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Pupil premium strategy statement (Caistor Yarborough Academy)
1. Summary information
School Caistor Yarborough Academy
Academic Year 18/19 Total PP budget (estimate) £129,946 Date of most recent PP Review Sept 18
Total number of pupils 365 Number of pupils eligible for PP 136 Date for next internal review of this strategy Jan 19
2. Current attainment
Pupils eligible for PP -19 / 54 (35%).
Pupils not eligible for PP – 35/54 (65%)
Progress 8 score average -0.39 -0.44
Attainment 8 score average 31.66 40.11
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers
A. Pupils not achieving national expectations in Mathematics and English
B. Literacy is a barrier for students for a high proportion of students.
C. Pupils’ progress is not rapid due to attitudes to learning and the aspiration of students and stakeholders.
D. Cohort of high ability students need additional support to reach their expected progress.
External barriers
E. Attendance rates for students eligible for PP is below the target for all children. This reduces their curriculum time and leads to less progress being made. PA is higher in PP than non-PP.
2
4. Desired outcomes Success criteria
A. Levels of progress to be in-line with national average. PP pupils to achieve a P8 score of at least 0. This will be reviewed termly with the final review at the end of the year.
B. Pupils to be able to access the national curriculum through appropriate levels of literacy. All pupils to be age appropriate reading level (12) by the end of Y7. This will reduce barriers for accessing the curriculum.
C. Pupils to have an aspirational attitude towards learning that supports them to make progress.
Pupils to make the expected progress over the year.
D. Raise the attainment of high ability students with suitably targeted intervention. Higher ability PP pupil’s P8 scores should be at least 0.
E. Pupils to have above the national required level of attendance. All pupils to have an attendance of 95% or higher and number of PA PP pupils will reduce
3
5. Planned expenditure
Academic year 18/19
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcome Chosen action /
approach
What is the evidence
and rationale for this
choice?
How will you ensure it
is implemented well?
Staff
lead
When will you review
implementation?
A. Levels of progress
to be in-line with
national average.
PP pupils to make
accelerated progress in
Mathematics.
Maths intervention to
support all PP in KS3 and
to support those that are
most in need (Maths to
dictate). To be supported
through IXL.
Maths intervention for PP
at KS4. This is to be
provided by Maths team.
This is a suggested
method by the EEF toolkit.
Progress will be
monitored using a
baseline test and then
regular assessments.
JBig/
BEdl
Termly: First review
December 20th.
Reviewed at data
collection points.
4
Targeted intervention for
those that require it. This
is to be done on a weekly
basis.
Homework. KS4
homework will be GCSE
exam questions
EEF toolkit suggests that
homework can have a
positive impact of 5
months.
This will be a targeted
approach by the Maths
team with each staff
member tracking which
pupil needs to attend.
The class teacher will
set the homework. LOF
will monitor homework
set
BSpe,
SKee,
CGue,
VSto
Teachers
Termly: First review
December 20th.
Continually throughout
the year.
5
A. Levels of progress
to be in-line with
national average.
Overstaffing in the core
subjects to reduce class
sizes.
Smaller class sizes will
enable more targeted
support from the class
room teacher
Individual staff and
LOF’s will monitor the
performance of pupils in
their classes.
JBig /
LOFs
Termly: First review
December 20th.
6
D. Raise the
attainment of high
ability students with
suitably targeted
intervention.
Additional sessions in
Maths and English during
tutor time. Tailored
revision sessions
organised to target the
higher ability cohort.
Individual mentoring
programme to support
Year 11 PP HA students.
SLT members are
assigned students to
support throughout the
year and closely monitor
progress, support and
ensure appropriate
intervention is in place.
HA CPD – differentiation
and higher order
questioning
Additional periods offer
students structured time to
develop their knowledge
and skills.
Providing students with a
key member of staff to
support will provide
regular feedback on what
students should be
focusing on and liaise with
parents to ensure
progress is made.
Lessons will be
differentiated better to
support the most able.
LOF’s will analyse data
capture and identify
actions to support HA at
tri-weekly challenge
meetings.
SLT complete formal
meetings twice a half
term with progress
documented along with
targets and strategies
of support.
LOF’s /
JBig /
SLT
At each data capture
Total budgeted cost £37,000
7
ii. Targeted support
Desired outcome Chosen action /
approach
What is the evidence and
rationale for this choice?
How will you ensure it
is implemented well?
Staff
lead
When will you review
implementation?
A. Levels of progress
to be in-line with
national average.
B. Pupils to be able to
access the national
curriculum through
appropriate levels of
literacy.
To rapidly close the gaps
between the subgroups in
English. Identified
students with low literacy
levels. Delivery of
Accelerated Reader: this
is a programme that
supports learners’ reading
and comprehension skills.
Also small group
intervention sessions
using Beat Dyslexia. This
will also be supported by
the year 7 catch up
funding and the SENCO.
Previously when pupils have
really taken this on they
have progressed well
through the system and
have made significant
improvements in their
reading.
LSA’s and SCITT
trainees are being used
to deliver this to small
groups of pupils
extracted from world
studies lessons.
Progress monitored
following the completion
of a baseline test and
subsequent
assessments.
NTay/
ASpa
Termly: First review
December 20th
8
A. Levels of progress
to be in-line with
national average.
To rapidly close the gaps
between the subgroups in
Maths.
Identified students with
low numeracy levels.
Delivery of Passport
Maths: this is a computer
based programme that
fills in the gaps in
fundamental
mathematics. This will
also be supported by the
year 7 catch up funding
and SENCO.
EEF toolkit suggests that
technology can have a
moderate impact on
learners’ progress.
Previously when pupils have
really taken this on they
have progressed well
through the system and
have made significant
improvements in their
mathematics
.
Maths staff to deliver
during weekly maths
lessons. Progress
monitored following the
completion of a baseline
test and subsequent
assessments.
Svan /
BEdl /
ASpa
Termly: First review
December 20th
B. Pupils to be able to
access the national
curriculum through
appropriate levels of
literacy.
Pupils to have strong
literacy skills that enable
them to access the
curriculum.
Accelerated reader/Drop
Everything and Read
sessions (DEAR) during
English lessons.
Literacy coordinator
appointed to improve
whole school literacy
Reading can have a positive
impact of around 5 months
and involves very little cost.
English department will
lead and monitor
progress.
DLon Termly. First review
December 20th.
9
A. Levels of progress
to be in-line with
national average.
Ninja Maths - is a Key
Stage 3 numeracy
intervention designed to
fill gaps in students’ basic
mental calculation
strategies. This will be
delivered once a week in
tutor time to KS3.
This will empower the pupils
with the numeracy skills and
fluency required to fully
access GCSE Maths
concepts when they move to
Key Stage 4 study.
Tutors to track their
progress of pupils in
their tutor groups and
Maths department to
oversee the delivery
and tracking
Tutors
/ BEdl/
SKee
Termly: First review
December 20th.
Total budgeted cost £39,000
10
iii. Other strategies
Desired outcome Chosen action /
approach
What is the evidence and
rationale for this choice?
How will you ensure it
is implemented well?
Staff lead When will you review
implementation?
C. Pupils to have an
aspirational attitude
towards learning that
supports them to
make progress.
Fortis counselling have
been
employed to support
the emotional
wellbeing of all
identified students to
ensure they have the
strategies to develop
resilience.
Students who have resilience
and developed strategies to
deal with stress are more
likely to succeed and less
likely to have poor
attendance.
BEdl/NTay to lead the
organisation of
Youthoria and Fortis.
The Guidance team
decide on appropriate
actions and support
level required. Session
notes shared and
progress of students
tracked.
BEdl/NTay Termly. First review
December 20th.
E. Pupils to have
above the national
required level of
attendance.
Monitoring individual
attendance to ensure
PP pupil’s attendance
is in line with national
average
Pupils cannot access the
curriculum fully if their
attendance is low.
HBri to monitor all
attendances and liaise
with home to minimise
impact. JBig to use
Bromcom to also check
and raise concerns.
HBri Termly. First review
December 20th.
11
A. Levels of progress
to be in-line with
national average.
Study skills day used
to support students in
KS4 to develop
revision techniques
and to manage stress.
A further seminar on
the evening is provided
to guide parents on
how to support their
child further.
If students are prepared for
the examinations and are
provided with techniques to
manage the stress related to
them, they are more likely to
be successful.
PP Coordinator and
Y10/11 progress lead
oversees the event.
Feedback from
students sought to
improve for future
events. Parent
attendance logged.
JBig /
BCur/JGas
Termly: First review
December 20th
A. Levels of progress
to be in-line with
national average.
GCSE exam booklet
provided to support
parents and pupils.
More support and
involvement at home will
contribute to a more positive
attitude.
JBar to coordinate and
distribute at the year
11information evening
JBig / JBar Termly: First review
December 20th
C.Pupils to have an
aspirational attitude
towards learning that
supports them to
make progress.
All PP year 11 pupils
to have a careers
interview with SLT
member or external
careers advisor
Help and support provided
for pupils who may not get
advice at home
External support
acquired if necessary.
JGas Termly: First review
December 20th
Total budgeted cost £53,000
12
A. Review of expenditure
Previous Academic Year: 2017-2018
i. Levels of progress to be in-line with national average.
Desired outcome Chosen action /
approach
Estimated impact: Did you meet
the success criteria? Include impact
on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
PP pupils to make
accelerated progress
within Mathematics.
Maths intervention to
support all PP in KS3
and to support those
that are most in need
(Maths to dictate). To
be supported through
IXL.
Maths intervention for
KS4. This is to be
provided by Maths
team.
PP pupils in Y11 outperformed non
PP pupils by 0.16 with a score of
-0.52.
PP pupils in Y10 and Y9 are not
predicted to perform in line with non
PP pupils but interventions are in
place to support this
Pupils attended the sessions well and
said that the sessions supported their
needs. However it is difficult to state
whether progress was down to the
intervention or normal lessons.
Interviewed pupils stated that the
intervention sessions allowed them to
consolidate classroom learning.
Staffing
£98,000
Software
£1500
13
Y11 pupils to achieve
results in line with
national requirement.
Targeted intervention
for those that require
it. This is to be done
on a weekly basis.
PP pupils in Y11 outperformed non
PP pupils by 0.16 with a score of
-0.52. Whilst it is good that they
have outperformed within the
Academy they have not achieved
results in line with national.
PP pupils outperformed non PP but still
not in line with national so it will need to
be focused on more next year.
ii. Pupils to be able to access the national curriculum through appropriate levels of literacy.
Desired outcome Chosen action /
approach
Estimated impact: Did you meet
the success criteria? Include impact
on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
To rapidly close the gaps
between the subgroups.
Lexia: this is a
computer based
programme that
supports learners’
development of
language structure.
It is very difficult again to attribute
the effectiveness of Lexia as pupils
make progress on the programme
but this is not always shown in the
testing. This could be down to
pupil’s motivation level in the test
situation.
PP pupils are not predicted to be in line
with their non PP peers so will need to be
a target again. Lexia does allow pupils to
make progress but mainly the weaker
readers. Different methods of intervention
will be used this year with pupils of
differing abilities. Progress of reading age
will be tracked more closely.
Staffing
£98,000
Software
£1000
14
To rapidly close the gaps
between the subgroups.
Small group tuition. Pupils across KS3 are expected to
perform in line with none PP pupils
Intervention needs to continue throughout
KS3 and KS4 to ensure the gaps are
closed
Staffing
£98,000
Pupils to have strong
literacy skills that enable
them to access the
curriculum.
Accelerated
reader/Drop
Everything and Read
sessions (DEAR)
There are still some pupils in KS3
who do not have a reading age of
12 or above
The accelerated reader programme was
not monitored carefully enough. Next
year, more tracking is required and
intervention groups need setting up
where required. Beat dyslexia also to be
used
£2000
iii. Pupils to have an aspirational attitude towards learning that supports them to make progress
Desired outcome Chosen action /
approach
Estimated impact: Did you meet
the success criteria? Include impact
on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
15
Pupils to be supported in
their first year at the
Academy.
Peer coaching. This is difficult to measure but
having interviewed pupils they were
very appreciative of the peer
support.
In future (if we continue with this system),
it would be better to have a stricter
monitor of the pupils who attend meetings
and how they feel it impacts their
progress/ wellbeing.
£0
Pupils to feel ready for
their exams.
Conference delivered
by an exams coach.
This left the pupils empowered and
more confident about approaching
their exams. Pupils were surveyed
before and after the sessions with
their being a significant
improvement after the session.
This had a very positive impact on the
attitudes of the Y11’s and they felt a lot
more positive. This is something that is
worth considering with all year groups
especially with the courses becoming
more exam based.
£1500 x
2
Pupils to receive expert
support for emotional
problems
Youthoria and Fortis Both Youthoria and Fortis have
been accessed by PP pupils. The
AHT for pastoral suggests that
without this programme the pupils
involved would have not have
managed to maintain their
behaviour to stay at the Academy.
In future behaviour should be monitored
before and after programmes to make the
process more accountable and
measurable.
Staffing
£98,000
16
iv. Pupils to have above the national required level of attendance.
Desired outcome Chosen action /
approach
Estimated impact: Did you meet
the success criteria? Include impact
on pupils not eligible for PP, if
appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
All PP pupils’ attendance
to be in line with national
data.
Monitoring individual
attendance.
At the end of the academic year, PP attendance was 94.43% and non-PP was 96.29%.
Much more carefully monitoring of
attendance by HBri and NCha has led to
an increase in PP attendance. Regular
meetings to improve attendance were
held and this will continue again in 2018-
2019.
Staffing
£98,000
17
B. Additional detail
There was also some miscellaneous spending through the year – revision guides, subsidising trips, transport and uniform.