Aldersley High School – Pupil Premium Strategy 2017-18

1. Summary Information

Academic Year	2017/2018
Total number of pupils	838
Total PP budget	£319 700
Number of pupils eligible for PP	333
Date of most recent PP Review	July 2017
Date for next internal review of this strategy	November 2017

2.Current Performance Indicators (2016-2017)

2. Current performance indicators (2016-2017)	PP pupils (School)	Non PP pupils (National Average)
Progress 8	0.2	0.0
Attainment 8	41	49
% of pupils achieving grade 9-5 in English and mathematics	24%	49%
% of pupils achieving grade 9-4 in English and mathematics	45%	71%
% of pupils entered for the EBacc	4%	28%
% of cohort achieving the EBacc	6%	26%

3. Main barriers to educational achievement faced by pupils eligible for pupil premium funding

In-school barriers
A	Lower literacy, reading and oracy skills across all Year groups.
B	Lower numeracy skills across all Year groups.
C	Higher ability PP pupils are making less progress than other higher ability pupils.
D	Lower aspirations through limited cultural capital, role models and career options.
E	Fewer opportunities to develop independent learning skills.
External barriers
F	Higher absence and persistent absence rates.

4. Outcomes

Barriers	Desired outcomes and how they will be measured	Success criteria
A	PP pupils to make rapid progress in their literacy, oracy and reading skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes.	Reduction in the overall A8 and English A8 attainment gaps between the school PP averages and the non PP national averages.
B	PP pupils to make rapid progress in their numeracy skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes.	Reduction in the overall A8 and Mathematics A8 attainment gaps between the school PP averages and the non PP national averages.
C	Higher ability PP pupils to make at least the same progress in their studies as higher ability Other pupils and any attainment gap on entry is narrowed over time for each cohort and in Key Stage 4 pupil outcomes.	Reduction in the overall A8 and Element A8 attainment gaps between the school higher ability PP averages and the national averages for pupils with high overall prior attainment. There is an increase in the % of higher ability PP pupils accessing academic Post 16 courses.
D	PP pupils to have opportunities to access high quality careers advice and to develop employability skills through the steps to success programme.	PP pupils to have ambitious career plans for themselves and a clear understanding of progression pathways into post 16 courses and beyond, to realise them.
E	PP pupils to acquire and deploy a wide range of independent learning skills in the classroom and beyond.	Increased engagement and participation in learning, so that rapid progress is made in the classroom leading to raised attainment.
F	PP pupils to attain high levels of attendance to school.	Reduction of within school gap for all cohorts. School figures to be below national average data.

5. Planned Expenditure

Academic Year 2017/18

i Quality of teaching for all
Desired outcome	Chosen action/approach	What is the evidence and rationale of this choice?	How will you ensure it is implemented well?	Staff Lead	When will you review implementation?
A+B+C Maintain standards for attainment in English and mathematics whilst narrowing the gap between PP and other pupils, particularly for those with high KS2 prior attainment in some cohorts e.g. Year 11.	To lower the pupil – teacher ratio in the core subjects by the provision of 4 additional teaching staff (2 English/2 Mathematics teachers).	Reduction in class Size. (Sutton Trust – Moderate Impact). Pupils receive more effective feedback. (Sutton Trust – Moderate Impact).	Lesson observations/ learning walks. Book trawls. Pupil feedback. Data analysis and reporting. Weekly Basics Meeting.	VP/AVPs English/ Mathematics	Half termly
A+B Improve literacy and numeracy skills across the curriculum.	All pupils access a rigorous programme of additional literacy and numeracy during Form time.	Feedback from pupils is very positive.	Lesson observations/ learning walks. Pupil feedback. Termly report.	Literacy/ Numeracy Co-ordinators	Termly
ii Targeted support
Desired outcome	Chosen action/approach	What is the evidence and rationale of this choice?	How will you ensure it is implemented well?	Staff Lead	When will you review implementation?
E School attendance for PP pupils is above national average.	Attendance Team to monitor and track PP attendance and prioritise follow up. ASLs/HoYs/EWO involved as appropriate.	Monitoring, tracking and timely intervention involving key staff has proven effective in previous years in raising attendance	Weekly meetings between Vice Principal and Attendance Lead. Attendance Lead to produce weekly attendance figures.	VP/ Attendance Lead	Half-termly
A+B+C To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances.	Year 11 PP pupils to attend residential event at an activity and conference centre in Staffordshire at Easter (Whitemoor Lakes) to focus on key English and mathematics objectives.	Impact on outcomes for previous visits has proven effective.	Learning schedules will be tailored to the needs of individuals and groups of pupils following analyses of latest mock examinations in English and mathematics.	AVP English/ Mathematics	May 2018
	Breakfast Club	This has proven to be a popular way of providing small group targeted support.	AVP for English/mathematics to provide reports of impact.		Half-termly
	1 to 1 tuition in mathematics.	This has proven to be a very effective way of providing individual targeted support. (Sutton Trust – Moderate Impact).	AVP for mathematics to provide reports of impact.		Half-termly
C Maintain standards for attainment in Science whilst narrowing the gap between PP and other pupils in Year 11 and Sixth Form.	Academic Coach to support and mentor targeted individuals and small groups of pupils.	This has proven to be a very effective way of providing individual targeted support. (Sutton Trust – Moderate Impact).	Lesson observations/ learning walks. Book trawls. Data analysis and reporting.	AVP/CTL Science	Half termly
iii Other approaches
D All PP pupils to have ambitious career pathways for themselves.	Programme of career events for all year groups planned. All pupils to have career interviews.	Pupils are motivated and inspired to achieve their academic targets and develop employability skills to access career pathways of their choice.	Careers reports.	Assistant Vice Principal/ Career Lead/ASLs/ DoE Lead	Termly
	All pupils to be involved in the Steps-to-success programme.	#rowspan#	Steps-to-success report. Pupil feedback.		Termly
	All pupils to have access to a Forest School/DoE programme		Forest School/DoE report. Pupil feedback.		Termly
Total Expenditure				£319,000

6. Review of Expenditure

Total Expenditure for 2016/17 £314,500

Desired outcome	Chosen action/approach	Impact	Evaluation	Cost
To raise pupil outcomes in English, mathematics and science and increase life chances for all.	To lower the pupil – teacher ratio in the core subjects by the provision of additional teaching staff (2 English teachers/1.5 Mathematics teacher)	Additional staffing in mathematics meant that in Year 11, for example, the pupil – teacher ratio was 12 : 1. The Progress 8 data indicates that PP pupils made good progress with a P8 score of 0.0. This is mirrored in English and across the other year groups.	We intend to maintain the additional staffing in the core subjects to ensure that PP pupils continue to make good progress. We are going to also focus on narrowing the gap between PP High attaining pupils and non PP High attainers.	£93,000
	Academic coaches in the core subjects deployed in providing intervention for PP pupils in need of additional support.			£58,000

Desired outcome	Chosen action/approach	Impact	Evaluation	Cost
The emotional health and wellbeing of all pupils is not a barrier to their educational attainment and success.	To provide a dedicated and skilled team of Heads of Year, one per year group, to provide a high quality pastoral service which supports pupils and their families.	The school can provide case studies of the impact of their work in supporting pupils and their families in positive prevention.	For a small number of pupils with complex needs, the demand for the pastoral service remains high.	£81,000
	A programme of mindfulness sessions was provided to Year 11 and Sixth Form pupils covering how to cope with stressful situations.	The feedback from pupils attending the sessions was very positive.	This was a popular and well received approach and one that we might offer again if there is a need.	£400
School attendance for PP pupils is above national average	To provide an additional Attendance team member who focuses on supporting PP pupils and their families.	Provisional 2016/2017 school data for PP pupils is 93% Attendance.	We have a track record of above national average PP pupil attendance indicating that our strategies are effective. There is no national data available at this time.	£27,000
To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances.	53 pupils attended a residential event at an activity and conference centre in Staffordshire at Easter (Whitemoor Lakes) to focus on key English and mathematics objectives.	78% of these pupils went on to achieve a grade 4+ in English and 67% achieved a grade 4+ in mathematics.	This approach was very popular with pupils. As well as having a positive impact on attainment, pupils enjoyed the social aspects of the event as well as taking part in a range of challenging outdoor activities. We intend to continue with this approach and have already booked the centre for April 2018.	£4,000
	32 PP pupils took part in English ‘Blast Days’ over the course of the year. Small numbers of pupils would spend the whole day with an English specialist focusing on specific assessment objectives just before a mock examination.	87% of these pupils went onto achieve a grade 4+ and 65% a grade 5+ in English Language.	This approach was also very popular with pupils and made a demonstrable impact on attainment. We intend to continue with this approach.	£800
	1 to 1 tuition in mathematics.	10 PP pupils received 1 to 1 Tuition session. 90% of these went on to achieve a grade 4+ and 60% attained a grade 5+.	This approach was very popular with pupils and made a demonstrable impact on attainment. We intend to continue with this approach.	£3,600
To raise the attainment of PP pupils.	5 PP pupils took part in 4 ‘Blast’ days in GCSE Catering.	PP pupils made outstanding progress in this qualification and on average met their target grades.	The extended period of time (6 lessons) allowed pupils to make more rapid progress in their cooking projects. We intend to continue with this approach.	£800
	Pupils studying MFLs took part in an off-site day event at Edgmond Hall in Shropshire focusing on Listening and Reading.	PP pupils made outstanding progress in Spanish and on average exceeded their target grades by almost half a grade.	This was a popular event with pupils. We intend to continue with this approach.	£1,200
	Pupils studying GCSE geography were taken off timetable for a day to focus on completing their controlled assessment.	PP pupils made outstanding progress in geography and on average met their target grades.	This sustained period of time certainly had an impact on pupil outcomes. There are no controlled assessments in the new GCSE specifications.	£600
	Pupils studying GCSE statistics were taught in small groups.	PP pupils made outstanding progress in statistics and on average exceeded their target grades by half a grade.	Due to losing our specialist teacher in statistics we will not be offering this qualification to our current Year 11.	£10,000
	Pupils studying History took part in an off-site event day at Entrust HQ in Staffordshire focusing on completing their controlled assessment.	14% of PP pupils achieved controlled assessment marks above their target grade.	This sustained period of time certainly had an impact on the controlled assessment outcomes. There is no controlled assessment in the new specifications so we will not continue with this approach.	£600

7. Approaches

Desired outcome	Chosen action/approach	Estimated impact:	Lessons learned	Cost
To ensure that all pupils were able to further consolidate their learning by having access to a range of high quality before and after-school and holiday examination preparation and revision sessions.	A comprehensive programme of ‘breakfast’, ‘Period 7’ and holiday sessions (Easter and Whitsun) covering the whole range of subjects was provided to Year 11 and Sixth Form pupils.	The PP Progress 8 data indicates that pupils made expected progress in English (P8 0.01) and Mathematics (P8 0.00) and significant progress in the Open element (P8 0.87) leading to an overall PP P8 score of 0.22.	Pupils took full advantage of this approach. Feedback confirmed that ‘breakfast’ sessions were the most popular. 94% of pupils regularly attended at least 2 ‘Period 7’ sessions per week. Over the Easter holiday 34 separate Year 11 session were put on across the whole range of subjects. On average each pupil attended 3 sessions.	£4,000
To ensure that all pupils, for whom a large school setting is not appropriate, achieve in a range of qualifications and progress onto relevant post 16 courses or training.	Pupils were found appropriate places at local alternative educational providers.	All pupils gained a range of academic and vocational qualifications and have successfully moved forward into post 16 courses or training.	For some pupils alternative provision is a very successful approach. Currently we have two pupils located at alternative educational providers.	£23,000
To ensure that all pupils were able to maximise their opportunities for independent learning at school and home to raise attainment further.	Pupils were provided with high quality revision and study guides/resources across the curriculum including online resources for Languages. (Other online resources were free).	Feedback from pupils and teaching staff was very positive and that the resources were well used. 100% of Year 11 pupils used the online ‘This is Language’ software weekly to improve their Listening skills.	Pupils in this year’s cohort have already been given revision and study guides/resources. Some guides for the new qualifications are not published until later in the academic year.	£5,000
To ensure that all pupils were given opportunities to increase their cultural capital.	Pupils were provided with opportunities to access a number of out-of-school enrichment opportunities including Year 11 theatre visits to watch ‘Romeo and Juliet’ and ‘Dr Jekyll and Mr Hyde’ and a Residential trip to Barcelona.	Feedback from pupils and teaching staff was very positive. Pupils gained culturally, socially and educationally from these experiences.	We will continue to use PP funding to subsidise enrichment opportunities.	£1,500

---

Year 7 Catch Up Premium

Summary:

In 2017, we received £13,928 of catch-up funding.
In 2018, we anticipate that we will receive £15,099 of catch-up funding.

2016-2017

Cohort Context:
Cohort 2021, is made up of a cohort of 160 students. In September 2016, 62 students (38.7%) arrived with lower than expected scaled scores in reading, and 40 students (25%) arrived with lower than expected scaled scores in mathematics.
Students attended 5 lessons of English and Mathematics a week, with all students given the opportunity to attend additional intervention at Period 7 sessions, including a reading club and Maths intervention. Due to the DfE’s publication prior to September 2016 advising that all students must resit their SATS at Secondary School, both departments devised appropriate Programmes for Learning to support these students in resitting their SATS tests during the course of Year 7. Part way through the academic year, however, schools were advised that this would no longer need to take place, therefore, students then accessed Key Stage 3 curriculum only, rather than also receiving KS2 top-up.
In addition to this, during students’ nurture time sessions, there was also a strong focus on the development of literacy and numeracy skills delivered by their form tutors through competitions and team based activities, including weekly spelling tests and numeracy challenges.

Funding:
In the academic year 2016-2017, Aldersley High School received £13,928 of Year 7 catch-up funding.

The funding was spent in the following ways:

Item	Cost
TLR for Literacy (developed SATS materials to support students, alongside developing the library)	£3275.34
Accelerated Reading (additional books for students with lower levels of literacy and reading ages)	£320
KS3 English Intervention Sessions (after school)	£680
Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week.	£7208.18
1/3 of a TLR for KS3 Mathematics (focusing on specific underachievement and targeting these students in regular intervention sessions within Year 7)	£1972.94
Nurture time intervention for Year 7 students who were underachieving in Mathematics.	£1881.2

The total spend was £15,337.66, with some additional funding taken from the standard school budget to support.
The impact of this spending ensured that almost all of these students made positive progress during the year, securing their two sub-grades of progress within English and Mathematics.
Of the two groups of catch-up students, on average, they secured two sub-grades of progress in both English and Mathematics, in line with the expected progress of all other subjects across the curriculum, with 80% of students across both groups, making expected progress in both subject areas.
In regards to attainment, the average grade attained in English was 1+, whereas, in Mathematics, it was 2-. This data is based on students sitting full end of year summer examinations, in which all content covered during the academic year was assessed.

2017-2018

For the academic year 2017-2018, it is anticipated that we will receive £15,099 of Year 7 catch-up funding.
The intended spending is as follows:

Intended Spend	Cost
Half of TLR for Director of English to focus on underachievement in Year 7.	£6040.32
Half of TLR for Director of Mathematics to focus on underachievement in Year 7.	£2989.8
PiXL Phonics Programme	£220
Subscription to the Accelerated Reader Programme	£320
Additional Reading resources as part of the Accelerated Reader Programme	£174.65
Additional member of staff for lowest ability group in Year 7 Mathematics for 5 periods a week.	£7208.18
Additional Maths resources for 7A7.	£250

This is a total predicted spend of £17,202.95.