThursN13, N14, N15, N6, PE

Year 11 College day

E10, E4, E5, E6, E8, M05,

M06, M08, N10, S27

E6, M05, M06, M28, N1,

N10, N24, S14, S27

E6, M05, M06, M28, N1,

N10, N24, S14, S27

E10, E4, E5, E6, E8, M05,

M06, M08, N10, S27

N11, N13, N15, N6, S02,

S11, S18, S20

FriE1, E3, E5, N19, N4, PE. M10, M11, M13, M14,

M18, M19, M21, M23,

N8

N1, N12, N20, S02, S07,

S09, S11, S26

N11, N14, N22, N7, N8,

S02, S07, S09, S11

E1, E2, E3, N19, N4, S02,

S09, S11, S20

TuesE1, E2, M19, M21, M23,

M24, N15, N18, N2

M18, M19, M24, S07,

S09, S11, S19

M01, M12, M15, M16,

S02, S04, S07, S20

N13, N15, N6, N7, S02,

S07, S18, S20

M10, M11, M13, M14,

N11, N14, N22, N7, N8B

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MonM18, M19, M24, N12,

N20, S05, S26

M01, M10, M13, M14,

N11, N14, N22, N7, N8

E1, E2, N18, N2, S09,

S18, S19, S20

M11, M12, M15, M16,

N12, N20, S05, S26

WedE10, E5, E6, M05, M06,

M28, N10, N24, S14, PE

M01, M12, M15, M16,

S01, S07, S09, S11 B r

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L u

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Fri

Thurs

Wed

Tues

Mon

N13, N14, N15, N6, PE

Year 11 College day

E1, E3, E5, N13, N14,

N15, N19, N4, N6

N1, N12, N20, S02, S04,

S05, S07, S09

M18, M19, M21, M23,

N1, N12, N20, N8, S26

M11, M12, M15, M16

N13, N14, N15, N6

E1, E3, E5, N1, N12, N19,

N20, N4, S05

M12, M19, M21, M22,

M23, S02, S07, S09, S20

E1, E2, N18, N2, S07,

S10, S19, S20

M01, M12, M15, M16,

S02, S04, S07, S09

M18, M19, M24, S02,

S07, S09, S18

E1, E3, E4, M10, M11,

M13, M14, N19, N4

E1, E2, N18, N2, S02,

S04, S07, S20

N11, N14, N22, N7, N8,

PE

M18, M19, M24, S11,

S18, S19, S20

E10, E4, E5, E6, E8, M05,

M06, M08, N10, S27

E10, E4, E5, E6, E8, M05,

M06, M08, N10, S27

E10, E6, M05, M06, M28,

N10, N24, S14, S27

E10, E6, M05, M06, M28,

N10, N24, S14, S27

M10, M11, M13, M14,

S02, S04, S09, S18

N11, N14, N22, N7, N8,

S02, S04, S09, S11

M18, M19, M24, N1,

N12, N20,S05

E10, E4, E5, E6, E8, M05,

M06, M08, N10, N13, PE

M11, M12, M15, M16,

N13, N14, N15, N6

M01, M10, M13, M14,

N11, N14, N22, N7, N8

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Year 10 Summer 2017 Progress over Year Pupil Premium

Y10 Autumn Y10 Spring Y10 Summer

Title Total Percentage Total Percentage Total Percentage

Pupils

Students Included 24 - 24 - 24 -

Boys Included 9 - 9 - 9 -

Girls Included 15 - 15 - 15 -

E&M Threshold

Entered 24 100% 24 100% 23 95.83%

Both Subjects Below 5 10 41.67% 11 45.83% 10 41.67%

Only English Above 5 5 20.83% 6 25% 7 29.17%

Only Maths Above 5 1 4.17% 0 0% 0 0%

Both Subjects Above 5 8 33.33% 7 29.17% 7 29.17%

Progress8

Progress8 Entries 23 95.83% 23 95.83% 23 95.83%

Progress8 Score -0.49 - +0.03 - +0.07 -

Attainment8 43.17 - 43.17 - 43.58 -

English Attainment8 9.17 - 9 - 8.83 -

Maths Attainment8 8.58 - 8 - 8 -

EBac Attainment8 11.98 - 12.83 - 13.08 -

Other Attainment8 13.44 - 13.33 - 13.67 -

English Progress8 -0.61 - -0.1 - -0.19 -

Maths Progress8 -0.31 - -0.07 - -0.07 -

EBac Progress8 -0.32 - 0.45 - 0.54 -

Other Progress8 -0.7 - -0.23 - -0.12 -

Baccalaureate

English Entries 24 100.00% 24 100.00% 23 95.83%

Maths Entries 24 100.00% 24 100.00% 24 100.00%

Science Entries 24 100.00% 24 100.00% 24 100.00%

Languages Entries 20 83.33% 20 83.33% 20 83.33%

Humanities Entries 24 100.00% 24 100.00% 24 100.00%

English Above 5 13 54.17% 13 54.17% 14 58.33%

Maths Above 5 9 37.50% 7 29.17% 7 29.17%

Science Above 5 3 12.50% 7 29.17% 8 33.33%

Languages Above 5 12 50.00% 9 37.50% 10 41.67%

Humanities Above 5 12 50.00% 13 54.17% 14 58.33%

English Above 4 18 75.00% 15 62.50% 15 62.50%

Maths Above 4 15 62.50% 13 54.17% 13 54.17%

Science Above 4 6 25.00% 12 50.00% 15 62.50%

Languages Above 4 14 58.33% 13 54.17% 14 58.33%

Humanities Above 4 18 75.00% 17 70.83% 18 75.00%

Entered in All Subject Areas 20 83.33% 20 83.33% 19 79.17%

Achieving the Baccalaureate (Standard) 6 25.00% 9 37.50% 12 50.00%

Achieving the Baccalaureate (Strong) 3 12.50% 7 29.17% 7 29.17%

Entrants Achieving the Baccalaureate (Standard) 6 30.00% 9 45.00% 12 63.16%

Entrants Achieving the Baccalaureate (Strong) 3 15.00% 7 35.00% 7 36.84%

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PUPIL PREMIUM IMPACT REPORT 2016-17

The Pupil Premium Grant supports disadvantaged students in order to diminish the difference in attainment between them and their peers. It is intended to offer appropriate support in order to address current underlying inequalities between students eligible for Free School Meals (FSM), either now or in the past six years (Ever 6FSM) and children looked after by the state. We believe the PPG should enhance the life chances of pupils, including moving on to appropriate providers post-16/18, having excellent attendance and being confident and responsible young people. Impact of the Pupil Premium Grant This support is monitored and led by the Associate Principal and Vice Principal to ensure that targeted support leads to the improved academic progress of students within this cohort. As a result of the pupil premium support and the initiatives in the School Development Plan, for diminishing the difference, we are beginning to see the gap close in lower school.

Target Impact

To further improve attendance of Pupil Premium students:

• Focus [through Attendance Manager] on pupils whose attendance falls below 95%

• Initiation of absence protocol and attendance support meetings as appropriate when the above criteria is triggered

• To provide parents with regular attendance updates to support attendance

• To introduce pre-emptive attendance support meetings for vulnerable pupils

The attendance of the pupils eligible for pupil premium was 92.4% in 2016-17. Attendance for the same identified group was 93.6% in 2015-16. The national 2015-16 figure was 92.8%. By Year Group PP attendance was as follows: Year 7: Year 8: Year 9: Year 10: Year 11: The Year 11 figure was significantly impacted by 3 pupils whose attendance was between 0- 10% as a result of long-term illness physical/mental illness. Removing these pupils from the data [a number of individual strategies were put in place to support these children without success], the attendance figure increases to 93.1%. Case studies are available for these pupils. All strategies were put in place for this first strand. There is capacity to improve in this area for 2017-18 [PP target will form the key part of the Attendance Officer Appraisal target]. IMPACT: Moderate

To develop a comprehensive mentoring and IAG programme for pupils:

• Develop a OneNote document to facilitate a central collation point for IAG adviser [linked to RAC & Attendance]

OneNote document has been developed and has allowed Raising Achieving Coordinator and IAG Officer to support Communications. All PP pupils have achieved priority appointments with IAG Officer in Year 10 & 11

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• One-to-One interview with all pupils in Year 10-11

• Offer of business mentoring to all pupils in Year 10-11

• All pupils in Years 9-11 will be required to provide information relating to Post-16 choices to ensure targeting interventions and raising of aspirations

• Appointment of a mentor to discuss barriers to learning and how these can be overcome with pupils being selected depending on risk rating for NEET

• Continued support of Breakfast Club facility

Of the Year 11 cohort our current data demonstrates 97% of all pupils went on to further education, employment with training or 6th Form provision [105 pupils attend Wymondham High 6th Form]. Pupil premium pupils achieved the following: It was not possible to locate/appoint a suitable business mentor. This target was not met Attendance at Breakfast Club has increased substantially from 4 pupils to 12 attending regularly. Feedback from pupils is available separately. Progress of pupils eligible for PP improved from -0.74 to -0.68 [provisional October]. This figure is disproportionately impacted by the inclusion of 3 pupils whose absence was between 90-100%. There is capacity to improve through an increasingly targeted PP action plan 2017-18 [see separate document]. This is also part of the Academy Action Plan for 2017-18 IMPACT: Moderate

To ensure a super-curriculum which provides equality of opportunity for all pupils including pupil premium pupils:

• Provide pupils with the opportunity to visit University open days to support aspiration [Cambridge/Oxford]

• To actively encourage pupil premium pupils with level access to internal pupil roles: Prefect, Principal’s Council, Achievement Ambassadors at KS4 and KS5. Pupils should be represented proportionately

• Pupils to access “Growth Mindset” curriculum to support aspirations and increase progress

• AGT pupils to be given access to IGGY as a means to support accelerated academic progress outside Academy

• Pupils to be targeted for access to masterclasses at Norwich Academy [and to be financially supported to do so if required]

To provide additional structured intervention for pupils of all abilities:

• To provide [peer] targeted literacy and numeracy support to those pupils entering the Academy with KS2 scores below 100 [numeracy and literacy coordinator]

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• Interventions to be logged on central database to monitor spend of pupil premium funds against impact

• To ensure that parents are contacted prior to parents evenings to support attendance

• RAC [Raising Achievement Coordinators] to build in PP support attainment objectives to strategic plans for 2016-17

• To apply the pupil premium fund to support pupils in purchasing basic resources [including uniform] to ensure high self-esteem

• To provide SSAT [Leadership Award] trained peer support workers, in the form of Sixth Form volunteers, to assist in core lessons and small group work

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Pupil Premium Action Plan 2017-18

Priority: That disadvantaged (PP) students should make progress in line with that of comparable non-disadvantaged (PP) students, through the “Engage” programme [AIP target for non-PP is +0.11 P8]

Urgency:

Importance:

Last Ofsted/AIP progress:

Who’s accountable? JDE

Monitoring: Principal

Evaluation: CEO

Monitoring cycle: [monthly, half-termly, termly]

Objectives and success criteria

Timescales & Responsible: [Including milestones]

Evidence and Impact: Status Last updated:

A

• All staff (teaching, and where relevant to their role, non-teaching) will know which of the students with whom they interact are eligible for Pupil Premium Funding. Each member of staff will be able to articulate the level of impact that they have had on students within this group.

• Where plans are not available on G4S, HoDs will confirm the existence of a ‘live’ annotated seating plan (or equivalent) for each group. AAP PPI will monitor the set-up of classes on G4S during the first fortnight cycle. HoDs to be asked to check this in Week 2. Thereafter, Seating plan gaps will be identified and sent to SLT line managers for HoDs to address. AAP PPI will report to VP 29.09.2017

w/c 2nd November Underperforming students in Yr 11 to be involved in a trial 2-week work scrutiny to assess the quality of class work in “Open” subjects. Students work is high quality and shows maximum effort in all lessons. When compared to Non-PP students in the year the work is at least as good [reaches target grade and corresponds to department policy]

100% of teachers have seating plans in place [minimum information to include SEND/PPI status]. Staff can identify PP pupils during weekly Engage walks and provide information relating to individual progress and feedback. This feedback indicates that all PP pupils are being challenged to produce work that is at least their target grade and conforms to departmental policy. [6th October] Photo packs to be provided to staff for clear identification of pupils [9th October]. All staff can identify all pupil premium pupils in their groups Pupil Premium target boards placed in Middle, North and South Staff rooms to raise awareness of individuals below, on and above target. [12th October]

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½ termly meetings between ACB, JDE to compare and assess work. Students rewarded where quality of work has measurably improved [based on base line study]

• In each accountability cycle, HoDs will report on progress of PPI students within their subject area (evidenced through minutes). Where this is not the case, AAP PPI will request that the AP concerned addresses this in the subsequent cycle.

• Staff responsible for projects partly, or wholly, funded by PPI will report termly on the impact of their work on PPI students. AAP PPI will establish with staff a calendar for reporting and then collect these centrally such that they may be scrutinised by VP and P, as well as external agencies (as necessary).

• Whole school intervention map to indicate clearly all PPI students. AAP PPI to cross-refer and identify any PPI students who are making below expected progress and not receiving intervention actions.

• AAP PPI will circulate a list of all PPI students, by year group, to all staff – teaching and non-teaching. This action to be logged and recorded by AAP PPI such that it may be scrutinised by VP and P, as well as external agencies (as necessary).

Whole-staff expectation briefing w/c 9th October to reiterate the following standards:

• No pupil is expected to be off-task during lessons

• All pupils are expected to follow school’s policies on marking & presentation

• All pupils are expected to work at a level that is at least their target grade

• The pace of lessons should be such that there is no opportunity to “sit back”

The impact of these briefing will be measured during the Engage walks w/c 16th October [using agreed pro-forma document]. Baseline from w/c 9th October to be used for comparison. 100% of pupils to be engaged and on task during Engage walks. Staff must be confident that they will be supported in establishing high challenge/excellent behaviour environments [Briefing 12th October]. Impact measured through AIP Target 5 [Behaviour and Personal Development]. Led in conjunction with STA/Inclusion Team Deadline: 29th September 2017

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Progress of PPI pupils: HT 1 -0.68 HT 2-0.60 HT 3-0.50 HT 4-0.45 HT 5-0.30 HT 6-0.25 PP summary spreadsheet to be created and shared indicating pupil premium spend against: current progress, attendance, behaviour point status [6th October] Awareness of PPI students raised at whole staff level. Pupil Premium interviews to take place w/c 16th October. SLT to coordinate interviews. Pupils to bring their books and SLT to outline expectations and log meeting. Questions as per agreed document. Followed up through Engage walks [as indicated] Deadline 29.09.17

B

• Levels of parental engagement on the part of parents of PPI students will increase and concrete actions to increase the likelihood of this will be taken.

• AAP PPI to be present and ‘signposted’ at all Parents Evenings (Sep-May ’17-18 – see school calendar for detail of dates). AAP PPI will meet and greet as many PPI parents as possible to establish ‘soft’ lines of communication and promote more open dialogue between PPI parents and the Academy. Parents to be invited to participate in a survey at the end of the academic year, in which they will be invited to

Attendance of PPI pupils [parents] at parents evenings to be consistently above 80% at each recorded event. A minimum of 90% of PPI parents will: Agree that support for their child has enabled them to make good progress Agree that communication home/school has been consistently strong

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express an opinion on whether home/academy communication has improved, as well as inviting further suggestions for improvement.

• AAP PPI to write to parents of all PPI students outlining means of communication (such as dedicated email address for PPI, contact names etc.) and the kinds of support that the Academy is in a position to offer, with a view to engaging fully with each PPI child as an individual. (30 Sep ’17). This action to be logged and recorded by AAP PPI such that it may be scrutinised by VP and P, as well as external agencies (as necessary).

• Data Manager to run report 2 weeks after Progress Reviews to check for log-in of PPI parents. Where the reviews have not been accessed, these will be sent, hardcopy, to parents/carers. (ongoing ’17-’18 see school calendar for detail of dates)

• Parentmail texts to be sent to all PPI parents/carers before parents evenings to advise of date and time. (ongoing ’17-’18 – see school calendar for detail of dates)

• Support to be offered to PPI parents in securing appointments with staff. (ongoing ’17-’18 – see school calendar for detail of dates).

• PPI ‘surgery’ sessions to be offered at the mid-point of each term to present an informal opportunity for home-school contact and communication. (20 Oct ’17, 7 Feb ’18, 14 May ’18).

• Qualitative data, on parents’ experience of home-school communication to be collated and analysed by AAP PPI throughout the year and shared with VP and P (see school calendar for

Agree that the quality of teaching provided by the Academy has been at least good

At least 90% of PPI parents to have logged on to G4S after reviews [dates according to the school calendar] Suggest – 100% of PPI parents to have either logged onto G4S after reviews or to have received hard copy of the review. 90% of PPI parents to attend parents evenings 90% of parents attending surgeries to agree that:

Agree that support for their child has enabled them to make good progress Agree that communication home/school has been consistently strong Agree that the quality of teaching provided by the Academy has been at least good

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detail of dates – 7 days after each parents evening).

C

• Interventions aimed at improving progress and outcomes for PPI students will take place in an on-going and timely manner, that is not limited to Year 11 intervention.

• HoDs, and their AP line managers are accountable for ensuring that timely interventions at the department level, aimed at addressing gaps in skills and knowledge, are both in place and evidenced in the minutes of meetings that form part of the accountability cycle. These interventions, whilst having a Year 11 focus, are not to be limited to Year 11. The AAP PPI will report on this to the VP and P on a termly basis.

Provision of Key Stage 4 additional twilight and holiday subject support. Interventions for all students are to be logged on a central database to ensure easier comparison of students who need additional support. Progress reports used to generate list of underperforming students. Departments to report what they are doing to improve student’s attainment [through LM structure]. Data is collated and shared with all tutors so they can support students. Information sent to all HOD to ensure a cohesive approach Form Groups set up for English and Mathematics w/c 4th September [6 week cycle]. Entry and exit tests to determine impacts.

Interventions to be recorded on Whole School Intervention Map and all gaps addressed. Where 0 action is taken, a rationale will be recorded. Reviewed Termly [w/c 12th October 2017]

All PPI pupils to be attached to a peer mentor by 31st October 2017

HT pupil feedback to demonstrate that 90% of the cohort: Have attended at least 90% of the sessions Feel support is enabling them to make at least as much progress as others in their subjects/sets Have made progress in line with AIP target [can demonstrate a closing gap]

Progress of PPI pupils to increase as indicated in Section A

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Whole-school maths to be introduced w/c 16th October [North Hall]. Trial with Year 7 and move to Year 10/11 if successful. To be led by numeracy Coordinator/COS. Registers of student attendance at the targeted interventions is maintained and shows progress between the report cycles. Initially two sessions per week. Review after initial two-week trial. Students to have interventions placed onto their timetables as a 6th lesson so attendance can be monitored “Maximise” External consultants sessions November/December 2017 [Years 7-11]. TBC

• Year 12 mentors to be assigned to appropriate students (those whose progress in any one Ebacc subject is below expectations (where this is not being met through form-time interventions) in the Year 11 PPI cohort. As well as a subject specific focus, mentors will encourage students to take responsibility for their own learning and help them to take a determined and resilient approach to exam preparation. Introductory meetings to take place by 20th October and mentoring to continue until Easter. Half-termly progress updates to be emailed to AAP PPI and summarised for VP and P. (17 Nov ’17, 9 Mar ’17, 11 May ’17)

• Progress of PPI students, and the effectiveness of any interventions, to be reported on by HoDs as part of the accountability cycle. Where this is not the case, AAP PPI will request that the AP

Resources completed by 31st October and distributed. Effectiveness of resources measured through review February 2018 [HT3]. Feedback from pupils and staff through survey to determine whether: There has been a measurable improvement in pupil progress because of resources The quality of teaching and learning improved as a result of the resources *against a baseline set prior to the materials being used

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concerned addresses this in the subsequent cycle.

• Resources, aimed at complementing the school’s work on Growth Mindset to be sourced/created (31 Oct ’17) and used in either form time or Comms. Copies retained for inspection.

D

• Barriers to learning, attendance and future opportunities, at the level of resources and motivation, will be identified and removed wherever possible

• Reduce the gap between PP and non-PP in term of levels of absence

• Set up ½ termly Pupil Premium Governor Committee to oversee progress. Remit: Hold the Academy to account for strategies and progress of those eligible for pupil premium Monitor the expenditure of PP funding [£935.00 per pupil] Monitor and challenge attendance and exclusion figures for PP children [alongside progress data] Panel to include: CEO [ieTrust], Pupil Premium Lead Governor, SLT representative

• Budget (2017-18) to have a discrete allocation for resources. (P and B/FM).

• Allocated resource budget to be monitored by Finance and reported half-termly to AAP PPI. Finance will record funding accessed on a per pupil basis and, post-results, AAP PPI will conduct a cost/benefit analysis per pupil. Reported to Governor PP Committee

• AAP PPI to identify for staff the type of resources available to PPI students, along with an indication of per capita spend (30 Sep ’17). Finance will

Impact of PPI spending to be measured using the PPI spreadsheet: Updated at review points at end of HT1-6 to identify spend against impact [progress and attendance]. Where average spend is leading to progress below expected, AP PPI to intervene If 0 discrete spend, AP PPI to intervene to ensure pupil is not disadvantaged [agreement to be reached with parents regarding spend] Reward materials to be produced for those pupils where above expected progress is being made

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record funding accessed on a per pupil basis and, post-results, AAP PPI will conduct a cost/benefit analysis per pupil.

• Clear system for accessing allocated resources to be in place and communicated by AAP PPI to all HoDs (20 Oct ’17). Minuted accordingly.

IAG work led through the use of a Careers Advisor to help raise aspirations as to Post 16 opportunities All students to have a follow up meeting. Careers Advisor to review aspirations and predicted grades to ensure students are being challenged and/or appropriately realistic Support will be given to the Life Skills groups who have the highest risk of becoming NEET Careers Advisor/RT Jan 17 w/c 2nd November 100% of Yr 11 students to gain support and guidance on a 121 basis, focus initially on Level 5 students to support effective pathways into Post 16. Students in Yr9/10 will also be provided with group work. Students will be more aware of career/Post 16 pathways and how to ensure they can achieve them. Underperforming students will be given additional support to raise expectations. Students will have visited local colleges and will have been supported in the applications for college places. Evidence from student voice and surveys has highlighted that those underperforming students are also those that have no clear plans for their futures. Aspirations are developed from family and friends and so without support

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from the school students may not be aware of what is available. List of potential NEETS is reduced to 0%, student tracker shows that work has had an impact

To diminish the attendance gap between those pupils

eligible for pupil premium and other pupils from 4.29% to

1.9% [bring the figure in line with 2015-16] [Reference AO

appraisal document].

EXPENDITURE SUMMARY

TARGET EXPENDITURE BREAKDOWN

All staff (teaching, and where relevant to their role, non-teaching) will know which of the students with whom they interact are eligible for Pupil Premium Funding. Each member of staff will be able to articulate the level of impact that they have had on students within this group.

Incidental costs met through existing processes and structures

Levels of parental engagement on the part of parents of PPI students will increase and concrete actions to increase the likelihood of this will be taken.

Incidental costs met through existing processes and structures

Interventions aimed at improving progress and outcomes for PPI students will take place in an on-going and timely manner, that is not limited to Year 11 intervention.

Holiday/After school intervention sessions [External Curriculum Services]: £16 000.00 Resources provided FOC to eligible pupils [Educational Supplies and Equipment]: £7 400.00 Student Achievement Rewards and Entertainment: £4 000.00 Student Free Meals: £2 300.00 Uniform and Curriculum Stock: £2 200.00

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Barriers to learning, attendance and future opportunities, at the level of resources and motivation, will be identified and removed wherever possible Reduce the gap between PP and non-PP in term of levels of absence

CEIAG Officer: £23 827.00 Attendance Officer: £26 160.00 Administration Officer [Achievement and Attendance]: £14 540.00 Teacher Assistant Support: £45 670.00 Administration Costs [including Raising Achievement TLR payments]: £25 000.00

TOTAL £166 897.00

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PUPIL PREMIUM REVIEW SUBJECT QUESTIONS -ENGAGE WALKS

Can the student explain what they are learning?

Is this a concept/skill/knowledge that they are familiar with or revision?

Can he /she transfer this to another context – does he/she have a wider understanding of what he/she is

learning?

Can he/ she demonstrate deeper understanding or a superficial understanding of what is being taught?

What did he /she learn previously?

What is he /she going to learn?

How is the teacher’s feedback and assessment helping the student to improve?

Can the student give an example?

Are NEXT STEPS followed through?

Can the student give an example of a piece of work that they are proud of? Standard of presentation?

How did the teacher help with his /her understanding of the concept/skills/knowledge?

Is there a piece of work/unit/concept/skill that the student is struggling with?

Has the teacher acknowledged this and given the student feedback / extension /consolidation that has

helped?

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«Parental_addressee»

«Apartment»«HouseName»

«HouseNumber» «Street»

«District»

«Town»

«Postcode»

<<Date>>

Dear «Parental_Salutation»

Re: «Student»

As we approach the GCSE exams I am writing to you to let you know that «Forename» has been selected to

take part in our Year 10 Raising Achievement programme between now and the end of term.

As you will be aware the Year 10 students at Wymondham High Academy have recently sat their summer

Mock Examinations and these always provide an excellent indication of what is going well alongside those

subject areas that still need to be worked on. Following a detailed analysis of these mock results we would

like to provide «Forename» with some support as they enter the final 4 weeks of lessons in Year 10.

This support will be through providing «Forename» with a mentor in school for the final 4 weeks. The role of

the mentor will be to support «Forename» and to help them plan their additional revision and homework.

Your child will be required to see their mentor at the end of each day and show them the mentoring card

that they will take to lessons and ask their teacher to complete. «Forename» will also need to show you the

mentoring card at the end of each day so that you can see if there are any areas they might need more

support in. I have included a copy of the mentoring card and on the back of this there is a copy of the after-

school revision sessions which I would strongly advise «Forename» to attend.

We know that «Forename» will be working hard over the next few weeks to achieve the best possible

outcomes in their GCSEs in order to ensure that they move successfully onto the next stage in their

education. We are aware that the entry requirements for both Sixth Form’s and Colleges are increasingly

competitive and that additional support here at school can have a huge impact in helping students to

improve their grades.

As I am sure you will agree it is a fantastic opportunity for «Forename» to have daily face to face contact

with a mentor here at school for the final weeks of Year 10 and I am sure that this will really help them to

achieve everything they are capable of.

I would ask that your child goes to meet their mentor on Monday who will provide them with their weekly

mentoring card, discuss how they are using the revision planner (which I have included with this letter) and

explain the mentoring scheme in general. During this first meeting the mentor will also ask «Forename» for

both their e-mail address and your e-mail address so that regular communication can take place. I am aware

that it is really useful for parents to know how their child is doing and also to be made aware of additional

opportunities as they arise. We have found that many parents really appreciate regular e-mail contact so

that they are completely up to date with everything that is available for their children. The name of

«Forename»’s mentor is shown below and it is essential that «Forename» goes to meet them on Monday to

begin this supportive process. I would suggest that they do this immediately before or after morning

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registration. If «Forename» has any problems locating their mentor, please ask them to see me and I will

ensure that this important first meeting takes place.

MENTOR: «Mentor»

«Mentor» will make initial contact with you next week via e-mail as soon as we have your e-mail details. If

you would rather not be contacted via e-mail or you do not use e-mail, please let «Mentor» know and they

will arrange to communicate with you using a different method.

Many thanks for all your support and I hope that this mentoring scheme will help «Forename» to get as

much as possible out of both lessons and after school classes as we approach the exams.

Yours sincerely

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Pupil Premium – Top tips for supporting Pupil Premium students

for all Teachers

You need to be aware that Pupil Premium students are those students on, or have been on,

Free School Meals in the last 6 years, as well as Looked After Children (LAC)/Children in Care (CiC) and

Armed Forces Children. The government allocates the school a sum of money to be spent on these

students and we must be accountable for how we are spending this money. These students are currently

performing much better then they may have done in the past and we need to make sure we are doing

everything possible to help them to perform at least to target so they achieve expected progress.

Practical Strategies in the Classroom

• All teaching staff must make sure that they know who their pupil premium students are and have

thought carefully about where they are sitting in their classrooms and have this annotated on their

seating plans (which are part of our standard operating procedures) for people to see.

• Make sure that all Pupil Premium students receive high quality feedback on a regular basis. Take

extra time to ensure that Pupil Premium students reflect and respond to feedback.

• Make sure that you talk to any Pupil Premium students in your classroom every lesson to make sure

that they have support and attention. Make sure that you ask these students a question every

lesson (and a hotter follow up) or otherwise systematically give them a role in every lesson to

ensure that they are participants and not passengers.

• Make sure that they are given praise when praise is due including rewards, stickers and postcards

home.

• Make sure your expectations are high for these students and they know how to improve to achieve

at least their target grade/level. You may need to keep them behind at the end of the lesson to

check their understanding.

• Know the performance of all Pupil Premium students in your lesson relative to target grades. Keep

your HOD up to date with what interventions you are putting in place to make sure these students

are not underperforming. HOD to make sure that the HOY and Pupil Premium Lead is informed and

coordinated strategies are in place.

• Make parents aware of homework help/after school work clubs to enable these students to access

help with their work. Write letters and phone home if necessary to recommend students stay

behind to access this support. If you need Admin Support for these phone calls let Andy Green or

Kathy Ramsden know.

HOD/HOY

• All learning conversation responses from HOD and HOY MUST contain information about pupil

premium students and what action each department is taking to make sure that these students are

performing at least to target. HOD should be identifying these students on G4S and 4Matrix and

monitoring and tracking their progress.

• Report back to Pupil Premium Lead after every Report cycle to ensure underachieving students are

targeted appropriately. A clear description of interventions must be provided

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Homework and Marking

• Make sure pupil premium students understand comments and feedback from marking and that you

have made it really clear what they need to do to improve (this has been shown to be the most

effective way to improve outcomes). Reflection time must be provided in lessons so students can

make these improvements.

• Check that Pupil Premium students understand any tasks set for completion outside of school and

can access everything they need to complete the task.

• Do not allow missed or poor quality work to go unchallenged. Phone home and get students into

homework help/work clubs where support must be given to improve the quality of homework.

• Make sure that you always get Pupil Premium student’s books in for marking and they do not slip

through the net. Make sure that you spend a little extra time marking their books.

Parental Contact

• Make sure you make an appointment for parents of Pupil Premium students at parents evening.

HOY to make sure, using student support, that all Pupil Premium students’ parents are aware when

parent’s evenings are approaching.

Form Tutor/HOD/HOY

• Make sure that Pupil Premium student’s parents receive reports and understand what the report

implies.

• Make sure Pupil Premium student’s parents attend parents evenings. If necessary use Admin

Support to make phone calls home.

Opportunities Offered

• Pupil Premium students should be allocated mentors which can be either form tutor, student

leaders (for Lower School students), student peer mentors or SMT mentors.

• Educational visits, day trips (even if it is only bus fare to meet somewhere) and residentials should

all be (where required) funded for the students. Please refer to the protocol so you know how to

access monies for these.

• All revision classes/out of school activities will need to take registers so that we can identify Pupil

Premium students that attend these activities. Holiday revision and Saturday morning revision must

be planned to show which students will be targeted and how this meets the needs of the

department. The staff that will be leading the intervention must also be provided. There should be a

minimum ratio of 10 students for every member of staff.

a. Registers must be sent to the Pupil Premium Admin Support Assistant and Pupil Premium Lead

(Rob Terry) for recording.

• All intervention must include Pupil Premium students including those that take place in the school

day – e.g. English Intervention. Make sure that the Pupil Premium lead is aware of all students that

take part.

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Resources

• Revision guides, CD ROMs, equipment (especially subject specific like calculators, ingredients for

Food Tech, material for Textiles etc.), stationery, highlighters for exams, revision cards should all be

provided for students. Please refer to the protocol so you know how to access the monies for these

within departments.

• Form tutors please be aware of any uniform issues and refer to HOY as uniform can be provided or

supplemented for these students.