Statutory

Pupil Premium

At Kinver High School we aim to allow all students the opportunity to have access to correct support, guidance and curriculum in order to narrow the disadvantage gap and increase achievement.

Pupil premium strategy statement (secondary)

1.    Summary information
School Kinver High School
Academic Year 18/19 Total PP budget £67,320 Date of most recent PP Review May 18
Total number of pupils 583 Number of pupils eligible for PP 79 Date for next internal review of this strategy Sept 19

 

2.  Current attainment
Pupils eligible for PP – (KInver) 2018 Pupils not eligible for PP

(National average) 2018

% achieving 4+ English and Maths 40.0% (36%) 58%
% achieving EBacc 4+ 25/18.6% (25%) 30%
Progress 8 score average -0.34 (-0.09) 0.13
Attainment 8 score average 37.85 (40.14) 49.96
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.     Poor literacy and numeracy skills
B.     Behaviour/exclusions
C.     Parental engagment
D.     Attendance
External barriers (issues which also require action outside school, such as low attendance rates)
E. Lack of support at home
F. Students caring for family members
G. Poor home learning environment  (incl. lack of access to personal technology/ internet   )
4.  Desired outcomes (desired outcomes and how they will be measured) Success criteria
A.     Students will improve both literacy and numeracy skills ·         Those students who are working significantly below national expectations will receive additional support– in year 7 & 8

·         Reading groups set up with additional support and encouragement.

·         Form time spent completing literacy and numeracy tasks – additional support via English and maths dept. offered to PP students.

·         Points and certificates for those students who complete words/ tests or use ambitious vocabulary.

·         English and Maths to schedule parental tutor sessions to help support learners at home.

·         Staff CPD.

·         Small group mentoring with disadvantaged students in the lead up to examination series.

·         PP targeted maths tutoring in year 7

·         Identify and focus on mentoring with middle attaining Pupil Premium students with a focus on those students in year 10 & 11

·         Tracking of students using new progress system on edge, to be followed up by heads of English/Maths for any underperformance – support in place.

B.     All students will have a positive learning environment in which to complete homework and have access to personal technology and internet, as well as feeling more supported at home. ·         Prep club each night to provide students with the chance of accessing the internet and complete all homework in school, staffed for support

·         Homework clubs available with TA support in the LRC twice per week.

·         PP parents to attend session about exam preparation and the importance of study in KS4.

·         Parental forum set up to work with parents more actively and to improve engagement.

·         Targeted revisions sessions during lunchtime and after school for core subjects.

·         After school sessions run for parents on a need basis – possible sessions on Growth mind set  successful, housing, mental health,

·         One to one mentoring with senior staff in lead up to examination periods.

C.     Attendance of PP students will improve and fixed term exclusions for PP students will decease ·         PP students will have an attendance programme meeting to discuss concerns

·         Review meeting and targets set.

·         Home visits to take place where there are concerns to discuss issues.

·         Referrals and support offered by external agencies/ EIS if needed.

·         Meetings held with Heads of year ½ termly to discuss concerns

·         Letters sent to offer support on a regular basis

·         Rewards days each term

·         Attendance clinics and meetings held with parents/ carers and attendance officer

·         Governor meetings to be held with non-improvement

·         PP students at risk of exclusion to undertake mentoring with pastoral staff

·         Behaviour workshops run/ 1-2-1 work completed to help reduce number of PP exclusions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.  Planned expenditure
·         Academic year 2018/19
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improve outcomes Across both key stages Whole teaching staff CPD/Training delivered through TTP (Transforming Teaching Programme) Funded by DFE.

Improvements in teaching practice widely recognised as being key to raising attainment for all youngsters, including disadvantaged students

In addition to classroom practice, the programme should deliver the capacity for sustainable improvement through the development of teacher educators

Calendar of training implemented for all staff.

 

Regular meetings with IFT representative.

 

Quality assurance of lessons through focus days (trust) and internal QA

CS September 2019
Improved outcomes across both Key Stages Use of meta-cognitive approaches to teaching and learning to adapt practice to the changed curriculum.

 

Training of staff to ensure that students are taught “how to learn” within lessons rather than as part of a discrete scheme of work.

Demands of the curriculum have changed significantly with the move away from modular courses towards linear examinations.  This change requires recall of knowledge in order to then apply, analyse and evaluate.

 

Student feedback often suggests that many “don’t know how to revise”.

 

Support for PP students at home can be diminished by social factors – more effective classroom practice could help to mitigate these issues.

Whole staff CPD led by CS. (Assistant Head T&L)

 

Quality assurance of teaching and learning.

 

Departmental health checks to incorporate review of assessments, books and student voice feedback.

CS October/November 2019
Improved outcomes across both Key Stages Implementation of seating plans across all lessons.  PP students to be sat prominently within classrooms and boy/girl seating where possible. More difficult for PP students to “hide”/”anonymise” themselves during lessons.

 

Facilitates staff questioning of PP students.

 

Boy/girl minimises opportunities for low level behaviours.

Quality assurance of teaching and learning.

 

 

DT/CS/JT

 

May 2019
Improvement in Yr 11 outcomes Small group intervention. Experience of other schools within the trust.  High impact results.

 

Intervention during curricular time.

Tracking of data and Assistant Head for Curriculum managing Maths.  Regular reviews with headteacher.  Report to governing body.

 

 

 

Tracking weith

DT/JT Spring 2019
Improvement in numeracy outcomes Maths Enhancement programme Students are invited to participate in the enhancement programme in order to consolidate core skills and bridge any gaps prior to final examinations in year 11.  Disadvantaged students across years 7 to 10 will be invited onto the programme.

 

Improved completion of homework amongst PP students

 

 

This will be monitored by the CAM and Senior Deputy Head.

 

Focus group will be set up through the school’s tracking system to measure impact.

JT November 2019
Understand gaps in knowledge at year 7 Students tested on induction with trust-wide baseline testing in numeracy and literacy Ofsted documentation about gaps in English and Maths

 

Gaps identified quickly to ensure early intervention

Tracking of data and Assitant Head (Curriculum) JT November 2019
Understand gaps in knowledge at year 7 Yr 7 Intervention group 3 years of in school improvements Tracking of data and analysis provided by SENCO. AW/DT November 2019
Understand gaps in knowledge at year 7 Form Group Numeracy Programme 12 months implementation and use of Ofsted reports. Tracking of data and Deputy Head for Curriculum managing Maths JT November 2019
Understand gaps in knowledge at year 7 All year 7 – 9 to be tested on CATS and reading Supported within previous 24 months and increase in Ofsted documentation about gaps in English and Maths and higher level of reading at GCSE. Tracking of data and analysis provided by SENCO. AW November 2019
Improvement in Reading abilities Accelerated Reading Programme Data suggests accelerated reading progress for students PP students have made more rapid progress than others.

 

Tracking of data and analysis provided by SENCO. AW November 2019
Improved student involvement in extra curricular & homework Students to use Mathswatch and Doddlelearn, attend wide extra-curricular programme and homework club as required Discussion with students and use of student surveys that show limited opportunities for involvement for all pupil premium.

 

 

 

 

 

Tracking of individuals data.

 

Register of participation

 

 

JT/DT November 2019
Improved outcomes in numeracy and literacy and in-year progress improvements Structured numeracy sessions during form time for Years 7 and 8

 

 

 

 

 

 

 

 

 

 

 

 

 

Securing sound mathematical concepts is key to progress at key stage 3 and is worth re-informing across all year groups.

 

 

Assessment outcomes and in-year progress measures as reported through meetings with curriculum management.

 

Review of numeracy time through student voice.

 

Work scrutinises and book trawls to evidence progress and literacy annotation across curriculum areas.

JT November 2019
Total budgeted cost £19,926
  ii.   Targeted support What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improved behaviour and attendance Three Heads of year, to support using Edge for data School attendance in line with national expectation but lower for some students, in particular with pupil premium/FSM. Weekly data tracking by whole school HOY Weekly
Improved attendance Part funding of coach travel to and from school Many students live outside of safe walking distance to school. Administered through office manager rand tracked through financial protocols JT/DT Termly
Reduction in fixed term and Permanent exclusions Seek alternative provision for ‘at risk’ students, before Permanent exclusion is necessary. 3 year reduction of FTEs show improvement made with use of provision, but Permanent Exclusions remain above national data. Tracking of data by Assist. Head for Pastoral and meetings with Pastoral team. AW/DT Sept 19
Reduction in fixed term and Permanent exclusions Mentoring and small group work to be carried out by pastoral managers to focus on behaviour and consequences – work to be aimed at KS3. Previous successful mentoring with individuals and small groups. AW/JT to track data and discuss in pastoral meetings AW/JT Sept 19
Supporting students well-being Counselling, anti-bullying programmes, RASP, individual pastoral interventions, careers guidance and student leadership opportunities. Evidence shows that well-being supports improved outcomes. Tracking of data by Assist.Head for Pastoral and meetings with Pastoral team. AW September 19
Improve access to personal technology Students will have access to staffed homework clubs which is targeted at pupil premium students Following students surveys, many pupil premium students indicated a lack of a quiet place to study at home Register taken of those students who attend to ensure correct students are targeted AW/TAs ½ termly
Improve use of access to personal technology Students will be given access to ICT facilities in subject areas to access the internet for research/ homework  – each department to offer homework facilities to be staffed each week so that subject specific help can be offered Following students surveys, many pupil premium students indicated a lack of access to the internet at home Curriculum areas to monitor those students who attend and target those who fail to complete internet based tasks. HODs/AW September 19
Total budgeted cost £43,921
Other approaches
 iii.   Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Raise aspirations of both PP learners and staff Uplift – KS2 data artificially uplifted based on difference between average scores of PP and non-PP learners in year 7 and 8 Bared on action and research conducted by RADY (Raising Attainment of Disadvantaged Youngsters).  Targets for some PP students will be raised based on capability rather than notional scores derived from early years’ education.

Year 7 and 8 students more accepting of targets set early enough to impact upon KS$ outcomes.

Assistant Head (Curriculum) JT/DT Summer 2019
Improve parental communication with pupil premium students 2 form tutors present in each group.  One to focus on PP students in form Ensure students supported and advised on a more individual basis with regard to organisation, encouragement to participate in activities.  Students develop positive relationship and engage with school Monitored by AW Assitant Head, HOYs AW Summer 2019
Narrowing of attainment gaps in KS3 Further to actions above, ability groupings will be reviewed ensuring a more equitable allocation of PP students across teaching groups and roughly in line with average PP student numbers in year group. Students in sets based on targets should raise aspirations of learners.

 

Grouping will enable early and more accurate identification of gaps.

Heads of core subjects to meet with deputy head.

 

Line managers of core subjects overseen by SLT

JT/HoDs December 2019

Onwards

Raise awareness of whole staff with regard to PP attainment and ensure effective implementation of actions across departments Focus group established for PP/Disadvantaged.

 

Meets each half term

PP attainment reinforced as whole staff obligation.  Ideas can be shared efficiently with representatives from across each department and also includes support staff.

 

Staff have greater understanding of SDP and can directly input into whole school improvement.

Group “facilitated” by assistant head JT Half-termly
Knowledge and awareness of PP learners within school is consolidated Fortnightly case studies of PP students are compiled and shared with staff via email. Case studies detail non-academic information which may impact learning (barriers).  Hobbies/interests, facts can enable staff to engage more with these learners. Initial trial of case studies piloted by JT (PP committees and maths mentor) JT September 2019
Rates of attendance of PP students at extra-curricular activities are high Review of current levels of participation through form group survey – identify students and barriers

 

Work with form tutors and pastoral team to encourage and facilitate participation

Research suggests that PP students struggle to engage in extra-curricular activities.

 

Such activities can foster broader friendships and allow students to strengthen their bond with the school community.

Led by AW and year heads.

 

Termly review of participation rates.

 

Sharing of information during assemblies.

 

Ensure extra-curricular offer is communicated more effectively and updated regularly.

AW

HoDs

December 2019

 

Improve parental communication with pupil premium students Use of Edge within school which provides live access to student progress, attendance and behaviour Parental feedback has shared concerns over school communication Parental surveys showing engagement.

 

Analysis of parental access to Edge

JT December 2019
Improving student motivation and engagement Continue to provide opportunities for enrichment activities pertaining more to their individual needs Improvements in destination data and motivation in school Tracking of data JT/Careers Support January 2019
Improving parental engagement EEF research on parental engagement  

 

Improving parental engagement Run parental sessions after school to support needs as they arise i.e safety, growth mindset, housing, maths/ English etc EEF research on parental engagement Parental surveys showing engagement JT December 2019
Improving outcomes and welfare for all disadvantaged students Continue to work with partner trust schools and collaborate with regard to best practice eg. RADY Network events

 

Attendance at Halesowen Schools forums and attendance at shows and seminars eg.  Academies Show

The school needs to keep abreast of any new initiatives and to adopt best practice for the school.

 

Acknowledge that practices change and good ideas can emerge externally.

Minutes of meetings kept.

 

Attendance fed back to committee and senior leadership.

JT/HoDs September 2019
Total budgeted cost £3,472
   

 

Curriculum Year 2016/17

Funding for the finance year 2016/17 – £8414 for 98 pupils

Last academic year our Year 7 catch up funding was spent as follows:

  •          TA providing additional literacy and numeracy support
  •          Reading scheme for groups
  •          Book & Card scheme
  •          New books
  •          Lexia program
Resource Cost Objective
Additional TA support for pupils. £9110.00 Additional TA support used to target and support groups of pupils with additional Literacy and Numeracy intervention.
Reading Scheme £300 Reading Lab2 purchased to support pupil development.
New Reading Books £150 Dockside reading resources purchased to support pupil development.
Lexia Program £1100 On line resource for reading strategies used for pupils.