The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of students from low-income families who are or have been eligible for free school meals in the past six years, looked after children and those from families with parents in the Armed Forces.  At John Cabot Academy, the Pupil Premium funding is spent in a variety of ways; this includes investment in both pastoral and academic initiatives. 28% of our current cohort is eligible for the Pupil Premium. We measure the impact of interventions and additional funding through attendance, progress and attainment. No single intervention provides a complete solution to the complex educational issues in any school, and it is therefore a multi-faceted approach that we feel offers the best opportunity for pupils to succeed.

The Vice Principal will be responsible for the Pupil Premium cohort, acting as a Premium Pupil Champion, raising the profile of these students, and holding teachers to account for their progress and attendance. This will be done through self-evaluation and performance management. Pupil Premium students are a focus of all pastoral, academic and line management meetings. Data driven learning walks, observations and work scrutiny quality assure the Pupil Premium learning experience.

Aspirations:

  • Pupil Premium progress will match non-Pupil Premium progress at JCA.
  • Pupil Premium student attendance will be at least 94% in 2016-17.
  • We will track and support Pupil Premium students to ensure that 100% of this cohort are in education, employment or training.

 

 

Pupil Premium Funding 2016-17

 

Area of Spend Contribution from Pupil Premium Description of Intervention

*where identified by Sutton Trust/Hattie/NFER

Intended Outcomes How impact is to be measured Impact of the Intervention

(Summer 2016)

Owner of Intervention

Leadership Programme – focus on individual needs and progress
Vice Principal -Disadvantaged Student Champion £600

 

SLT role to promote Disadvantaged students, research what works for students, identifying individual barriers, assessment, implementation and monitoring of interventions and strategies. To track and monitor interventions and actions through a provision map.

Raise profile of disadvantaged students across the Academy use of T&L briefings to share information with staff.

We will purchase and use a provision map for all SEND and PP students which will show the interventions on a student by student basis.

 

 

NFER – Building Blocks for Success (Ethos, Individual Needs, Leadership, Data)

Raise profile of disadvantaged students, staff know their students in lessons.

Clear provision map.

Assessment/attendance data monitored and acted upon with interventions.

Students’ individual needs identified and interventions put in place where appropriate.

Gap closing across all year groups, assessment point 3 data / Y11 results.

 

 

LJO
Year 11

Disadvantaged Student Champion

 

£4,354

 

TLR role to promote Year 11 Disadvantaged students, identifying individual barriers, and links with parents.

 

 

NFER – Building Blocks for Success (Ethos, Individual Needs, Leadership, Data)

Students’ individual needs identified and interventions put in place where appropriate. Gap closing across year group assessment point 3 data / Y11 results.

 

LKN
Going for Gold

 

£6,398

 

To ensure that BME (including BME PP) students have a voice and feel pride in their Academy.

 

NFER – Building Blocks for Success (Ethos, Individual Needs, Leadership, Data)

Raise the engagement and student voice of BME students, a proportion of whom will be PP. Assessment point data, lesson scores, attendance data, student voice, student case studies. SBR
Curriculum Programme – ready to learn
Meeting individual needs through:

External and Internal Mentoring.

 

 

£10,000 Students at risk due to attendance or behavioral and social/emotional issues offered mentoring on one of two programmes.

 

Impact Apprentice 1 day per week (£2,700)

 

Impact Mentoring – work with 2 identified students for half a day (3 hours). (£4,500)

 

 

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month, Behaviour Interventions +4 months

NFER – Building Blocks for Success (Behaviour/Attendance)

Maintain engagement in school/education, improve performance in school, improved attendance. Assessment point data, lesson scores, attendance data, student case studies, mentor feedback. CHO LJO

 

Bespoke interventions and tutoring.

 

£20,000  External tutors to work with PP students to deliver English and Maths tutoring sessions NFER – Building Blocks for Success (Ethos, Individual Needs, Leadership, Data)

Sutton Trust: One-to-One +5 months

Specifically used with PP students to help close the gap with their peers. Improved progress of PP students to enable outcomes in line with their peers. LJO
1:1 Tutoring

Bristol Tutors

£20,000 Bristol tutors to work with CiC to deliver English and Maths tutoring sessions.

 

Sutton Trust: One-to-One +5 months

Specifically used with PP students to help close the gap with their peers. Improved progress of PP students to enable outcomes in line with their peers. LBI

 

Success Maker Maths

 

£1,600 Maths Intervention programme for Year 7&8 Raise the engagement of PP students in Maths Assessment point data, lesson scores. SDE
First Story 3,500 Writing Project for PP students Year 8-11

(approx. 20 students)

Raise the engagement of PP students in English Assessment point data, lesson scores, attendance data, student voice, student case studies. CHI
Additional part Maths Teacher £12,800

 

Smaller Class Sizes in Year 10/11 and increased intervention, improved teacher continuity and a greater core subject resource to support all “non-moving” students and secure greater levels of expected progress.

Sutton Trust: Small group tuition +4 months, reduced class size +3 months

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the gap in Maths. Improved progress of PP students to enable outcomes in line with their peers. MWA
Additional part English Teacher £12,800

 

Smaller Class Sizes in Year 10/11 and increased intervention, improved teacher continuity and a greater core subject resource to support all “non-moving” students and secure greater levels of expected progress.

Sutton Trust: Small group tuition +4 months, reduced class size +3 months

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the gap in English. Improved progress of PP students to enable outcomes in line with their peers. JUN
T&L Strategies NA CPD to share best practice or strategies that work with students to support staff in knowing their students.

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the PP gap. Improved progress of PP students to enable outcomes in line with their peers. LJO
Faculty specific resources

‘Bid Pot’

£5,000 Provision of resources for students i.e. catering ingredients, maths equipment, revision guides.

*Not evidenced by Sutton or Hattie

PP students can engage in the lessons without barriers through resources. Staff feedback, student voice. LJO
Enrichment Programme – beyond the curriculum
Breakfast Club £15,000 Breakfast provided to identified PP students free of charge to ensure access to food at the start of the Academy Day. This is extended to after school as well at the Café for those students who needed to have something before going home.

*Not evidenced by Sutton or Hattie

NFER – Building Blocks for Success (Individual Needs)

Ensure the availability of breakfast for PP students so that they are ready to learn and eating healthy food at the start of each Academy Day. Number of breakfasts served to increase over time – securing as many PP students as possible. JHU
Music Tuition £6,000 PP students often thrive within music; therefore, students are given the opportunity to play an instrument which is paid for by the Academy.

Sutton Trust: Arts Participation +2 months

NFER – Building Blocks for Success (Individual Needs)

Playing a musical instrument has been proven to develop skills which are transferable to all subjects and accelerate learning across multiple subjects. Uptake of instrument lessons will continue to rise with a greater proportion of PP students involved. SCL
School Trip Support £3,000 Provide financial support to those students who may not otherwise be able to attend a trip that would be of educational or social/emotional value to them.

Ensure that students feel valued and can be rewarded at the end of the year by attending a rewards trip.

 

NFER – Building Blocks for Success (Individual Needs)

Enable more PP students to broaden their horizons and experience more than school or home.

Students engaged in learning and aspire to do well. PP students achieve lesson scores in line or above no PP.

 

Outcomes for students within subject improved. Student voice regarding impact of experience.

Student attendance, lesson scores.

LJO
Family & Community Programme
Uniform/ PE kit £2,000 Students in need, who have financial difficulties are given uniform where appropriate. A number of PP students benefit from this opportunity that increases inclusion and removes a barrier to learning. Students receive uniform in Y7 and again in Y10.

Sutton Trust: Uniform 0 months

NFER – Building Blocks for Success (Individual Needs)

PP students who do not have full uniform are given item free of charge. Students can engage in all aspects of learning. Number of students receiving free uniform. JHU
Transportation £7000 Students who are required to travel on the bus to school are provided with a school or public bus pass to ensure that they attend school.

Additional strategy for a specific student was to purchase a bike for him to ride to school.

NFER – Building Blocks for Success (Attendance)

Attendance of PP students who live further away is not impeded by the barrier of transportation. Number of students receiving transportation support. JHU
Parental Involvement Included in Pastoral support Non-Teaching Heads of Community work with parents to improve attendance or address barriers to learning.

Sutton Trust: Parental Involvement +3

NFER – Building Blocks for Success (Behaviour/Attendance)

Improve the engagement of specific parents in their child’s education, working collaboratively with the school to break barriers. Parent meetings. Anonymous case studies, improved attendance. CHO
CiC Champion £3000 Monitoring and tracking of interventions and support required for CiC. Liaison with Virtual Schools, agencies and support of HoCs.

NFER – Building Blocks for Success (Behaviour/Attendance)

Monitoring and tracking of interventions and provisions. Key point of contact with Virtual schools, agencies and careers. Provisions for students mapped and reviewed. CiC attendance and lesson scores in line with non-CiC. LBI
Social Emotional and Behavioural Programme
 
Pastoral Support

(25% of the Non-Teaching Heads of Community Salary)

£30,000 This makes a wide and deep impact of students, particularly our PP students. Community Teams focus not just on removing barriers to learning, but on tracking and enhancing the achievement of students. Deep involvement with families and ensuring any disadvantaged for PP students is reduced. Thrive also provides support and development for some of our PP students who require a greater level of social and emotional development.

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month

Students engage in their learning and are enabled to realise the importance of their education. Support provided for a range of social, emotional and behavioral concerns. PP students are supported to make greater levels of progress and that they do not have any barriers to learning or attendance caused by deprivation.

 

Case students, attendance, lesson scores, and assessment point data.

Increase in levels of expected and good progress in all year groups.  Reduction in lesson “score 4s”, reduction in ‘placements’ recording progress of PP and comp to non-PP

CHO LJO
Engagement Leader £15,000 The JCA Engage provision provides behavior support and intervention for some of our most vulnerable/difficult students. The Engage leader has accountability for this group and the focus is high level support to remove barriers and allow students to more successfully access their learning. High proportion of PP students. Sutton Trust: Behaviour Interventions +4 months

 

To support some our most vulnerable and challenging students to be successful within the Academy. Wrap around support and ability to conduct

 

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month

 

To support some our most vulnerable and challenging students to be successful within the Academy. High levels of support and ability to conduct productive/learning focused sanctions.

 

Number of students supported. Number of successful PLC students within mainstream and rates of progress and demonstration of improved attitudes. MWR
Studio Provision

 

£20,000 likely proportion of PP access

 

The Studio provides an Alternative provision for students who find Main Stream more difficult. This provides more appropriate support for a few, some of which are PP students. Sutton Trust: Behaviour Interventions +4 months

 

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month

 

To enable a few students to access a revolving door provision that provides small group support, of site, to support students to remain in mainstream.

 

Number of students who are successfully support through the Studio to return to the Academy and achieve good qualifications CHO
School Counsellor £5,000 Counsellor employed to work with vulnerable individuals, a higher than proportion of which are PP students and CIC.

Sutton Trust: Social & emotional learning +4months

A number of vulnerable students, including several with PP are supported to overcome difficulties. Anonymous case studies of success with a number of students. LBI
Attendance Officer £5,500 Supporting students where barrier to achievement is attendance.  Working with families to raise aspiration and engagement in education.

Sutton Trust: Mentoring +1 month

Enable more PPs to realise the importance of attendance in aspirations and achievement. Attendance of PP will rise over time to be at least in line with peers.  Attendance of all will be above 96%. CHO LJO
EWO

Platinum Service

£9,945 Supporting students where barrier to achievement is attendance.  Working with families to raise aspiration and engagement in education.

Sutton Trust: Mentoring +1 month

 

 

 

Enable more PA PPs to realise the importance of attendance in aspirations and achievement. Attendance of PA PP will rise over time to be at least 90% CHO LJO
Aspiration Programme – raising aspirations and inspiring students
Careers Advisor £5,785 To support students to have and realise future aspirations; providing targeted and specific support for students to secure pathways and reduce numbers of NEETs. PP students proportionately supported by this provision to increase PP progression.

Sutton Trust: Mentoring +1 month

Enable more PPs to realise the enabling power of education and that what they do now directly impacts on their future. Reduce the number of NEETs. Number of NEETs over time. LJO
Guest Speakers £1000 Raising aspirations of students and inspiring students during assemblies and L4L sessions.

NFER – Building Blocks for Success (Attainment for All)

Widen student experiences and understanding of opportunities available to them. Student voice and case studies. LJO CHO
PREDICTED TOTAL 225, 282
Predicted PPI 147,730

(+ CIC 30,000)

 
JCA Contribution 47,552

 

 

 

 

Outcomes for Pupil Premium Students Summer 2016

 

Both Pupil Premium and Non Pupil Premium students studied a broad and balanced curriculum, with both groups studying over 10 qualifications.

 

Pupil Premium students in English and maths performed well. Progress for Pupil Premium students in both English and maths exceeds the national percentage for this group.

 

Lower Prior Attaining Disadvantaged students have done well with a Value added Score of 1006 which is above the national percentage for this group

 

Attendance for Pupil Premium students 2015-16 was 90% compared with 93% overall attendance.

 

All of our Pupil Premium students who completed their Year 11 education in 2016 have positive destinations.  They have all progressed onto courses that are either level 2 or level 3. Out of the 26 students:

  • 12 have continued in education to study A levels
  • 11 have continued in education to study vocational subjects
  • 3 have started on apprenticeships.

 

Cohort Summary Pupil Premium Indicator Total Percent National
Cohort ALL 160 100
F 134 83.8
T 26 16.3
Average Grade Per Student (Capped at Best 8) ALL C
F C+
T D
Basic Measures Pupil Premium Indicator Total Percent
Students with at least 1 qualification ALL 159 99.4
F 134 100
T 25 96.2
BasicsLevel2(A* -C in English & Maths )* ALL 117 73.1
F 104 77.6
T 13 50
Progress/Attainment 8 Pupil Premium Indicator Total Percent
Average Total Progress 8 ALL 0.1
F 0.23
T -0.58
Progress Measures Pupil Premium Indicator Total Percent
Students making 3+ LOP in English F 121 90.3 69
T 16 64 57
Students making 4+ LOP in English F 68 50.7
T 6 24
Students making 3+ LOP in Maths F 111 82.8 66
T 14 56 49
F 62 46.3
T 4 16
Value Added Total Measure Pupil Premium Indicator Total Percent
Capped8 +EM VA Score ALL 1015.213
F 1023.297
T 971.881

 

 

Pupil Premium Funding 2015/16: £ 172,040

 

Area of Spend Contribution from Pupil Premium Description of Intervention

*where identified by Sutton Trust/Hattie/NFER

Intended Outcomes How impact is to be measured Impact of the Intervention

(Summer 2016)

Leadership Programme – focus on individual needs and progress
Associate Assistant Principal -Disadvantaged Student Champion £3,150 Extended SLT role to promote Disadvantaged students, research what works for students, identifying individual barriers, assessment, implementation and monitoring of interventions and strategies.

Raise profile of disadvantaged students across the Academy use of T&L briefings to share information with staff.

 

 

NFER – Building Blocks for Success (Ethos, Individual Needs, Leadership, Data)

Raise profile of disadvantaged students, staff know their students in lessons.

Assessment/attendance data monitored and acted upon with interventions.

Students’ individual needs identified and interventions put in place where appropriate.

Gap closing across all year group assessment point 3 data / Y11 results.

 

 

Intervention for individuals was stronger than for the cohort.

*Case studies

 

Profile raised

HOF know students

Curriculum Programme – ready to learn
Internal Mentoring £7508

Cost highlighted below as Ext Mentoring

Disadvantaged Champion and identified teachers to provide 1:1 mentoring with targeted students. Initially Y11 students who need support from January onwards.

Some identified lower school students to also receive mentoring from Disadvantaged Champion to support behavioral issues. NB. Greater provision required so External mentoring groups brought in to work with students.

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month

NFER – Building Blocks for Success (Individual Needs)

Students have improved outcomes, attendance and lesson scores. Assessment point data, lesson scores, attendance data, student case studies, mentor feedback.  

*Case studies

 

External Mentoring £18,000 Students at risk due to attendance or behavioural and social/emotional issues offered mentoring on one of two programmes.

Breakthrough Mentoring – support for an identified student for emotional issues.

Empire Fighting Chance – working with students through a 20 week boxing programme for 1 hour a week in small groups or 1:1.

Impact Mentoring – work with 4 identified students for half a day (3 hours).

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month, Behaviour Interventions +4 months

NFER – Building Blocks for Success (Behaviour/Attendance)

Maintain engagement in school/education, improve performance in school, improved attendance. Assessment point data, lesson scores, attendance data, student case studies, mentor feedback. *Case studies
1:1 Tutoring

Bristol Tutors

£20,000 Bristol tutors to work with CiC to deliver English and Maths tutoring sessions.

Middle Prior Attaining Y11 students to receive intensive 1:1 English tutoring prior to exams (addition to plan)

Sutton Trust: One-to-One +5 months

Specifically used with PP students to help close the gap with their peers. Improved progress of PP students to enable outcomes in line with their peers. *Case studies

 

See English PP results

Y7/8 English and Maths Support £26,680 Contribution with Catch Up funding to the provision of a Literacy support through UMc and Literacy/Numeracy with Dre.

Sutton Trust: Small group tuition +4 months, One-to-One +5 months

Specifically used with PP students to help close the gap with their peers. Improved progress of PP students to enable outcomes in line with their peers. See catch up report
Additional part Maths Teacher £8,000

 

Smaller Class Sizes and increased intervention, improved teacher continuity and a greater core subject resource to support all “non-moving” students and secure greater levels of expected progress.

Sutton Trust: Small group tuition +4 months, reduced class size +3 months

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the gap in Maths. Improved progress of PP students to enable outcomes in line with their peers.  

Pupil Premium 3LOP progress was 56% which is above the national of 49%

 

Additional part English Teacher £8,000

 

Smaller Class Sizes and increased intervention, improved teacher continuity and a greater core subject resource to support all “non-moving” students and secure greater levels of expected progress.

Sutton Trust: Small group tuition +4 months, reduced class size +3 months

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the gap in English. Improved progress of PP students to enable outcomes in line with their peers.  

Pupil Premium 3LOP progress was 64% which is well above the national of 57%

 

T&L Strategies £2,000 CPD to share best practice or strategies that work with students to support staff in knowing their students.

NFER – Building Blocks for Success (High Quality Teaching)

High quality teaching to help close the PP gap. Improved progress of PP students to enable outcomes in line with their peers. No impact
Faculty specific resources £10,200 Provision of resources for students i.e. catering ingredients, maths equipment, revision guides.

*Not evidenced by Sutton or Hattie

PP students can engage in the lessons without barriers through resources. Staff feedback, student voice. Catering results were high for PP students
Enrichment Programme – beyond the curriculum
Breakfast Club £20,000

(Original spending plan £25,000 reduced due to uptake)

Breakfast provided to identified PP students free of charge to ensure access to food at the start of the Academy Day. This is extended to after school as well at the Café for those students who needed to have something before going home.

*Not evidenced by Sutton or Hattie

NFER – Building Blocks for Success (Individual Needs)

Ensure the availability of breakfast for PP students so that they are ready to learn and eating healthy food at the start of each Academy Day. Number of breakfasts served to increase over time – securing as many PP students as possible. Met
Music Tuition £3000 PP students often thrive within music; therefore, students are given the opportunity to play an instrument which is paid for by the Academy.

Sutton Trust: Arts Participation +2 months

NFER – Building Blocks for Success (Individual Needs)

Playing a musical instrument has been proven to develop skills which are transferable to all subjects and accelerate learning across multiple subjects. Uptake of instrument lessons will continue to rise with a greater proportion of PP students involved. Music participation and results were high for PP students
School Trip Support £1500 Provide financial support to those students who may not otherwise be able to attend a trip that would be of educational or social/emotional value to them.

NFER – Building Blocks for Success (Individual Needs)

Enable more PP students to broaden their horizons and experience more than school or home. Outcomes for students within subject improved. Student voice regarding impact of experience. Met
Art Therapy £800 Additional targeted intervention for a specific group of boys due to behavioral issues at lunchtime (lunchtime activity).

Sutton Trust: Arts Participation +2 months, Behaviour Interventions +4 months.

NFER – Building Blocks for Success (Behaviour/Attendance)

Improve behaviour of students at lunch time, improve social and emotional skills. Social time incidents reduced. *case studies
Family & Community Programme
Uniform/  PE kit £5000 (originally £6800 – reduced following review of spending in May) Students in need, who have financial difficulties are given uniform where appropriate. A number of PP students benefit from this opportunity that increases inclusion and removes a barrier to learning. Students receive uniform in Y7 and again in Y10.

Sutton Trust: Uniform 0 months

NFER – Building Blocks for Success (Individual Needs)

PP students who do not have full uniform are given item free of charge. Students can engage in all aspects of learning. Number of students receiving free uniform. Met
Transportation £7000 Students who are required to travel on the bus to school are provided with a school or public bus pass to ensure that they attend school.

Additional strategy for a specific student was to purchase a bike for him to ride to school.

NFER – Building Blocks for Success (Attendance)

Attendance of PP students who live further away is not impeded by the barrier of transportation. Number of students receiving transportation support. Met
Home Visits / Parental Involvement £1500 Heads of Community work with parents to improve attendance or address barriers to learning.

Sutton Trust: Parental Involvement +3

NFER – Building Blocks for Success (Behaviour/Attendance)

Improve the engagement of specific parents in their child’s education, working collaboratively with the school to break barriers. Number of home visits. Anonymous case studies, improved attendance. *Case studies
CiC Champion £3000 Monitoring and tracking of interventions and support required for CiC. Liaison with Virtual Schools, agencies and support of HoCs.

NFER – Building Blocks for Success (Behaviour/Attendance)

Monitoring and tracking of interventions and provisions. Key point of contact with Virtual schools, agencies and careers. Provisions for students mapped and reviewed. CiC attendance and lesson scores in line with non-CiC. All of our Pupil Premium students completed their Year 11 education in 2016 have positive destinations.
Rewards Programme
Rewards £3400 Provide motivational tools for students through rewards / prizes. Purchase of online rewards system.

*Not evidenced by Sutton or Hattie

Maintain motivation and instant rewards, feel values throughout the year. Student attendance, lesson scores. System not purchased.
Rewards trips £1500 Ensure that students feel valued and can be rewarded at the end of the year by attending a rewards trip.

 

*Not evidenced by Sutton or Hattie

Students engaged in learning and aspire to do well. PP students achieve lesson scores in line or above no PP. Student attendance, lesson scores. Did not do a specific trip, built into whole school trip.

Lesson scores

Social Emotional and Behavioural Programme
Pastoral Support £15,800 This makes a wide and deep impact of students, particularly our PP students. Community Teams focus not just on removing barriers to learning, but on tracking and enhancing the achievement of students. Deep involvement with families and ensuring any disadvantaged for PP students is reduced. Thrive also provides support and development for some of our PP students who require a greater level of social and emotional development.

Sutton Trust: Social and emotional learning +4 months, Mentoring +1 month

Students engage in their learning and are enabled to realise the importance of their education. Support provided for a range of social, emotional and behavioural concerns. Case students, attendance, lesson scores, and assessment point data. 100% of PPI students in 2016 had intended destinations.

All of the cohort gained at least one GCSE.

 

Focus in ensuring that all Y11 students completed education.  All students on role completed education.

School Counsellor £8,000 Counsellor employed to work with vulnerable individuals, a higher than proportion of which are PP students.

Sutton Trust: Social & emotional learning +4months

A number of vulnerable students, including several with PP are supported to overcome difficulties. Anonymous case studies of success with a number of students. *Case studies
Attendance Officer £4200 Supporting students where barrier to achievement is attendance.  Working with families to raise aspiration and engagement in education.

Sutton Trust: Mentoring +1 month

Enable more PPs to realise the importance of attendance in aspirations and achievement. Attendance of PP will rise over time to be at least in line with peers.  Attendance of all will be above 96%. There is still a large gap here.
Aspiration Programme – raising aspirations and inspiring students
Careers Advisor £4600 To support students to have and realise future aspirations; providing targeted and specific support for students to secure pathways and reduce numbers of NEETs. PP students proportionately supported by this provision to increase PP progression.

Sutton Trust: Mentoring +1 month

Enable more PPs to realise the enabling power of education and that what they do now directly impacts on their future. Reduce the number of NEETs. Number of NEETs over time. Expected and good progress of PP students. % of PPI students in 2016 had intended destinations.
Trips and Visits £500 Raising aspirations trips for KS3 students, or HPA KS3 students.

NFER – Building Blocks for Success (Attainment for All)

Allow students the opportunity to attend a museum/exhibition and widen their experiences. Student voice and case studies. Met

Textiles

Gambia

Drama and Music

Guest Speakers £1000 Raising aspirations of students and inspiring students during assemblies and L4L sessions.

NFER – Building Blocks for Success (Attainment for All)

Widen student experiences and understanding of opportunities available to them. Student voice and case studies. Not met
PREDICTED TOTAL £173,430
JCA Contribution £1390

 

 

 

 

In May & June 2017, SLT conducted a thorough self-evaluation activity to identify the barriers to learning experienced by our students in their lessons. By conducting learning walks, work scrutinies and student voice, we found the three following areas in common for our disadvantaged students:

 

  1. Students deselect themselves from the learning, they rarely volunteer to answer questions in class or volunteer for stretch and challenge work. The student voice particularly noted their lack of confidence in putting themselves forward.
  2. The more a teacher engaged with a student’s book, the higher quality of the work produced. Similary 1:1 feedback in writing or in person has a significant impact on quality and quantity of students’ work.
  3. Literacy – lack of understanding of key vocabulary prevented them accessing the curriculum in places.

 

Therefore, next year we, will be focusing on these three pedagogy strategies to support our Pupil Premium students:

  • Conscription questioning
  • Sustainable regular feedback to students on their work
  • Literacy

 

 

External Review of Pupil Premium

The last review of Pupil Premium was conducted by South Gloucestershire representatives on Tuesday 27 June 2017.  This is an annual review.