Pupil premium strategy statement (secondary) 1. Summary information School
Holly Hall Academy
Academic Year
16/17
Total PP budget
£304,810
Date of most recent PP Review
External – June 2015 Internal – Sept 2016
Total number of pupils
653
Number of pupils eligible for PP
322
Date for next internal review of this strategy
Jan 2016
49.3% of cohort
2. Current attainment Pupils eligible for PP (Holly Hall)
Pupils not eligible for PP (Holly Hall)
National average
31.3%
46.8%
64.7%
53.7%/34.8%
63.6%/55.1%
75.8% / 73.4%
Progress 8 score average
-0.69
-0.25
0.12
Attainment 8 score average
46.4
50.3
52
% achieving 5A* - C incl. EM (2015-16 only) % achieving expected progress in English / Maths (2015-16 only)
3. Barriers to future attainment (for pupils eligible for PP) In-school barriers A.
Aspirations and progress of PP boys, particularly white boys: 2015/16 progress of PP/NPP boys: -0.86/-0.55, progress of PP/NPP girls: -0.61 /0.11 and progress of PP/NPP white boys: --1.34/-0.97
B.
Based on Key Stage 2 starting points - poor numeracy, reading and literacy skills for students on PP database: average scaled score PP/NPP – 96.62/100.90. Percentage of students secondary ready in year 7 – PP/NPP : 40%/67%
C.
Alternative pathway arrangements that do not support ‘Attainment 8’ but support post 16 pathway opportunities for disaffected PP students
External barriers D.
Attendance rates for PP students: 91.6%, below Academy figure for NPP students: 95.12% – data trawl 02/09/15 to 20/07/16. Year 7 PP 93.79% NPP 95.07%, Year 8 PP 93.59% NPP 95.85%, Year 9 PP 91.37% NPP 96.69%, Year 10 PP 90.77% NPP 96.01%, Year 11 PP 88.17% NPP 91.76%
4. Desired outcomes
Success criteria
A.
Through half termly data trawls and follow up interventions the progress of students to be maximised with a focus on strategies to support the current underachievement especially of white PP boys at key stage 4
Progress 8 score PP students to be > -0.5 Progress 8 score of white boys PP to be > -0.5 and White boys NPP to be >-0.25
B.
Through intervention strategies involving all stakeholders i.e. attendance officer, parents, students, ICs, post 16 providers and consideration of appointing an onsite Education Welfare Officer [EWO] – attendance rates to improve for PP students
Attendance rates for PP students in line with Academy and National target of 95% and gap between PP/NPP closed
C. D.
Through intervention strategies with a focus on phonics and reading, students chronological reading ages will improve based on XY reading assessments and ‘star reader’ programme analysis
Reading age is at least or better than chronological age for the identified students in year 7
5. Planned expenditure
Academic year
2016/17
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?
Quality first teaching – students to experience at least ‘Good’ teaching in all lessons that support students making progress in their learning by becoming active participants in their learning
All staff to have training in the KAGAN approach to teaching and learning [part 2] and further development of collaborative learning initiatives
‘Implication of research on teacher belief’ – DM Kagan, Educational Psychologist
Performance management lesson observations will support if strategies learnt through KAGAN are being utilised/embedded in the classrooms
NAT – Assistant Principal [standards]
Termly, through learning walks and ‘The Holly Hall Way’ portfolio of evidence established in each departmental area
Staff to be proficient in targeting support and maximising progress of students based on data
All staff to have training in SISRA [part 2] to support teaching and learning All staff to be proficient in FFT Aspire to support target setting All staff to receive training and guidance with the 1-9 reporting and recording of data
Based on EEF [Education Endowment Foundation] toolkit strand on – Peer tutoring – there is moderate impact with moderate evidence Collaborative learning – there is a moderate impact with extensive evidence
Educational leadership – ‘How Schools improve’ [pages 81-83] – Research has demonstrated that when teachers use student progress monitoring, students learn more, teacher decision making improves, and students become more aware of their own performance. Deno, 2003; Fuchs, Deno, & Mirkin, 1984; Good & Jefferson, 1998
Learning walks will allow HoDs to monitor and maintain strategies to maximise progress and participation
Performance management reviews will take place April and October 2017
100% of lessons observed to be judged Good or better – monitored through lesson aggregator
Following each data trawl – data to form the core agenda in meetings to identify strategies for maximising progress and participation
PMR – Senior Assistant Principal
Half termly review which will then be disseminated to all stakeholders
A Target setting policy outlining rationale, expectations and systems to operate to be disseminated to all staff
Total budgeted cost
£6000
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?
Reading age is at least or better than chronological age for PP students
‘XY’ assessments to take place for all year 7 students to ascertain reading ages. ‘Nurture group’ set up in year 7 to develop literacy focus. Follow up XY assessments to take place during academic year
Based on EEF [Education Endowment Foundation] toolkit strand on – Phonics – there is moderate impact especially with the very weak students who have a reading age below 8 years on entering secondary school Reading comprehension strategies – there is a moderate impact based on extensive evidence especially for students aged 10+ where phonics approaches has not succeeded
Half termly tracking of student attitude towards learning and participation
NAT – Assistant Principal [standards]
Review and progress towards desired outcomes reported to Governors AIG [Academy Improvement Group] termly
‘Support group’ set up in year 7 to access literacy pathways with specialist staffing, through retimetabled modern foreign language lessons and timetabled literacy lessons
NCTL – Effective pupil premium reviews, Case study 3 – Review data shows significant increase in progress when an intervention group for vulnerable students and disadvantaged students has a bespoke curriculum through Key Stage 3
SEN coordinator and HLTA in English to report termly to NAT and AIG [Academy Improvement Group] about effective implementation
Strategies minimise low level disruption and maximise learning opportunities for disaffected students
Implementing CPOMS across the Academy Implementing cashless catering Implementing lesson monitor
Developing the role of the Educational Psychologist with targeted students
NFER research – Supporting the Attainment of Disadvantaged Pupils – strategies used by the most successful schools: Addressing behaviour and attendance – schools ensure effective strategies are in place, respond quickly to poor attendance and provide strong social and emotional support, including with families
CPOMS will be updated regularly with actions taken when required
Education Endowment Foundation – Parental involvement – there is a moderate impact when all stakeholders are involved
Targeted students receive support from external agencies with parental support and involvement
Maximising pathways available to disaffected students to address the Attainment 8/Progress 8 agenda
MKM – Assistant Principal [behaviour]
Half termly analysis of behaviour and sanctions across the Academy – reported to AIG termly
Cashless catering to support FSM students in accessing their entitlement daily – monitored termly Attendance and punctuality monitored regularly and intervention strategies when needed implemented and tracked through CPOMS ANS [SEND coordinator]
Students attendance improves and access to the elements for Attainment 8/Progress 8 increases
Total budgeted cost
£200000
iii. Other approaches 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?
Curriculum restructure that supports students to be taught in groups based on potential ability and learning styles
Cognitive ability tests [CAT] to identify potential ability
GL Assessment The suite of tests has been developed to support schools in understanding pupils’ developed abilities and likely academic potential. Results from CAT4 can help in intervention, monitoring progress and setting targets for future attainment.
All students across the Academy will have completed the CAT assessment within Autumn term 1 and data disseminated through SiSRA
NAT – Assistant Principal [standards]
Autumn term, through learning walks and ‘The Holly Hall Way’ portfolio of evidence established in each departmental area that should support students are actively engaged
Based on EEF [Education Endowment Foundation] toolkit strand on – Setting or streaming – there is a negative impact based on moderate evidence – therefore supporting the proposal of a new curriculum restructure
PP students aspirations raised
Student Leadership Pathways
NCTL –
Effective pupil premium reviews: reference to The Sutton Trust research
Review of initiatives supported by student leaders to be reported on weekly through Academy newsletter to all stakeholders
ILE – Assistant Principal
Total budgeted cost
This is reviewed half termly by ILE for effectiveness and next steps
£2000
6. Review of expenditure Previous Academic Year
2015/16
i. Quality of teaching for all 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 Cost (and whether you will continue with this approach)
Quality first teaching – students to experience at least ‘Good’ teaching in all lessons that support students making progress in their learning by becoming active participants in their learning
All staff had training in the KAGAN approach to teaching and learning [part 1]
As this is only the first part of a programme to develop pedagogy and practice across the Academy to achieve at least ‘good’ teaching in all lessons, and is complimented by a new performance management process – the impact will become more evident with the 2016/17 cohort.
Part 2 of the KAGAN approach will be delivered and supported with a clearer performance management system and ‘learning walk’ programme that will all feed in to the departmental ‘Holly Hall Way’.
Cost of KAGAN + 2 staff INSET days 2015/16 £2100
Staff to be proficient in targeting support and maximising progress of students based on data
All staff had training in SISRA [part 1] to support teaching and learning
As this is only the first part of a programme to develop staff in becoming effective data users so as to utilise data in developing their programmes of study – the impact of tracking, monitoring and effectively supporting student progress will become more evident with the 2016/17 cohort.
Initial feedback is positive with further training to support further development of teaching pedagogy and practice to maximise student progress
Cost of SISRA 2015/16 £3400
ii. Targeted support 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 Cost (and whether you will continue with this approach)
Reading age is at least or better than chronological age for PP students
Star Reader coordinator to lead strategies to reach desired outcome
The success criteria were not met. 50% + of students identified did not narrow the gap between reading age and chronological age, and in some cases, it had increased.
Following a review, the responsibility and the process for coordinating the programme has undergone a change for the new academic year with more focus being placed on effective monitoring and development of strategies
Star reader costs
To facilitate offsite learning to maximise student progress of hard to reach students and parents or of students disaffected with learning
Use of Ed Lounge to maximise student participation
The impact was minimal due to getting all stakeholders actively involved with regular follow up sessions
The programme will cease in its current format and a new approach that can be monitored more effectively with outcomes is to be led by the SENDCo for the next academic year
Cost of Ed Lounge and 2 laptops provided and alternative pathways £70100
iii. Other approaches 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 Cost (and whether you will continue with this approach)
PP students aspirations raised
Student Leadership Pathways
Refer to articles for Spring term in Holly Hall newsletter available on Academy website.
Student leaders are currently working towards the nationally recognised student leader accreditation and the model is being continuously evaluated to maximise student participation
Costs for awards evening trophies £1000
The areas for development so as to maximise progress are being addressed through a SEND review and action plan for academic year 2016/17
Costs of last year’s 5 TAs and AEN coordinator and SEND coordinator £220000
Refer to Pupil Premium reports for breakdown of PP/NPP student participation rates.
Support in lessons to maximise student progress towards targets
The deployment of 5 Teaching Assistants coordinated by the SEND coordinator, to support subjects with identified students
Based on assessment data students have progressed but not at an acceptable rate.
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
Refer to the following termly reports that are available on the Academy website that detail the impact of specific initiatives across the Academy termly, as well as initiatives that support the wellbeing and aspirations development of pupil premium students –
Pupil Premium Report Autumn Term 2015-2016 Pupil Premium Report Spring Term 2015-2016 Pupil Premium Report Summer Term 2015-2016
10