Pupil Premium Statement

2016-2017

2016 -2017

Pupil Premium 2016-2017 For the financial year 2016/2017 we have 350 pupils that qualify for the Pupil Premium funding which equates to £328,115. This funding is intended to benefit students on free school meals, children who have been looked after continuously for more than six months, looked after children and service children. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way of ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The government believes that it is for schools to decide how the Pupil Premium, allocated to schools per eligible pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Whilst schools are free to spend the Pupil Premium, they are held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, the government required schools to publish online information about how they have used, and are using, the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the premium.

RationaleThe spending of pupil premium funding has been decided by external research such as the DfE study into effective use of Pupil Premium funding (Fig.1), the experience of staff as to what has worked well before and collaborations with other schools in order to ascertain where they have found success with the funding.

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Figure 1 – What are the most effective ways to support disadvantaged pupils’ achievement, DfE Report (November, 2015)i

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Pupil premium Wave Support ModelThe funding received for pupils eligible for pupil premium will be utilised to develop teaching and learning in accordance with the Waves of Intervention Model (Fig. 2). The waves of intervention model describes how different levels of intervention can be understood and systematically implemented. While not all of the work required to develop teaching requires direct funding from the Pupil Premium allocation, it is important to highlight the wider work current being undertaken to improve progress and outcomes for our disadvantaged cohort.

Figure 2

Wave 1 describes quality inclusive teaching which takes into account the learning needs of all the children in the classroom. Pupil Premium funding has and will primarily be used to improve the quality of this first teaching for all. The quality of first teaching is of particular importance to disadvantaged pupils as highlighted by the landmark Sutton Trust Research in 2011 (Fig.3)

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Figure 3

Wave 2 describes specific, additional and time-limited interventions provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions at Holly Lodge have included specialist subject specific form groups, reading intervention programs, attendance support, high attainers manifesto and support with revision materials for all year groups. Wave 3 describes targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This has included 1-1 support in English and Maths, masterclasses for high prior attainment students, support with extra-curricular enrichment, work with teaching assistants and the provision for additional resources. In addition children with complex social and emotional needs are given targeted support by learning mentors and groups such as BUZZ club.

This approach to the strategic deployment of pupil premium funding will be supported by the EEF toolkit and evidence from previous in school interventions to guide the spending plan for the current academic year.

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1. Summary information

School Holly Lodge Girls’ College

Academic Year 2016-17 Total PP budget: £328,115 Date of most recent PP Review 09/2015

Total number of pupils 679 (7-11)

Number of pupils eligible for PP% of Cohort Yrs 7-11

35052%

Date for next internal review of this strategy 02/17

2. Current attainment and Attendance

Pupils eligible for PP(your school)

(2015) (2016)

Pupils not eligible for PP(national average)

% achieving 5A* - C incl. EM (2015-16 only) 29.2 40.0 64.7%

% achieving expected progress in English / Maths (2015-16 only) 48.4 / 37.5 64.3 / 51.4 75.8% / 73.4%

Progress 8 score average -0.96 -0.58 0.12

Attainment 8 score average 36.41 40.2 52

Attendance of pupil premium students 2015-1693.1%

(National 92.5%)

93.1%(National 92.8%) 96.6% (National 95.9%)

Persistent Absence 2015-168.9%

(National (10.9%)

18.5%(National 21.6%) 5.8 % (National 8.3%)

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. High attaining pupils who are eligible for pupil premium are making less progress than compared to national figures for ’other’ pupils

B. Literacy Levels on intake for pupil premium students is lower than for non-pupil premium students hindering access to the curriculum and attainment

C. Numeracy levels on intake for pupil premium students is lower than for non- pupil premium students hindering access to the curriculum and attainment (CATS

D. Attitude to learning scores of PP students are on average lower than non PP students in all year groups

External barriers (issues which also require action outside school, such as low attendance rates)

E. Social, emotional and mental health issues dispropotionately affect Pupil premium students

F. Attendance of PP students lags behind that of non PP students

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G. Facilities at home for private study, completion of homework etc are variable and the lack of these disproportionately affects pupil premium students

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4. Desired outcomes (desired outcomes and how they will be measured) Success criteria

A. Pupil premium pupils narrow the gap on literacy by making accelerated progress in reading at KS3. Reading age as measured by ART to close the gap between PP pupils and all pupils nationally. Performance in English assessments shows increasingly narrow gaps in both KS3 and KS4 and narrowing at a faster rate than national to eventually reach zero

B. Pupil premium pupils in KS3 make accelerated progress in mathematics Scores in maths assessments show gaps narrowing as pupils progress through KS3 and onto KS4. KS4 outcomes show gaps narrower than the national gap and moving towards zero

C. High Prior attaining PP students perform as well as non-PP high attaining students in terms of progress and attainment by the end of KS4Ongoing profiles of HA-PP students are maintained to allow early intervention

90% of high attaining pupil premium pupils get a progress score of -0.25 or better, this represents a significant improvement from the current level of -1.43.

D. PP students score in line with non PP in A2L scores. All students are engaged in meaningful work. Evidence from lesson observations and drop-ins show that staff engage PP student directly. Analysis of academic reports and of SIMs behaviour show that incidents of low level disruption declining for all student and significant disruption remains rare. Book scrutinies show no difference in presentation or progress between PP and non-PP and those standards are high for all pupils.

E. Pupil premium students affected by Social, emotional and mental health issues receive appropriate support and advice Students with difficulties are identified quickly and appropriate referrals made. Absenteeism is reduced and where necessary academic intervention takes place to ensure progress is maintained.Detailed anonymised case studies are kept and reviewed to ensure that good practice took place and outcomes were positive.

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A. Attendance of PP students is in line with non PP students and overall attendance greater than or equal to 97% The gap between PP and Non PP attendance narrows and is in line with or better than the national average. Persistence absence figures show a narrowing gap. Punctuality of all students continues to improve and % gap narrows further

B. All Pupils make use of after school study facilities and Intervention classes. Pupil premium students are targetted to ensure that they have as good study resourses as is possible

Attendance at after school revision classes is high; Pupil attainment at KS4 improves gaps narrow. Effective use is made of after school facilities for revision

2016/2017 Spending PlanAt Holly Lodge Girls’ College Pupil Premium funding is deployed to either develop staffing provision or resource the learning of students in receipt of the fund in the following ways:

Staffing Resources Intended Outcome Budget Allocation from PP (£)

Numeracy and Literacy Coordinator TLR

Improved literacy and numeracy scores for all pupils and narrowing of the gaps that exist on entry to the school for pupil premium students

£5701

Learning mentors x 2

To ensure that pupils are provided with all support necessary to limit the negative effect that external problems may have on academic success

£75716

Non-teaching year leaders x5To provide full time pastoral support for pupils and immediate liaison with parents and to support attendance

£100649

Attendance officers x 2

To ensure that all attendance issues are addressed immediately and that attendance statistics are in line with or better than national averages

£48823

HLTA in English Maths and Science

Qualified teaching assistants provide additional in-class support for pupil premium students with low prior attainment as well as small group work with borderline students to boost progress

£58092

Education Welfare officer supportStudents with external problems that affect attendance are identified and support provided

£16740

EAL support Increasingly students have English as a second language within the school, specialist support for student and advice on best practice for staff is used

£16848

to accelerate their progress

Academic support provided for all pupil premium Students

Targeted English and maths Revision sessions for HA PP students in run up to exams.Revision guides and Maths Watch CD provided for all pupil premium studentsRevision Materials provided for all year groups in internal exams

£3000

Additional Independent advice and Guidance (IAG) for all pupil premium students in years 9 and 10

Raising aspirations by making pupils aware of career options and the qualifications required

£2906

TOTAL £328,115

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Key Objectives1. Improve the performance of disadvantaged students in school to be near to national non-disadvantaged performance especially the HA-PP cohort2. Remove academic barriers to learning which may exist for disadvantaged students and raise the aspirations of this group3. Address pastoral barriers to learning which may exist for disadvantaged students and raise the aspirations of this group4. Create a collective approach amongst all staff to ensure fully informed and effective support programme for each student5. Ensure that attendance of pupil premium student is in line with that of ‘other’ students and at or above national averages

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Key Objective 1: Improve the performance of disadvantaged students in school to be near to national non-disadvantaged performance by improving the overall quality of teaching in the schoolActions:

1. Development of CPD program to focus on key areas of Challenge, DIRT, Feedback, Higher achievers, and SLANT behaviour2. Development of the monitoring of teaching and learning via themed learning walks, drop ins, work scrutinies and QA3. External review and action plan to improve the quality of teaching and learning in science4. Development of questioning manifesto, challenge board and challenge manifesto throughout the school5. Membership of Pixl Club to learn from what works in other schools and apply to Holly Lodge6. Provision of revision materials for all pupils in all years prior to internal exam weeks7. LT intervention and action plan to improve line management of teaching in French

Rationale : Sutton trust research demonstrates the high quality teaching has a disproportionate positive affect on disadvantaged student and is the most effective way of narrowing attainment gaps (see diagram above). Therefore, a targeted program of CPD to improve the quality of teaching throughout the school is essential.

Success Criteria: A reduction in the attainment gap of PP and non PP students in year 11 when compared with the 2016 exam results. In addition, a trend across all year groups of gaps closing.

Dates

CPD TwilightsPiXl club meetings and follow up weeks

Person responsibleLCA

RD RCT

Monitoring and Evaluation

Continued monitoring of teaching and learning via drop ins and learning walks with either a subject specific theme or a pedagogical themeTwilights scheduled in first half of academic year to maximise impact 29/916, 1/11/16, 6/12/16, 5/1/17, 9/3/17

Attendance at Pixl meetings followed up by dissemination meeting s for immediate impact in school, 13/9/16, 10/11/16, 19/1/17, 14/3/17, 11/5/17,28/6/17

Monitoring and evaluation of progress made by all pupils following each progress check comparing advantaged

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LCA

RD

and disadvantaged pupils ( 4 times each year)Themed and departmental Learning walks scheduled through year,3/10/16 (English), 17/10/16 (DIRT), 9/1/17 (Maths), 13/2/17 (MFL), 6/3/17 (Literacy),

Development of SISRA at KS3 to allow rapid and accurate analysis of KS3 assessment results and identify gaps between PP and no-PP students

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Key Objective 2: Remove Academic barriers to learning which may exist for disadvantaged students and raise aspirationsActions:

1. Use ART reading tests to screen years 7, 8 and 9 and identify those with significant reading age deficits.2. A reading form to be introduced in years 8 and 9 to provide continued support for poor readers.3. Use LIFEBOATs scheme in year 7 to accelerate targeted students4. Use of LEXIA program to support targeted students5. Small group intervention at KS3 in English and Maths during form time throughout KS36. Challenge manifesto to be introduced across the whole school7. After school revision program Y11 to be focused on those students most in need of support8. Year 11 specialist subject forms in English, Maths and Science to support progress and intervene where required9. Study skills sessions for year 11 to support organisation and preparation for examinations10. Art Intervention classes to allow students to spend dedicated time in school improving coursework11. English HAPP cohort receive intervention 1 hour per week12. Maths HAPP form to support higher attainment13. Deloittes mentoring program for years 10 and 11 to develop aspiration and learning to write effective CVs14. Student ambassador scheme – to develop leadership and positive self esteem15. Extend IAG interviews to disadvantaged pupils in year 9 and 10 as well as all pupils in year 11.16. Reach for the Future program targeted at year 9, developing entrepreneurship and raising aspiration17. Unlocking Potential (New Horizons) program, targeted at year 9 developing resilience and leading to level 1 qualification18. Oracy, Literacy and Numeracy exercises in form time to boost these skills in all year groups19. Purchase of revision materials in English and Maths for pupil premium students20. All pupils to receive printed revision materials prior to internal exams21. Pre- Exam Revision sessions for English and Maths HA-PP cohort22. Precision teaching in literacy delivered by sixth form student to targeted students in year 723. Little League Soccer mentoring program (LLS) with identified pupil premium students in Y11. Students chosen according to talent/interest in sport or dance

Rationale: Poor reading and numeracy on entry to secondary level disproportionately impacts on disadvantaged pupils. Unaddressed this can lead to a widening of the attainment gap as secondary education progresses. Students from disadvantaged backgrounds can have lower aspirations and may lack support at home for study

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Success Criteria:Dates

After each progress check

Person responsibleRD RCT

SWO DL

RCT

Monitoring and Evaluation

Monitoring and evaluation of progress made by all pupils following each progress check comparing advantaged and disadvantaged pupils ( 4 times each year)Monitoring of attendance at revision classes and targeting of individuals

Use of SISRA to evaluate progress of high attainers and the gaps between HA advantaged and disadvantaged

Evaluation of narrowing of chronological gap in reading age for student who are concerns

Analysis over time of progress made by pupils in intervention group at KS3Evaluate the performance in key subjects of student in ‘specialist forms’ after each progress check

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Key Objective 3: Address pastoral barriers to learning which may exist for disadvantaged students and raise the aspirations of this group

Actions:1. Employment of non-teaching year heads to provide close pastoral support2. Employment of two specialist learning mentors to provide 1:1 mentoring of pupils with pastoral issues3. Regular basics checks during form-time to ensure all pupils are equipped and ready to learn4. Assembly themes around aspirations, role models, British values, resilience and study skills5. Specialist HLTA to run Buzz club for students who need to improve socialisation and communication skills6. Provision of ingredients to allow students to access Catering curriculum in KS47. Senior staff evaluate Attitude to Learning scores of pupil premium students and intervene where appropriate8. Improved monitoring of attendance of pupil premium students and focus resources on this cohort9. Intervention by LT engagement links to support behaviour of pupil premium students as a focus10. Raise expectations of staff and students as with school’s mission statement “Expect to Achieve”11. HA-PP cohort monitored individually by producing profiles detailing issues and support

Rationale: Students with low aspiration and poor attitudes to learning inevitably attain at a lower level. Disproportionately pupil premium cohort display these features

Success Criteria: Attainment gap between PP and non-PP reduces. PP students make progress in line with expectations. Improvement in data related to internal and external exclusions. Improved data regarding attitude to learning scores for disadvantaged pupils in internal progress checks. Improved attendance for PP students. Greater retention rates and enrolment to further and higher education.

Dates

Autumn 2016

Person responsibleRCT ST, Year Leaders

Monitoring and EvaluationEvaluationSenior leaders to carry out daily ‘drop-ins’ to form time to monitor pupil attitudesAttitude to learning grades to analysed and evaluated after each progress check and acted on by SLT and Year Leaders. Attendance monitored by Year Leaders. SLT year link and evaluated in weekly meetings

SIMS behaviour logs evaluated weekly by Year leader and SLT year link and intervention put in place to support student

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displaying poor behaviour

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Key Objective 4: Create a collective approach amongst all staff to ensure fully informed and effective support programme for each studentActions:

1. Ensure that all staff are aware of the disadvantaged pupils in their classes2. Enhanced use of SISRA to closely monitor the performance of pupil premium students throughout the year3. Questioning manifesto, DIRT tasks and Challenge manifesto throughout the school to accelerate progress of all students4. Shared departmental PPA in core subjects to jointly plan interventions5. After school intervention classes for targeted student using data from internal assessments6. Use of master classes in Key subjects focussed on pupil students who are falling behind7. All staff to have seating plans identifying pupil premium students and their current rates of progress8. Introduction of SISRA to KS3 to support rapid analysis of performance and inform intervention strategies9. CLA students to have necessary resources (text books etc. ) purchased10. Named Governor to be trained to have oversight of pupil premium progress, hold LT to account11. Governing body all understand the inspection dashboard and the historic progress of pupil premium students through LA and in school training

Rationale: Early intervention in the form of extra support in class will allow students who are falling behind to accelerate their progress. This can only happen if staff are fully aware of the gaps in knowledge and understanding and can focus efforts directly on the right students

Success Criteria: A reduction in the attainment gap of PP and non PP students in year 11 when compared with the 2016 exam results, and a narrowing of attainment gaps in years 7-10 as evidenced by internal data

Dates/ frequency

Progress checks through the year

Person responsible

RD RCT

Monitoring and Evaluation

Evaluate the progress of all students in KS4 four times a year in Progress checks (SISRA). Compare pupil premium with non pupil premium to evaluate extent of gapsLearning walks show that staff are aware of pupil premium students and are targeting their progressWider knowledge of SISRA and how it can be used amongst subject staff to allow rapid analysis of data.

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Key Objective 5: Ensure that attendance of pupil premium student is in line with that of ‘other’ students and at or above national averages

Actions:1. Employment of two attendance officers to work full time on improving attendance2. Regular weekly attendance meetings with senior staff and year leaders with a focus on disadvantaged pupils3. School text message service to provide immediate contact with home4. Attendance assemblies and end of term certificates to be delivered by attendance officer5. SLT engagement link to support attendance

Rational: Attendance of pupil premium student lags behind those of others both nationally and locally, only be ensuring good attendance can the gaps in attainment be narrowedSuccess Criteria: Narrowing gaps across each year group through the focussed work of the learning champions.Dates/frequency

Weekly and termly evaluations

Person responsible

ST CMc D McH Year leaders

Monitoring and Evaluation Weekly meetings Termly evaluations of attendance Comparison of school figures with national figures for all pupils

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Progress so far:

The tables below show the progress currently being made by disadvantaged students in year 11 compared with the equivalent cohort from the previous year. From nearly all starting points the current year 11 students are making more progress than in 2016

2016 2016 2017

No KS4 result U G F E D C B A A* Total2017 Total

% C+ % 4+(C+)

%5+ %A+ %7+(A+)

0 0 0 0 0 0 0 0 0 0 0 3 0% 0% 0% 0% 0%W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 0% 0% 0%1 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 0% 0% 0%2 0 1 0 0 1 0 0 0 0 0 2 1 0% 100% 100% 0% 0%3 0 0 0 2 4 9 1 0 0 0 16 0 6% 0% 0% 0% 0%4c 0 0 1 0 3 2 4 1 0 0 11 5 45% 80% 40% 0% 0%4b 0 0 0 0 0 4 2 8 0 0 14 14 71% 71% 43% 0% 7%4a 0 0 0 0 0 1 4 5 3 0 13 12 92% 92% 58% 23% 0%5c 0 0 0 0 0 2 5 3 0 0 10 7 80% 86% 57% 0% 14%

5b+ 0 0 0 0 0 0 1 2 0 0 3 8 100% 75% 63% 0% 25%Total 0 1 1 2 8 18 17 19 3 0 69 50 57% 76% 50% 4% 8%

2016 2016 2017

No KS4 result U G F E D C B A A* Total2017 Total

% C+ % 4+(C+)

%5+ %A+ %7+(A+)

0 0 0 0 0 0 0 0 0 0 0 3 0% 33% 33% 0% 0%W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 0% 0% 0%1 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 0% 0% 0%2 1 0 2 1 0 0 0 0 0 0 4 1 0% 100% 100% 0% 0%3 0 0 1 6 4 2 3 0 0 0 16 4 19% 25% 0% 0% 0%4c 0 0 0 0 0 5 4 0 0 0 9 7 44% 43% 14% 0% 14%4b 0 0 0 3 0 3 0 11 1 0 18 10 67% 50% 10% 6% 0%4a 0 0 0 1 0 0 4 2 1 0 8 15 88% 87% 53% 13% 0%5c 0 0 0 0 1 1 2 5 0 1 10 4 80% 75% 25% 10% 0%

5b+ 0 0 0 0 0 1 2 1 0 0 4 6 75% 100% 83% 0% 33%Total 1 0 3 11 5 12 15 19 2 1 69 50 54% 68% 36% 4% 6%

Transition / Progress Comparison: Disadvantaged Students

KS2 mathematics attainment

Disadvantaged Pupils

Number of Pupils

Key Stage 4 English Grade

No KS2 Outcome

KS2 English attainment

Disadvantaged Pupils

Number of Pupils

Key Stage 4 mathematics Grade

No KS2 Outcome

2017

2017

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