6) Staff Development 550 i) Training for the improvement of classroom practice to enable staff to improve the progress of PP students

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1 Impact of Pupil Premium Strategy This document contains an analysis of the Pupil Premium expenditure. It is summarised in three main parts: Expenditure, impact and attainment gap analysis. A. Expenditure In a total of 217,880 was allocated for Pupil Premium. The main target of this funding was to improve attainment and achievement in core subjects. A breakdown of this expenditure is as follows: 1) Staffing in core subjects (contribution) 76,892 i) Additional members of staff to reduce class sizes, with a particular focus on English, Mathematics and Science 2) Teaching Assistant staffing 35,163 i) Teaching Assistant employed to deliver support to students to enable them to effectively access the curriculum and catch up with their peers where appropriate; including the use of literacy strategies and intervention; particularly those referred to the Bridge Centre ii) Higher Level Teaching Assistant, with specialism in ASD, employed within the Bridge Centre (Support) to enable students with ASD to actively engage in learning 3) Behaviour integration 40,324 i) Employment of Behaviour Integration Manager to help reduce exclusion levels, particularly amongst those with ii) Staffing of Bridge Centre (Behaviour) to help students; particularly those who are ; to refocus and return to learning within the lesson environment. To reduce exclusion levels, particularly amongst those with iii) Bridge Centre budget for resources, reprographics and other materials for use with 4) Literacy 2216 i) Accelerated reading used extensively with vulnerable students at KS3 and some students who are supported in the Bridge centre at KS4 ii) Literacy toolbox used with vulnerable students who are supported in the Bridge centre 5) Leadership and Management 24,701 i) Allocation of AHT with specific responsibility for vulnerable groups to coordinate intervention and close gaps ii) Administrative support for vulnerable groups 6) Staff Development 550 i) Training for the improvement of classroom practice to enable staff to improve the progress of students 7) Attendance 12,974 i) Employment of Attendance Officer

2 8) Homework Support 255 i) KS3 homework support 9) Interventions i) Science Intervention early employment of member of staff during the summer term to assist in improving the outcomes of students, particularly those in KS4 ii) PiXL maths A to improve the mathematic skills of students, with a particular focus on students iii) Year 11 students attended PiXL Maths and PiXL English workshops in London iv) Winchmore Tutors February holiday intervention workshops to target weakness in Mathematics in order to improve the grades of underachieving students, with a particular focus on students v) Holiday revision workshops targeting gaps in understanding, knowledge and revision techniques vi) Revision card booklets Provided free to High attaining students to encourage effective revision techniques for GCSE vii) Revision guides all Year 10 students given a Science revision guide Total

3 B. Impact of Pupil Premium expenditure Area of spend Type Impact AR provides a structured, well-organised, wellsupported scheme for encouraging reading and keeping a check on student experience and progress. The majority of students engage positively with the programme and make progress as a consequence. Improving literacy levels in KS3 Improving numeracy levels in KS3 Reducing gaps in knowledge and understanding in KS4 Accelerated reader Literacy toolbox 1:1 Teaching Assistant support Mathematics Winchmore tutors Mathematics Maths A Science 38 Year 7 students improved their reading age over the year, with 6 making more than 2 years progress. 24 Year 8 students improved their reading ages in Year 8, with 2 making more than 2 years progress. 24 Year 9 students improved their reading ages, with 1 making more than 2 years progress. In Years 7 & 9 students outperform their peers in terms of progress in English. Primarily used in the Bridge Centre to support those students with particularly low levels of literacy. During the academic year 5 students used the tool with 3 making more than expected progress during its use. Specialist teaching assistant support both within mathematics lessons and in 1:1 tutor sessions during tutor time. In Year 7 the percentage of students making expected progress is not significantly different to their peers. Students who received the support made on average a grade more progress than the students who didn t from the November Es to the Summer examinations. Those who had the coaching attained more than half a grade higher than those who did not. 19 underachieving students attended the workshops; 13 of which improved their working grade gaining a C or above. Of the remaining 6 students 3 improved their working grade to a D. There was also a noticeable increase in the confidence of students who attended the programme. This proved popular with the boys due to the competitive nature of the A. It was designed to increase the regularity of practice. Staff felt the A was extremely important for increasing self-esteem and self-confidence and enabled students to review and recap; regularly practicing core skills vital for the examinations The additional staffing enabled class sizes to be reduced and targeted intervention to take place during revision for Year 11 examinations and

4 Increase engagement in learning through improved behaviour Improved attendance Improved completion rates and outcomes for homework additional short term staffing PiXL maths and English Bridge centre support KS3 homework support controlled assessment. 56% of students gained at least 2 A*-C in Science; with 65% of Science entries achieving A*-C. Designed to improve engagement and increase selfconfidence and understanding in the two core subjects. Feedback form students and staff attending was extremely positive The number of school level detentions received by students has reduced; students form a smaller proportion of the total number than they did in the last academic year. The number of internal exclusions for students has remained stable; students form a smaller proportion of the total number than they did in the last academic year. The number of external exclusions for students has reduced; students form a smaller proportion of the total number than they did in the last academic year. Attendance figures for students have improved and the gap between the and non- is closing. In Year 7 the gap in attitude to homework between and non- students is closing and not significant (-0.55); with the average attitude to homework for being above both the 6 baseline and 7 desired level.

5 C. Attainment gap analysis KS4 Year 11 Gap Gap Number of Students Percentage of Students Percentage achieving 5+ A*-C including Eng + Maths Percentage of Students making expected progress in English Gap Percentage of Students making expected progress in Maths Best 8 VA measure Progress 8 score Attainment and progress gaps between Pupil Premium and their peers were closing in the 2015 results; these gaps have increased in This is clearly disappointing, a detailed review of the Pupil Premium Strategy is taking place in September with a new action plan and strategy being generated. KS4 Year 10 Current Year 10 predictions In 2017 gaps are predicted to narrow: Year 10 Non Number of Students Percentage of Students Gap between the percentage achieving 5+ A*-C including Eng + Maths Gap between the percentage of Students making expected progress in English Gap between the percentage of Students making expected progress in Mathematics -5.0 Progress 8 score Indicates an improvement upon the 2016 figures.