Darwen Aldridge Community Academy – Use of Pupil Premium 2015-16

 

Introduction and aims for pupil premium students

Pupil Premium students are defined as those who have been on free school meals at any time in the past 6 years, those who have a parent who is part of the Armed Forces or those designated as Children in our Care (CIOC).

The Academy is committed to ensuring that all children, irrespective of background, achieve their full potential socially and academically.

We aim for our Pupil Premium students to consistently achieve academic outcomes well above the national average when compared to the national proxy for Pupil Premium students.

We aim for all of our students to achieve well and for there to be no gap within the Academy in academic outcomes between the achievements of Pupil Premium students and non-Pupil Premium students.

We aim for pupil premium students to thrive socially and to be able to access the full entitlement of additional opportunities offered by the academy.

We have researched the barriers to educational success within our community, all of which are prominent barriers for the majority of Pupil Premium students. Our philosophy and ethos, underpinning our holistic approach, guides all of our work with our students. Prominent barriers specific to our community include a lack of ‘road map’, some evidence of parental passivity, lack of self-confidence and a lack of people precedent. Pupil Premium funding is used to support any activity that will directly address these barriers.

 

Allocated Pupil Premium Funding 2015-16:

£325,847.50

Students eligible for Pupil Premium 2015-16

 

Year 

Number 

%

7

88

37.3

8

83

37.9

9

84

41.6

10

85

40

11

67

36.5

Total

407

38.6

 

Note, additional discretionary bursary funding is targeted to Pupil Premium students in the Sixth Form.

 

 

Impact of Pupil Premium Spending 2015-2016

 

Pupil Premium funding which was introduced in 2012/13, has significantly assisted raising the achievement and progression of students who are entitled to benefit from it.

The funding has allowed the academy to implement initiatives which have contributed towards Pupil Premium students flourishing academically and socially. The three main initiatives impacting on improved outcomes for Pupil Premium students are:

Initiative/Activity

Cost

Evidence of Success/Impact

1a)Maths

12 targeted students attended breakfast club in maths.

9 targeted students attended a specific intervention session 3 in maths.

19 targeted students attended three specific Saturday morning sessions in maths.

16 students attended 1-1 tutor revision.

Revision books were ordered for Each.

An additional member of staff worked with Pupil Premium student on a

1-1 basis and in small group sessions

£30,000

There was a 12% increase for PP students from mock 2 in January to their actual GCSE grade.

Predictive PEP data in mathematics was largely in line with results.

1b)English

68 PP students had small group intervention work once per week in English.

A TLR was paid for a member of staff who directed appropriate intervention and staffing resources towards PP students

Experienced staffing employed for the final term to work specifically with intervention groups. 33% of these students were Pupil Premium.

52 Pupil Premium students attended the English Saturday session in May.

Revision guides were purchased for all Pupil Premium students.

For the final term, a small group of 8 PP students were given bespoke lessons to prepare them for the exams.

£30,000

The gap has closed significantly in English. In terms of levels of progress, more PP students made expected levels of progress than non-PP students.

2) In 2015-16, 60 students benefited from personalised study in the Personalised Learning Centre (PLC). 40 of these students were in receipt of Pupil Premium across Years 9-11. 33% of costs for resources and staffing for the PLC has been drawn from Pupil Premium funding.

£203,230

50% of Pupil Premium students supported by the PLC achieved an A*-C grade in Mathematics. 80% achieved an A*-C grade in English. 33% were aligned and achieved an A*-C grade in both Mathematics and English.

3.) We recognize that it is necessary to support catch up and transition for a number of Pupil Premium students supported in our Nurture and Foundation Groups. 25% of costs for staffing and resources for our Nurture Centre and Foundation Groups for KS3 students.

£26,000

A total of 43 students eligible for Pupil Premium across KS3 have been in these groups. Their progress has accelerated, confidence boosted and most return to a full mainstream curriculum. Our Partnership Placements are reduced for PP. Of the 47 students who were placed at another school last year, 15 were PP.

In addition, there are a wide range of other initiatives and strategies which the academy employed in 2015/2016 are outlined below:

 

Initiative/Activity

Cost

Evidence of success/Impact

Recruitment and retention allowances for maths staff, ensuring smaller group sizes, with strategic placing of Pupil Premium students as beneficiaries.

£25,000

Much of this is at KS3. The tracking of students is showing that Pupil Premium students are catching up to their peers.

Investment in specialist numeracy and literacy resources such as My Maths, to accelerate the progress of Pupil Premium students who have not made expected levels of progress at KS2.

£2,000

Promoted more independent learning and parents have commented that they find this an easier way in which to support their child.

The Aspire KS3 Student Mentoring Programme has provided additional support for 15 of our Year 9 Pupil Premium students throughout the 2015-2016 academic year. As part of this programme 10 sixth form students have been trained as mentors to actively coach the KS3 students.

£5000

This programme has developed the confidence, self-esteem and oracy skills of the cohort. 84% of the cohort have improved their attainment in English based on PEP data analysis, teacher tracker data and RA data whilst 73% of the cohort have improved their attainment in Maths based on NA data analysis and key piece grades.

Use of data tracking systems in Y11 and Key Stage progress review meetings which quickly identifies any gaps in Pupil Premium student progress and enables rapid intervention when needed.

£1000

Crucial in the tracking of students and has enabled more speedy intervention with Pupil Premium students at both KS3 and KS4.

Accelerated Reader Programme for targeted Pupil Premium students. 16 of the 24 Foundation Group students are Pupil Premium.

£3,500

Of this group, 9 students now access all mainstream lessons. The remaining 7 will be re-assessed at the end of the autumn term 2015.

Proportion of salary costs plus additional Counselling sessions for Pupil Premium students as required.

£32,000

84 different Pupil Premium students attended a total of 276 sessions during the year with an Academy counsellor.

Educational visits to inspire learning – specific funding of Pupil Premium Places.

£5,000

Educational visits to Amsterdam/France (History) Harry Potter World (Media) Discovery Centre (Science)) and Snow sports (P.E.) were part funded by Pupil Premium, for students who were eligible.

ICT resources purchased for LAC students to accelerate learning at KS3

£6,000

Students are narrowing the gap between them and non Pupil Premium students.

Additional CPA opportunities such as visits to art exhibitions, the purchase of cameras and peripatetic music lessons to boost confidence and nurture talent.

£2,000

Students have been involved in school productions and attendance has risen for each individual student. Carers have noted a marked improvement in confidence.

Revision guides purchased for all PP students in all subjects

£5,000

 

 

Wider Impact

 

A*-C in English and Mathematics

  • 76% of the whole cohort achieved an A*-C grade in English Language/Literature.
  • 66% of Pupil Premium students achieved A*-C in English Language/Literature. This is significantly below the national average of 80%.
  • 81% of students who were not in receipt of Pupil Premium achieved an A*-C grade in English Language/Literature.
  • 73% of the whole cohort achieved an A*-C grade in Mathematics.
  • 55% of Pupil Premium students achieved A*-C in Mathematics. This is significantly below the national average of 75%.
  • 81% of students who were not in receipt of Pupil Premium achieved an A*-C grade in Mathematics.
  • 67% of the whole cohort achieved a A*-C grade in English and Mathematics
  • 53% of Pupil Premium students achieved a grade A*-C in English and Mathematics, this is below the national average of 69% for 2015/16.

5 A*-C including English and Mathematics

 

59% of the whole cohort achieved 5 A*-C grades including Mathematics and English.

49% of Pupil Premium students achieved 5 A*-C including English and Mathematics.

64% of students who were not in receipt of Pupil Premium achieved 5A*-C grades including Mathematics and English.

Closing the gap in ‘absolute’ attainment levels is a priority for the Academy in 2015-16. An additional action plan is being implemented specifically to address this.

 

  • Pupils Making Expected Levels of Progress in English and Mathematics
  •  
  • 73% of the whole cohort achieved the expected levels of progress in English.
  • 77% of Pupil Premium students made expected levels of progress in English.
  • 71% of students who were not in receipt of Pupil Premium achieved the expected levels of progress in English.
  • 23% of Pupil Premium students made better than expected levels of progress in English.
  • 70% of the whole cohort achieved the expected levels of progress in Mathematics.
  • 55% of Pupil Premium students made expected levels of progress in Mathematics.
  • 77% of students who were not in receipt of Pupil Premium achieved the expected levels of progress in Mathematics.
  • 20% of Pupil Premium students made better than expected levels of progress in Mathematics.

Summary

There is a gap in 2016 results between students who access Pupil Premium and the remainder of the cohort in terms of the absolute attainment of those achieving grades A*-C. However, the gap is not significantly below the national average.

It is worth noting the transient nature of the Academy’s cohort population against a background of significant levels of In-Year Admissions. 25% of the PP students in the 2015-16 Year 11 did not begin their secondary education at the Academy and several of these had previously been disengaged with education and/or close to permanent exclusion in their previous schools. This meant that in many cases, students were a long way below expected levels of progress on their entry to the Academy. The Academy has become increasingly focused on monitoring and intervention to ensure progress of in-year arrivals as a ‘group’.

  • Highlights

PP students’ progress 8 score was not significantly below the national overall scores in English or maths.

PP students made good progress in English.

There was more uptake of EBACC subjects, in particular History and Geography for PP students than in previous years.

More PP students progressed into 6th form than in previous years.

  • Action Points for 2016/17
  • Continue to close the gap in English and maths combined
  • Continue to close the gap in English
  • Close the gap in maths

Priorities for 2016-17 – please note this will be updated in-year

To address the barriers to learning that out Pupil Premium Students face:

  • Attendance / Punctuality
  • Standards of literacy and numeracy which are below expected.
  • Fewer numbers progressing to university
  • Reading age below chronological age

To eradicate the gap between PP students and the rest of the cohort.

To ensure that PP students at KS3 make progress in line with their peers.

Allocated Pupil Premium Funding 2016-17:

£326,412

Students eligible for Pupil Premium 2016-17

 

Year 

Number 

%

7

96

39

8

84

35.6

9

68

33

10

72

37.9

11

78

37.3

Total

374

36.7

New activities for 2016-17 to address the barriers to learning.

Initiative/Activity

Cost

Target

Additional option for students with a particular focus on Pupil Premium. ECDL built into the curriculum with appropriate guided learning hours.

£1000

To close the gap in Year 11 for Pupil Premium students in terms of option subjects.

Funding of a Mathematics and English specialist for intervention during KS4 curriculum time to work with Pupil Premium students.

£6000

To ensure alignment for Pupil Premium students in English and Mathematics.

Funding of a Pupil Premium intervention group at KS3 for students who have not made expected levels of progress at KS2.

£16,000

To ensure students in KS3 make accelerated progress and close the gap on their peers.

 

Current and on-going activity for 2016-17 to address the barriers to learning. 

Initiative/Activity

Cost

Target

Recruitment and retention allowances for Mathematics staff, ensuring smaller group sizes, with strategic placing of PP students as beneficiaries.

£25,000

Remove Mathematics gap in Year 11 for Pupil Premium students both in terms of mathematics 9-5 grades and expected levels of progress.

On-going investment in specialist numeracy and literacy resources such as My Maths, to accelerate the progress of Pupil Premium students who have not made expected levels of progress at KS2.

£4,000

Promote more independent learning and support parents to support their child.

Funding for all KS4 PP students to have access to revision guides and text books for every subject with an examination. (72 PP students in Y10 and 78 in Y11)

£5000

To improve independent learning and attainment at KS4.

On-going use of data tracking systems in Y11 and Key Stage progress review meetings which quickly identifies any gaps in Pupil Premium student progress and enables rapid intervention when needed.

£500

Sharper tracking of students and speedy intervention with Pupil Premium students at both KS3 and KS4.

On-going investment in a phonics spelling programme and structured reading plan to supplement schemes of work for students working below expected levels in Year 7, targeted specifically at Pupil Premium students.

£3,000

To improve reading ages in targeted Pupil Premium students.

Funding of a HLTA to work specifically with Pupil Premium students in English and Mathematics.

£28,000

To enable KS3 students to make accelerated progress in English and Mathematics.

Additional tuition on ‘Super Saturdays’ and Whit holiday 2015 revision by gender to engage students in revision and additional study in core subjects. Pupil premium students to be identified and targeted to attend.

£2,000

100% of Pupil Premium students to attend these sessions and make at least expected levels of progress. 40% to gain higher than expected levels of progress.

Access Reader Programme and Indirect Dyslexia Learning for targeted Pupil Premium students (part funded by Literacy and Numeracy Catch up)

£2,500

Pupil premium students to make ground in closing gap on their chronological reading age.

Educational visits to inspire learning – specific funding of Pupil Premium Places.

£3,000

To inspire learning in students and to provide enrichment opportunities.

Aspire Mentoring programme at KS4

£500

To improve literacy skills and reading ages for PP students.

To continue with the Franklin Scholars mentoring programme (part funded by Literacy and Numeracy catch up.)

£5500

Raise attainment via the improvement of self-confidence and teamwork skills.

Investment in Summer School for PP students in Year 6 who will be transitioning in September.

£2000

To build confidence of students when joining the Academy.

To close the gap in terms of academic progress.

To ensure a smooth transition

Breakfast Club at both KS3 and KS3

£2000

To improve attendance.

To close the gap in terms of academic progress.

National Careers Week to have activities targeting progression for Pupil Premium students

£500

To improve aspirations of Pupil Premium Students.

Uniform/Kit/Equipment supplied as required.

£2000

To close the gap in attendance.

On-going investment in the Personalised Learning Centre for students who are at risk of underachieving in core and options subjects. Particular focus to be placed on Pupil Premium Students.

This funding provides: 

Small group learning (maximum of 6 per group) in Year 9, 10 and 11

A Personalised Learning Centre Manager focusing on home/school liaison, attendance and punctuality and any behavioural or emotional well-being issues.

Specialist teaching staff for core and options subjects and Outdoor Education. Also includes resources for Outdoor Education.

Proportion of salary costs plus additional Counselling sessions for Pupil Premium students as required.

Learning support staff to target students who are underachieving.

Computers, Laptops and tablets (including Apple Macs) for classwork and homework/additional research

Revision guides and equipment.

£225,000

£44,000

£28,000

£50,000

£28,000

£50,000

£20,000

£5,000

To remove the gap between Pupil Premium students and their peers in all curriculum areas.

To ensure that the academic and pastoral needs of all students are met.

To improve attendance of Pupil Premium Students

Updated on website: November 2016 To be reviewed by Governors: March 2017

*See Pupil Premium Plan for details on outcomes and how we will measure and monitor the impact of our spending. The Plan also outlines additional interventions in place which do not cost money. 

 

 

 

Year 7 Literacy and Numeracy Catch-Up Premium 2016 - 2017

The Year 7 literacy and numeracy catch-up premium is additional funding given to schools to support year 7 students who did not achieve at least level 4 (now ‘expected standard’) in reading or maths at the end of key stage 2 (KS2).

In 2016 – 2017 we plan to use the funding (received as part of the Pupil premium funding) in the following ways:

  • Franklin Scholars Programme - £5 000 supported 16 year 7 students with a reading or writing age below level 4 at KS2 or below their chronological age.
  • Two year 7 RAISE groups have been created in year 7 - £16 000 supports students who did not achieve level 4 in English or maths at KS2 and students who achieved below level 3 in English and maths at KS2.
  • HLTA reading support - £1 500 established 4 reading groups for students with a reading age below 8 years.
  • Year 7 timetabled weekly 1 hour 20 minutes numeracy intervention with maths teachers - £2 000 enabled 33 students with a numeracy age below 10 years, to be taught in two groups.
  • Intervention slots including read, Write Inc. And Catch Up Literacy - £500 targeting 25 students with reading ages below 9 years 6 months.
  • The Indirect Dyslexia Learning Programme helps students to improve their spelling - £500 (part funded by Pupil Premium).
  • One Learning Support assistant withdraws students below level 4 numeracy in year 7 to give one to one support on a weekly basis - £1 000

Over the last two years Darwen Aldridge Community Academy has used Literacy and Numeracy Catch-Up Premium as follows:

In 2015-2016 the funding for Darwen Aldridge Community Academy was £24 500 for 49 year 7 students. Priorities for this spend included:

  • Franklin Scholars Programme - £5 000 supported 15 year 7 students who had either a reading or writing age below level 4 at KS2 or below their chronological age. These students were mentored by 15 year 10 students.
  • Two year 7 RAISE groups were created in year 7 - £16 000 supported 11 students who did not achieve level 4 in English or maths at KS2 and 13 students who achieved below level 3 in English and maths at KS2.
  • Year 7 timetabled weekly 1 hour 20 minutes numeracy intervention with maths teachers - £2 000 enabled 33 students with a numeracy age below 10 years, to be taught in two groups.
  • Two HLTA and one maths teacher completed the Success@arithmetic course to focus on students below level 4 numeracy upon entry to year 7 - £500

In 2014-2015 DACA received £28 000 Literacy & Numeracy Catch-Up Premium funding for 56 Year 7 students which was used to:

Support two Foundation groups in year 7- £16 000

Support the Accelerated Reading Scheme focusing on students below L4 - £2 500

Provide training for all academy teaching and support staff on numeracy and phonics - £2 000

Purchase additional literacy and numeracy resources to support students below L4 – £2 000

Increased number of small group lessons with HLTAs covering Read, Write Inc and Success@arithmatic - £5 000

Termly homework planners printed containing tasks and activities to support learning - £500

In 2013-2014 DACA received £16 500 Literacy & Numeracy Catch-Up Premium funding for 33 Year 7 students which was used to:

Support one Foundation group in year 7- £8 000

Support the Accelerated Reading Scheme focusing on students below L4 - £2 000

Train a HLTA in 1st Class Number 2 so that they could work with small groups of students to raise their standards of literacy – £2 000

Purchase additional literacy and numeracy resources to support students below L4 - £1 500

Think a link workshops autumn term - £1 000

Increased number of small group lessons with HLTAs covering Read, Write Inc and Success@arithmatic - £2 000

Students’ progress has been assessed through:

  • measuring students’ literacy and numeracy ability on intake through baseline assessments, Cognitive Abilities Tests (CATs) scores and KS2 Standard Assessment Tests (SATs)
  • measuring progress in reading through a range of reading programmes and literacy tests in English lessons,
  • “My Maths” software which measures performance related to National Curriculum skills,
  • Numeracy tests as a baseline, mid-year and end of year assessment,
  • Progress in all subjects is assessed 3 times during the year as part of the Academy’s Praising Entrepreneurs Programme (PEPs),
  • Year 7 are participating in the Fischer Family Trust Proof of Progress tests.

 

Outcomes of Student Progress 

2015 – 2016:

80% of students supported through the Indirect Dyslexia Learning Programme improved both their spelling and reading ages.

100% of students supported on the Speech and Language Programme improved their oracy.

Each student supported on Franklin Scholars made on average 2.5 years progress.

Supported year 7 students made an average of 6.6 months progress during two months of focused intervention.

All students in the Foundation group made at least one level progress in English and mathematics during 2014 - 2015:

Levels Progress

No. of students who have made progress in English

No. of students who have made progress in Maths

1

1

4

2

6

11

3

8

1

4

1

0

Students working at level 5 or above

1

4

In 2013 – 2014:

69% of identified students have made expected progress in English.

76% of identified students have made expected progress in Maths.