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Stocksbridge High School

Review of Pupil Premium Strategic Plan2018 - 2019

See Appendix page 33-38 for evidence of impact on progress and attendance

NL updated 06.11.2019 Page 1 of 53

Pupil Premium Funding Pupil Premium funding was introduced in April 2011 and is additional funding that the government gives to schools for each student on roll deemed to be disadvantaged. The funding is designed to raise the attainment of disadvantaged students who currently receive free school meals, or who have done in the last 6 years and close gaps that exist between them and their peers.

In the financial year 2018-19, schools will receive funding as follows for students in Years 7-11:

● for every student that has been registered for Free School Meals at any point in the last 6 years● for every student that has been in care continuously for six months or more● for every student from a service family

SHS Pupil Premium funding 2018-19

Year Group Total PP %PP Funding available

7 160 41 25.6 38,225.14

8 172 40 23.3 37,301.83

9 173 43 24.9 40,071.75

10 157 36 22.9 33,608.58

11 145 38 26.2 35,455.20

Whole School 807 198 24.5 184,663


VisionSHS has a commitment to ensuring all students make outstanding academic progress, regardless of starting point or economic background, and leave with the best possible outcomes. We are also committed to creating students who will leave SHS with a sense of personal well-being, a bank of ‘Cultural Capital’ and high aspirations leading to successful futures.

Barriers to LearningWhilst each child will have their own set of barriers to learning and progress, effective provision to close gaps within these areas of achievement and personal development are essential if students are to succeed and thrive. Underpinning this is a robust system for monitoring and evaluating the impact of our actions to ensure its quality and effectiveness.

Pupil Premium Cohort 2018-19


Year 7 Year 8 Year 9 Year 10 Year 11 TotalNumber of Pupil Premium students 41 40 43 36 38 198Number of PP students who are:

HA (based on prior attainment) 8 6 11 9 7 41

MA (based on prior attainment) 28 27 26 19 20 120

LA (based on prior attainment) 2 7 5 6 9 29

Number of PP students with additional need: Year 7 Year 8 Year 9 Year 10 Year 11 Total

SEND 16 10 18 12 14 70

Looked After Children0 0 1 1 0 2

English as an Additional Language0 1 0 1 2 4

Barriers and Risks to Learning Closing the Gap 2018-19 Objectives

Disadvantaged students enter with lower attainment on average than their non-disadvantaged peers. A number of disadvantaged students enter Year 7 with below average attainment at KS2 and low levels of numeracy and literacy. Significant cohort of disadvantaged students who also have additional SEND barriers.

To reduce the gap for overall A8 for PP v National Non PPTo reduce the gap for overall P8 for PP v National Non PPTo reduce P8 gap for PP SEND v National Non PP SEND Reduce gap in P8 English for PP v Non PP nationally

Low educational aspirations, social and emotional issues leading to poor attendance, poor behaviour for learning and low levels of resilience in the face of academic challenges. Low skills rates; including the ability to use self-regulation and meta-cognition as tool for learning.

Improve attendance of PP students in line with National Average; close the gap between attendance of PP v Non PP studentsSignificantly reduce number of PP Persistent absenteesSignificantly reduce the number of on-calls for PP studentsSignificantly reduce the number of exclusions for PP studentsReduce gap between behaviour points for PP and non PP studentsReduce gap between average ATL scores (lowest= Better ATL) for PP and non PP students


Core Principles

We recognise that raising the achievement of disadvantaged students and promoting their wider personal development are inextricably linked. We therefore target funding to target key priorities linked to both academic achievement within the classroom and the wider development of student’s aspirations, attitudes and wellbeing.

ACHIEVEMENT PERSONAL DEVELOPMENT, ASPIRATION AND ATTITUDES

To ensure all students make outstanding academic progress, regardless of starting point and background, and leave SHS with the best possible qualifications.

To ensure all students leave SHS with a sense of personal well-being, a bank of ‘cultural capital’ and high expectations leading to future success and happiness.

Quality of Teaching and Learning:Access to Quality First Teaching, personalised to meet their needsAccess to a well-structured and suitable curriculum (including alternative provision where appropriate)Access to high quality resources to support learningAccess to high quality learning opportunities led by well-trained staff

Enrichment:Access to a variety of opportunities to broaden student experience, raise aspirations and enhance their understanding of the world and their potential futuresAccess to opportunities to develop and practice new and existing skills in non-academic contextsAccess to programmes and mentoring to allow reflection and adaptation of negative behaviours

Additional Academic Provision:Access to KS3 alternative learning pathways to address basic gaps in literacy and numeracyAccess to additional provision to target areas of underachievement for students falling behind at

Guidance and SupportAccess to high quality advice to help students through school and towards their chosen

Access to high quality pastoral support to help students address specific barriers non-academic barriers to well-being and learning

We understand that to achieve this we must ensure that all students have access to quality first teaching that is personalised to meet their needs, access to a suitable curriculum with high quality learning opportunities delivered by well trained staff. We also strive to provide additional provision to suit the needs of underachieving students, providing the necessary resources to allow all students to catch up and keep up.

We are also committed to providing high quality pastoral support to address barriers created by attendance, behaviour, social and emotional needs; with access to high quality advice and guidance throughout school and leading towards their chosen futures. This pastoral programme also includes a commitment to providing and ensuring students can access a wide range of enrichment opportunities giving them opportunities to broaden their experiences, raise aspirations and develop new skills in non-academic contexts.


Pupil Premium Strategic Action Plan 2018-19Planned actions in the plan below are a strategic response to the Pupil Premium Review carried out in 2018. Actions are based on key areas of priority linked to closing the progress gap between disadvantaged and non-disadvantaged students as well as tackling barriers to learning caused by personal development, aspiration and attitudes.

Priority Key Actions Time Lead staff

Cost Impact Monitoring

1. Improve the quality and impact of leadership and management

Introduce ‘Every Lesson Counts’ process to drive quality of teaching and learning and ensure consistency of standards.

On going

FF

SLT

£11,150

SLT salary

Evidence

QA reports

Blue Sky T&L data

Coaching records

ELC Tracker – PP strategy comments

Impact

Much greater understanding of consistency and quality of T&L across school; interventions through coaching and SL support put in place quickly and strategically

PP progress to be a standing item on all SLT weekly meetings March ongoing

NL NA Evidence

SLT minutes show evidence of action and impact.

Not all meetings focused on PP as the frequency was reduced but came in line with RAP / PLAN meetings.

Impact

Pupil premium outcomes improved, and gap closed compared to 2018-19.




SL / SLT far greater understanding of PP community and interventions needed to close the gap.

Purchase of BlueSky to ensure all teaching staff have a clear performance management target linked to progress of disadvantaged students

October

NL£5,720

Evidence

Blue Sky T&L data

Impact

Pupil premium outcomes improved, and gap closed compared to 2018-19.

Whole staff have a far greater understanding of PP community and interventions needed to close the gap.

Greater accountability for outcomes at teacher level.

Subject leader development plan to include explicit PP priority and set of actions to drive progress and CtG.

March

NL NA

Evidence

DIP RAGGED to evidence impact and outcomes

Impact

All SLs completed their DIP.

Inconsistency in impact at department level with some departments making far better progress with PP students.

All SLs were effectively able to articulate and evidence what they were doing to bridge the gap for PP students.

SL monitor impact of DIP actions through learning walks, work scrutiny, typicality checks. FF / LD to assess impact in line management meetings

Ongoing

NL £16,590 Evidence

QA reports




Blue Sky T&L data

Coaching records

Impact

QA processes were used to triangulate information in departments about PP students.

Pupil premium outcomes improved, and gap closed compared to 2018-19. SLs better held to account for progress of vulnerable groups.

Develop a robust data tracking systems and protocol to effectively track student performance and enable early targeted intervention

Ongoing

NL £7,285

Evidence

STEP system embedded and shared across the trust

Impact

NL worked with SP to create a rigorous data tracking system. This system is now used across the trust and has been further developed.

The STEP system ensured that all SLs analysed their data at each DC point and were able to articulate clear intervention.

USE STEP to hold class teachers, SLs, HOH and SLT to account for performance of all students with a focus on CtG

October

NL NA Evidence

Records from STEP meetings and PLAN meetings

Class teachers' meetings with SL after each data collection to review outcomes and look at strategies to close the gap.

Impact

All teaching staff and SLs better able to articulate rational for intervention and better able to align resources and provision.




Remodel the curriculum to provide clear route paths providing stretch and challenge

Ensure Year 7 – 11 Curriculum and Assessment mapping support disadvantaged students in making good progress

Sept 18

to

July 19

CAJ £7,604 Evidence

LTP Documentation in place and QA linked to other QA procedures

Every Lesson Counts Tracking

Student Progress Data

Impact

LTP planning in place for all departments to enable better planning for all departmental areas

MTP documentation ensures curriculum content being covered

Assessment plans mapped out. All departments completing assessments as required to enable consistent monitoring of progress

Review calendar of assessments in all year groups to ensure regular checking of understanding

APRIL

CAJ/AEV

NA Evidence

LTP Documentation in place


Impact

3-weekly assessment calendar in place (revision/assesses/review) on 3 occasions over the year.

Ensure assessment of prior learning is regularly interleaved into assessments over time

APRIL

AEV NA Evidence






Impact

Develop and launch a common expectation and process for re-teaching misconceptions and plugging gaps following key assessment points

MARCH

FF NA Evidence



Impact

Implemented for September 2019

Review the curriculum for lower attainers on entry and those below national standard in literacy and numeracy. Provide suitable route/paths.

MARCH

CAJ/ SL

NA Evidence



ALP & ELP pathway

Students identified on pathways

ELP courses planned and implemented by staff

Impact

Students making improved progress in ENG/MA/SCI

ATL grades are improved for those students

Provide alternative off-site provision for targeted students in KS4 CAJ £6,500 Financial records

Impact

Students have improved P-16 outcomes

Students have improved A2L in school




Intervention logs indicate social & emotional skill improvements

Improve Literacy skills and close gaps through a relentless focus on language for learning

Deliver focused staff training on reading ages/accessibility; ARTI data collected termly and rag rated on SIMS marksheets

Sept. 2018

FF NA Evidence

Staff Voice

Student Voice

ARTI Data

STEP Intervention/Progress Data

Impact

Teaching staff more aware of reading age and impact during classroom practice; ARTI reading ages available on SIMS and MINT and updated at calendared points, used to inform planning – improved PP outcomes and gap closing

Loan the ‘Short story dispenser’ during world book week to promote literacy

MARCH

LD £350 Evidence

Dispenser was based in the library for a week.

Impact

Increased number of students actively engaged with reading and visiting the library.

Word of the week introduced to bridge the vocabulary gap FEB LD £200 Evidence

Lesson observations / Every Lesson recordsWork ScrutinyCPD recordsARTI data




Impact

On going work to enhance academic language and close the vocabulary gap for disadvantaged learners.

Help to reduce whole school oracy to literacy gap.

Build a single focus CPD programme built around ‘Language for Learning’; strategies used in all departments

SEPT FF £6,678 Evidence

Lesson observations / Every Lesson recordsWork ScrutinyCPD recordsAttainment records / ARTI and STEP scores

Impact

Majority of feedback from QA LW and LO refer to clarification and questioning based around common Tier 2/Tier 3 vocabulary across all subjects

Develop and deliver through form time a programme of reading comprehension/Tier 2 vocab strategies

ONGOING

FF £100 Evidence

Attainment records / ARTI and STEP scores

Impact

Initiative started and resources created to share in form time; no QA built though to assess impact on student progress

FF to work with DJ/ SE to Introduce a Reading Leaders scheme; Y10 MA in reading to work with identified Y7 (2 form times per week)

ONGOING

FF/DJ NA Evidence


Impact

Increase in ARTI reading ages and student voice showed increased confidence for students involved in Y7/Y8. Student booklets identified




new vocabulary learnt by targeted students.

English PIXL resources and app to provide personalisation for students

ONGOING

NL £60 Evidence


PIXL Wave data

Impact

PIXL resources well established across the English and Maths department.

Students accessed PIXL on line resources as part of their independent learning.

Parents made aware of learning resource and able to access it with students on mobile devices and computers.

SL input mock exam data into PIXL Wave and used as diagnostic tool and therapy to CtG

ONGOING

JP £100 Evidence

STEP scores

PIXL Wave data

Impact

SL in Maths and English able to use a diagnostic tool to assess students and intervene with students at question level providing bespoke resources for students.

Introduce and staff form time English intervention for KS4 students Oct NL £2,000 STEP and PIXL Wave data

English attainment scoresImpactGreater level of student engagement in form timeAdditional 1 hour of teaching for Y11 students in English




Enhanced opportunities to bridge the gap.Small group data driven intervention

Relaunch and effectively embed PROUD. Ensure all students are challenged to complete work to the highest standard

Work Scrutiny training supported by the Trust for FF, JM, DJ Oct FF NA Evidence

Work Scrutiny minutes and Stocksbridge Standards rates improveImpact

Training completed and Work Scrutiny re-written to improve consistency, impact and explicit reference to standards of PP work/books. Increase in work scrutiny feedback evidencing working within Stocksbridge Standard throughout the year.

All classrooms to display PROUD – with training for staff and students on ensuring students improve their standard of written communication.

Jan LD £100 Evidence

Work scrutiny evidences enhanced pride in presentation

Impact

Greater consistency in the standard of books seen within lessons. However there is still some disparity that continues to be addressed in QA.

Create robust work scrutiny procedures for BTEC subjects Nov CAJ NA Evidence

Work Scrutiny minutes and Stocksbridge Standards rates improveImpactStudents meet deadlines according to assessment plansStudents are meeting T-Targets

Improve Numeracy skills and close gaps

Introduce and staff form time maths intervention for KS4 students Oct NL £2,000 Evidence




STEP scores

Attainment and PIXL Wave data

Impact

Greater level of student engagement in form timeAdditional 1 hour of teaching for Y11 students in MathsEnhanced opportunities to bridge the gap.Small group data driven intervention

Provide small Maths nurture groups to CtG for students Oct RD £5,000 Evidence

Attainment and STEP data

PIXL Wave

Progress and Attainment scores

STEP data

Impact

Overstaffing in Maths helped to reduce the gap between PP and non- PP students

Overstaffing in Maths to enable more focused and targeted intervention

Oct RD

Maths PIXL resources and app to provide personalisation for students

Ongoing

NL £60 Evidence


STEP data




Impact

PIXL resources well established across the Maths department.

Students accessed PIXL on line resources as part of their independent learning.

Parents made aware of learning resource and able to access it with students on mobile devices and computers.

SL input mock exam data into PIXL Wave and used as diagnostic tool and therapy to CtG

ONGOING

RD £100 Evidence


STEP data

PIXL Wave

Impact

PIXL resources well established across the Maths department.

All students had personalised improvement tragets and work to complete to reduce learning gap.

Accelerate KS3 Progress and further close gaps

Identify Y7/8 students for intervention based on scaled KS2 scores and ARTI reading scores

Sep 18

to

July 19

GF £8,234 Evidence

STEP Progress Data

ARTI Data

Provision Mapper -Impact Data

Impact




All Y7/Y8 students identified as having below age related reading scores (who did not qualify for other literacy intervention) part of reading leaders scheme- 2x20 minute sessions per week. Student voice/ARTI data/student booklets show increased confidence around reading, vocabulary and comprehension

Planned delivery of Lexia and catch up numeracy/literacy programmes to close gaps for identified students

Ongoing

GF £3,000 Evidence

STEP Progress Data

ARTI Data


Impact

Interventions delivered to all targeted students in order to support progress – need to ensure these are delivered consistently in required quantities to ensure progress

TA’s to analyse Lexia/Catch up/ARTI data half-termly and produce individual student progress reports

Ongoing

GF Evidence

STEP Progress Data

ARTI Data


Impact

Interventions to improve outcomes failed to be delivered in amounts that made accurate analysis ot data possible – TA capacity issue to deliver intervention effectively

Individualised intervention programmes built for most vulnerable students in ‘Paragon’ provision

Ongoing

GF £1,000 Evidence





Impact

Most vulnerable students regularly accessing paragon support – all identified students increased involvement in curriculum as a result of paragon intervention or outside agencies involved in provision

Develop a Provision Mapper to monitor impact of SEND provision on targeted students

Ongoing

GF £2,000 Evidence


Impact

All provision put in place for SEND students logged on provision mapper by support managers/GF - moderated process

DJ to build and coordinate programme of opportunities to build aspiration at KS3; including Eden Project, Duke of Edinburgh, Brilliant Club

Ongoing

LD £300 Evidence

Extra-curricular tracker

Impact

Accelerate KS4 Progress and further close gaps




2018 Overall PP P8 = -0.91 2018 Gap between PP and non PP = 0.80 2019 Overall PP P8 = -0.36 2019 Gap between PP and non PP = 0.39 Closed the progress gap from the previous year by over half a grade (0.55)

Develop a robust and timely approach to intervention and catch-up for PP students in order to quickly close gaps in skills knowledge and understanding.

Oct NL £13,168 Evidence

Data analysis (STEP / PiXL / QLA)Teacher termly data tracking ImpactForm time intervention establishedHalf term and holiday provisions developedAdditional resources purchased and targeted at PP students.Every data collection was used by SLT & SLs to review outcomes and amend interventions.

Introduce weekly PLAN meetings in English and Maths to facilitate in depth discussion about Y11 student progress; Introduce three weekly RAG meetings in all other subject

Oct NL NA Evidence

STEP tracker evidences all subject level intervention

Impact

Greater awareness of PP students

Better level of targeted support

All non-core subjects also completed RAG meetings and post data collection reviews.

SL better able to communicate what they are doing to support PP students and why.

Co-ordinate a programme of P6 intervention Oct NL £1,000 Evidence




P6 registersAttendance records

Impact

Scheduled every day from October half term

All parents informed of each P6 sessions

Any non-attendance shared with parents.

Core subjects given priority

Subjects placed on rotation to enable equity of access to subjects by students.

Parental feedback very positive.

Time table half term and Easter holiday intervention sessions. Oct NL NA Evidence

Attendance records

Impact on attainment and progress

Impact

Scheduled every half term October half term

All parents informed of each session

Any non-attendance shared with parents.

Core subjects given priority

Subjects placed on rotation to enable equity of access to subjects by students.

Parental feedback very positive.




Bespoke targeted session for PP students on revision skills.

Provide stress and organisation management training to Y11 in Easter holiday

April NL £100 Evidence

Attendance records


Impact

Positive feedback from parents and students

Excellent take up

Impact of the training was so positive this is now offered within term time.

How to revise drop in session targeted at PP students in half term holiday.

Feb NL NA Evidence

Attendance records


Impact

Good take up by students who may not normally access the holiday provision

Opportunity to provide small group session on revision skills.

Addition revision materials provided to students to use independently to revise.

Introduce targeted Form time Science Intervention for Y11 Oct NL £2,000 Evidence

Attendance records





Impact

Greater level of student engagement in form timeAdditional 1 hour of teaching for Y11 students in ScienceEnhanced opportunities to bridge the gap.Small group data driven intervention

SL / SLT link meetings address underperformance of disadvantaged students and target intervention by SL/class teachers

Ongoing

NL NA Evidence

Department Meeting Minutes

STEP Meeting Data

Impact

All teachers better held to account for outcomes of individual PP students.

Targeted interventions developed at class teacher level.SL aware of strategies that will have impact on closing the gap.

STEP meetings embedded after every data entry to hold SLs to account for outcomes.

Oct NL NA Evidence

Department Meeting Minutes

STEP Meeting Data

Impact

SLT & SL can articulate the progress PP students are making and what interventions are in place to close the gap.

All teachers better held to account for outcomes of individual PP students.




Targeted interventions developed at class teacher level.SL aware of strategies that will have impact on closing the gap.

Review curriculum and qualification provision for targeted students after each data collection cycle

Ongoing

NL NA Evidence

Intervention Records

Period 6 registers


Impact

Students have more developed and personalised timetables that better reflect their learning needs. Students are provided with opportunities for over teaching in subjects where they are underperforming.

Curriculum offer and courses changed where there was historic underperformance at subject level.

All SLs create a clear Y11 action plan that outlines all interventions for Y11 for the academic year

Ongoing

NL NA Evidence

Y11 action plan


Impact

All departments have PP plan that they work to and review every half term. This is used to prioritise intervention.SLs are able to monitor more robustly which interventions have an impact.

Department impact plans explicitly show how SLs are CtG Ongoing

NL NA Evidence




DIPs

STEP Impact on attainment and progress

Impact P8 for pupil premium students closed to –0.36

Talk the Talk for Y11 students to build confidence Feb NL £400 Evidence

Attendance records


Impact

The targeted students involved in the course gave positive feedback of the impact on their confidence. Outcome of the initiative so positive that it has been embedded into the curriculum for 2019-20

Strive for 5 days in English and Maths March

NL £1,000 Evidence

Student voice


Impact

One super learning day for each of English and Maths took place in partnership with Ecclesfield school. 40 students attended. Feedback from staff and students was positive indicating that the targeted work had impact positively on progress at 4/5 borderline.

Outcomes in Maths and English improved.

Super learning day targeted to close the gap Nov CJA £1,000 Evidence

Student voice





Impact

All Y11 students had emersion days in each of their core subjects and their option subjects. This provided targeted work in preparation for terminal exams.

Easter holiday Stress and time management training targeting PP. April NL £100 Evidence

Student voice

Attendance records

Impact

Good take up by students attending the voluntary course. Student feedback was positive and as a result the course has been built into the curriculum for Y11 in 2019-20

Improve whole school behaviour system to close the gap and improve climate for learning

Reduce exclusions of disadvantaged students through constructive conversation with SLT at behaviour warning stage

Ongoing

AE NA Evidence

On-call Data

Exclusion Data

Individual Student Mentoring Records


Impact

Significant reduction in on-call / exclusion in term one when this policy was in place. Changes to the behaviour system in term 2 lessened the impact.




Individual mentoring of PP students around changing behaviours; training given to SMs by Trust psychologist

Sep 18

to

Jul 19

AE

SLT

£1,000 Evidence

On-call Data

Exclusion Data

Approach to Learning Data

Impact

Initial work undertaken with a small cohort of students

Ensure robust reasonable adjustment systems are in place to reduce the disparity in exclusions for PP and non PP students

Ongoing

AE NA Evidence

Intervention logs

Behaviour and attendance report

Impact

Reduction in PP on-call and exclusion (particularly in Term 1)

HoH / HM to develop a more robust understanding of cultural capital and barriers to learning that are impacting on exclusions

Ongoing

AE NA Evidence

Training and line management minutes

Impact

Staffing and capacity meant this was not able to be a priority as the school year progressed.

PP students regularly receiving ‘behaviour warning 2’ to be discussed at SLT and interventions planned

Ongoing

AE NA Evidence

Minutes from SLT

Intervention log

Impact




Data unavailable due to change in behaviour system in Jan

On call data collected and shared weekly; inform interventions by SL/HOH/HM

Ongoing

AE NA Evidence

Behaviour logs

Behaviour report

Impact

Hotspot lessons identified and addressed through support for teaching staff and specific class/student intervention

Inclusion Base to be used for reflection/programs to adapt negative behaviours

On going

AE £3,528 Evidence

On-call Data

Behaviour Reflection Records


ATL and progress data improves for ‘watch list’ students

‘Watch List’ students change to reflect improvement

Impact

Due to staffing and capacity from Jan, this was only implemented at certain stages.

Reflection documents completed by all PP students taken to Inclusion base; SM’s to work individually with PP students in Inclusion to change behaviours

Ongoing

AE NA Evidence

Conduct room log

Behaviour reports

Impact





Develop pilot project for metacognition using targeted PP students (repeated low level disruption) as focus group

Ongoing

FF NA Evidence

Student voice

Short and medium term plans

Impact

Due to changes throughout the year of CPD priorities based on Trust feedback this pilot project was suspended

Introduce half-termly reward afternoons linked to positive attendance and Approach to Learning

Ongoing

AE £200 Attendance Intervention recordsAttendance tracking dataImpactRecognition throughout all rewards assemblies of positive attendance and achievements

Use of School Police Liaison Officer to address key social issues with identified students

Ongoing

AE NA Evidence

Minutes from meetings

Logs on SIMs

Assemblies

Impact

Increase attendance and reduce rate of persistent absence with a relentless focus on PP students

EWO 2 days per week; weekly data reviews at student level leading to parental contact

Ongoing

PB £8,739 Evidence

Attendance Data




EWO Records

SIMS Communication Data

Impact

Attendance increased at all levels, including a closing of the gap for PP attendance

Increase early contact with home and home visits Ongoing

AE £60 Evidence

Parent mail messaging system

SIMs intervention log

Impact


Develop a range of robust interventions to improve attendance of identified and hard to reach students.

Ongoing

AE £500 Evidence

Attendance Intervention recordsAttendance tracking dataImpact

Introduce a graduated response to targeted intervention for absent students

Ongoing

AE NA Evidence

Attendance flowchart adhered to by all staff

Impact


Increase the use of fining to improve attendance Ongoing

AE NA EWO records and attendance data

Impact




Gap closed between PP and whole school attendance

Lunch passes eligibility linked to attendance data Ongoing

AE £50 Weekly attendance list

Attendance report

Impact

Y11 Attendance at its highest for 4 years

Ensure House pastoral system rigorously targets pupil premium students and has a direct impact on closing the gap

Head of house and house managers roles and responsibilities provide focused support and intervention for all students with a relentless focus on closing the gap for PP students

Ongoing

AE £13,158 Evidence

House Intervention Tracking

Revision Session Planning

Revision Session Registers

Mentoring Programme Script

Student Voice

Impact

Execution and impact of actions managed within capacity, however due to staffing and capacity from Jan this was less effective.

HOH / HM development plan has explicit priorities and actions to address CtG for pP / SEND students

Ongoing

AE Evidence

Development plan


Impact

Planning did not focus solely on PP students, however all actions had




PP students within the focus.

SLT for pastoral system monitors impact of DIP actions through line management, data review meetings, learning walks.

Ongoing

AE Evidence

Development plan


Impact

Execution and impact of actions managed within capacity through line management, however due to staffing and capacity from Jan this was less effective.

HOH establish and allocate tiered mentoring for all students with a focus CtG

Ongoing

AE Evidence

STEP tracker


Impact

All Y11 completed a mentoring program, with varied members of staff depending on level of need. This included a focus on revision planning and preparation.

HOH/form tutor half-termly parental meetings for PP students with lowest P8 scores

Ongoing

AE Evidence

Sims intervention log

Impact

Progress meetings led by SLs and HOH, but not primarily focused on PP.

HOH to put in place and log interventions for PP students regularly Ongo AE Evidence




appearing on data for behaviour warning 2 ing


SIMS intervention log

Impact

Data unavailable due to change in behaviour system in Jan

Revision sessions led by HOH for all disadvantaged learners in Y10/11

Ongoing

AE Evidence

Revision booklets

Impact


Provide free revision guides and materials for targeted PP students Ongoing

AE £200 Evidence


Impact

Revision materials allowed PP students to rely less on notes/work missed due to absence

Calendar and deliver targeted revision planning with Y11s and revision focused support prior to Y11 exam periods

Ongoing

AE NA Evidence

Revision timetable disseminated at Easter


Impact





Develop and deliver a programme to improve students study skills and revision skills during Tutor Time

Ongoing

AE £200 Evidence

Revision booklet


Impact


Triangulate progress, behaviour and attendance data to identify key ‘watch list’ students; PP and behaviour lead to meet fortnightly to review interventions for targeted students

Ongoing

AE NA Evidence


HOH / HM line management minutes

Impact

Meeting did not take place due to capacity issues, however triangulation and identification of students was conducted through Line Management.

Share ‘watch list’ students through the bulletin and share a list of core strategies and interventions classroom teacher can put in place to support those most at risk

Ongoing

AE NA Evidence

Watch list generated


Impact

On call reduced from 2017/2018 - 2018/2019 for PP students. Pastoral




Managers had begun to work proactively at the task of intervening with these students before staffing / capacity meant this role had to be put on hold.

Improve outcomes for SEND / PP studentsAfter refining the SEND register, create a SEND Watchlist of SEND students and issue to staff, outlining levels of need/priority students.

Ongoing

GF £15,000 Evidence

Register in place Staff aware of codingTargeted cohorts identified

Impact

Introduced and therefore awareness of students and strategies improved. Need for SLs to drive use of these through departments to improve consistency and therefore impact

Identify a priority SEND 10 in every year group and issue to staff, with strategies to support teachers to personalise learning.

Ongoing

GF Evidence

Register in place Targeted cohorts identified

STRIVE HIGH cohort established

Impact

Introduced and therefore awareness of students and strategies improved. Need for SLs to drive use of these through departments to improve consistency and therefore impact

Support subject Leaders to improve SEND provision by visiting curriculum meetings, conducting learning walks and book looks of SEND students.

Ongoing

GF Evidence

Every Lesson Counts Data

LW / LO /WS





Impact

Establish, embed and drive SEND non negotiables in all lessons Ongoing

GF Evidence


LW / LO /WS


Impact

All staff aware of non-negotiables, QA shows increase in use of strategies to support SEND students. Need to continue to embed and used being driven by SL to improve consistency and therefore impact

Use of TA to provide phase/subject teaching and learning support for students in Inclusion Base

Ongoing

GF £3,500 (TA

staffing)

Evidence

Lesson planning

Medium term planning

Impact

TA used solely to support T&L in inclusion; increased engagement due to support for learning of students whilst in inclusion

Ensure SEND transition processes are started earlier.Attend Y6 reviews and implement extended transition and support for targeted students.

Ongoing

GF £200 Evidence

School calendar

Parental and student meetings

Transition planning document




Impact

Successful transition of all SEND students into Y7; evidence of identified students making a confident and successful start in year 7 due to supportive transition process, including work with parents and feeder schools

Raise staff awareness of common barriers to learning for Pupil premium students and work with staff to overcome them.

Closing the Gap booklet re-written in line with school context and re. launched

Oct FF £50 Evidence

Blue Sky T&L Data



Impact

Closing the Gap booklet produced; increased understanding of PP student cohort

Introduce focused CPD sessions focused on PiXL ‘Think Harder’ strategies and metacognition; delivered to cross-curricular department teams by coaches

Ongoing

FF £1,195 Evidence


LW / LO /WS


Impact

Think Harder delivered in cross-curricular groups; CPD sessions demonstrate ideas used and shared by all staff, increase in reference to think harder strategies used in QA feedback. Suspended mid-year due to change in CPD focus requested by the Trust




Staff to be able to evidence through planning, seating plans and student level discussion how they are using strategies to support underachieving PP students

Ongoing

FF NA Evidence

Blue Sky T&L Data



Impact

Staff able to discuss with SLs post data collection how they are supporting PP students at individual classroom level

Improve career advice and guidance for all disadvantaged students and raise aspiration

Options day involved Sheffield Futures to provide students with an understanding of how their pathways leads to future careers.

On going

CJA £6,861 Evidence

Career guidance record keeping

NEET figures

Impact

Students made positive option choices according to allocated pathways.

Students more knowledgeable about routes into careers

PP and SEND students are targeted first for careers interviews in Y11 On going

CJA Evidence


NEET figures

Impact

Students have post-16 choices early to enable positive post-16 choices




Support and 2nd interviews to ensure certainty of post-16 choices

Zero NEETs

Early careers interviewed in Y8 to target identified students with a focus on PP students

On going

CJA Evidence


NEET figures

Impact

SLT interviews with all PP Y8 students for positive reinforcement of support and aspiration.

All students have a form tutor interview for options On going

CJA Evidence

Notes from discussions fed into pathway planning and curriculum

Impact

Students on correct pathway

Parents feel supported through feedback

Higher Education Progression pathway speaker visit October 2018 aimed at Y7, Y8, Y9

On going

CAJ NA Evidence

Attendance registers

Impact

HE information for all students to raise aspirations

Ensure all Y8 disadvantaged students receive options interview with SLT to ensure correct KS4 curriculum

On going

CAJ NA Evidence

Minutes from meetings

Impact on pathway choices and reduction in no. of students changing




courses

Impact

SLT interviews with all PP Y8 students for positive reinforcement of support and aspiration.

Minimal course changes for option choices (<6)

Identify disadvantaged students in danger of becoming NEET and put support package in place

On going

CAJ NA Evidence

NEETs figures

Impact

Zero NEETs

Provide training for all SLT to ensure consistency of message to PP students

On going

CAJ NA Evidence

Training resources


SLT meeting minutes

Impact

SLT trained to send consistent message to all students interviewed

Fund provision of resources to ensure disadvantaged students can access all curricular/non-curricular opportunities

£1,000 Evidence

Financial records

Impact

Financial records show fair provision and access to opportunities through part funding for PP students where requested

Implement and embed an explicit House PP budget outlining Ongo FF £1,000 EvidenceNL updated 06.11.2019 Page 39 of 53



responsibility for monitoring and prescribed spending ing

Purchase Records

FF –implemented but could be increased due to other actions not being implemented

Impact

Autonomy for house teams ensured that PP students where supported on a personalised basis; enabling equal access to curricular/non-curricular opportunities

Identify HPA disadvantaged students and build ‘Aspire’ programme opportunities

Oct 18

to Jul 19

LD £1,360 Evidence

Student Enrichment Spreadsheet

Student Voice

Parent Voice

Aspire Project Registers

Impact

DJ to build and coordinate programme of opportunities to build aspiration at KS3; including Eden Project, Duke of Edinburgh, Brilliant Club

On going

LD NA Evidence

Extra-curricular tracker

Impact

Embed ‘Always Child’ mentoring programme and use attendance, behaviour and A2L data to identify PP students to make up 50% Always Child

Sept 18

to

FF £3,708 Evidence

Student Voice/LAL Evaluations




July 19

Parent Voice

Student Reflection Journals


‘Always Child’ Registers

Impact

Always Child project continued throughout the year for identified Y8/9 cohorts (representative of PP student numbers across year groups). Excellent feedback from project leaders and students about attitudes and impact on confidence and ‘transferable’ skills

Improve quality first teaching to close the gap for disadvantaged students

Utilise the range of PiXL resources, QLA (KS3/4) to support teaching and learning and interventions.

Ongoing

NL/FFSLs

£5,000 Evidence

Lesson observations / Every Lesson recordsWork ScrutinyCPD recordsStudent voiceImpactPIXL resources used in lessons and in independent learning tasks.SLs make more accurate predictions and therefore targeted intervention is more robust.

Use coaching model for targeted staff to support impact of QFT on vulnerable groups

Ongoing

FF £1,695 Evidence

Coaching logs

ELC / LWs / LOs

Bluesky evidence

Impact




Coaching model used to support all staff identified as consistently working towards Stocksbridge Standard; coaching records show positive engagement and use of identified strategies. Where there was no improvement evidence collated to move forward staff into formal support procedures to tackle underperformance and therefore impact on vulnerable groups

Develop use of weekly T&L briefings to share good practice around key areas of ‘Stocksbridge Standard’

Ongoing

FF NA Evidence

Presentation materials

ELC / LWs / LOs

Bluesky evidence

Impact

T&L briefings delivered weekly, sharing strategies around key priorities; examples of ideas shared evident in QA feedback

Make PP a key focus of lesson monitoring activities (ELC / QA processes)

Ongoing

FF NA Evidence

ELC / LWs / LOs

Bluesky evidence

Impact

ELC used consistently across the year to improve ATL of targeted groups, support and challenge QFT teaching. All staff identified as a concern moved forward through coaching or SL support processes.

Introduce, train and embed use of MINT seating plan system to drive progress

Ongoing

FF £1,530 Evidence

MINT seating plans for all classes




ELC / LWs / LOs

Bluesky evidence

Impact

PP students identified on all staff seating plans; QA evidence shows awareness and seating for progress for PP students and improved engagement

Ensure a key focus upon retention and recall is a key feature of every lesson through recall starts, interrupt activities and knowledge organisers

Ongoing

FF NA Evidence

ELC / LWs / LOs

Bluesky evidence

Impact

Training delivered on re-call starters, expectation in Y11. QA evidence demonstrates increase in starters linked to re-call; improved Y11 outcomes and gap closing

LD to promote ‘active teachers’ to support live marking and target positive climate for learning and disengagement

Ongoing

FF NA Evidence

Work scrutiny

ELC / LWs / Los

Impact

CPD HT5/6 focused on ‘active learning’ to address student passivity – QA evidence shows increase in active learning opportunities being given in lessons and less teacher talk, impacting positively on student engagement and levels of oracy; need to embed further and SL input to drive consistency




Free Food Friday to focus on QFT and CtG Ongoing

FF £100 Evidence

Training resources

LW / WS / LO

Impact

Free Food Friday sessions continued to focus on QFT and focus on school priorities; teachers who attended these sessions received majority ‘working within’ QA judgements and all shared good practice at T&L briefings

Embed robust Safeguarding systems

CPOMs system for reporting and recording all safeguarding incidents Ongoing

AE £6,000 Evidence

CPOMs evidence

Safeguarding DSL and HMs for in school support and liaison with external agencies and families

Ongoing

AE Evidence

CPOMs evidence

Impact



Year 7

NL Updated 06.11.2019 Page 33 of 38

Year 8


Year 9


Year 10


Year 11


Whole School

1 2 30

20

40

60

80

100

120

1. 2016-17, 2. 2017-18, 3.2018-19

% A

tten

danc

e


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