Pupil Premium Montsaye Academy Action Plan

Transcription

1 Pupil Premium Montsaye Academy Action Plan Key Priority: To further narrow the gap by addressing inequalities and raising the attainment of those students in lowincome families Lead: Principal working with the Vice Principal Evaluated by: Governing Body What we expect to see: Targeted additional support strategies resulting in every student, being able to: Improve their levels of attainment and progress Close attainment gaps relative to school average. Have full access to our curriculum with alternative provision options as appropriate. Access our extracurricular provision including educational visits in England and abroad. Receive personalised intervention to further develop the provision for individual students. Attend school regularly and on time All teachers adopt a range of strategies across the academy leading to better first wave teaching Students SEAL needs are met so that students are able to benefit from the education available. Pupil Premium Raising the Attainment of Disadvantaged Students- Closing the gap. The information below relates to additional money that Montsaye Academy receives to meet the needs of students who are in receipt of free school meals, looked after children and children whose parents are in the armed forces. The government has allocated a specific Pupil Premium grant to every school, beginning in 2011/12 and issued annually to school since then. The funding relates specifically to the following groups Students on Free School Meals (FSM) and Looked after children (LAC) or Adopted from Care are identified as groups at risk of underachievement. The additional funding provides opportunities for us to access additional resources to support these groups and close the achievement gap between those students who are looked after or receive free school meals and their peers. We have the funding in a variety of ways to support achievement over the last five years to target provision at those who most need it in terms of achievement, behaviour, attendance and punctuality.

2 Information 2015/16 funding and action plan: Pupil Premium allocation for is Number of students in receipt of Pupil Premium for (Census Data Jan 2015) % of cohort Year 7 Year 8 Year 9 Year 10 Year 11 Total Montsaye Academy interventions to close the progress gap between students in receipt of Pupil Premium funding and other students. Intervention 2 x learning mentors support students with learning, coursework completion and exam preparation and revision To teach mathematics and English in smaller groups to ensure additional individual support for students. 75% x 2 PP students are up-to-date with programmes of study and supported to better achievement in lessons 26.03% of two salaries PP students have more individual attention leading to better outcomes for PP students across the ability range but especially for those PP in smaller groups. PP students in maths were given priority for small group teaching and additional support offered as part of intervention. They were also given a revision guides and provided with access to online maths resources in school. Of the 41 Year 10 PP students we worked regularly with 16 (39%) in class during the course of the academic year. They made an av of 2,3LOP. With Year 11 we likewise worked regularly with 26 of the 41 PP students (63.4%) several PA/PP students made no LOP and others made over 3 or nearly 3 LOP. We a range pupil premium strategies as outlined in the Pupil P method and found success with students where attendance was not a factor. We managed to double staff some teaching sessions and this was successful in contributing to 82% 3 LOP and narrowing the PP gap LOP 56% last year 80%- a significant increase. Only a 2% gap between PP LOP and whole cohort. In the mock exams (where students did a full GCSE paper) 22.5% of PP students achieved grade A*-C In the summer this rose to 41.5%. 7.5% of PP students had made 3LOP in January of year 11 by June this had increased to 39%. Resources to allow Montsaye to adopt marking pink for think, 26.03% costs of this resource Students recognise the system from primary school continued into secondary school This is well established in school. Students understand the colours and use the colours to identify their success and targets

3 green for good and yellow for literacy as in MAT primary. Continual Professional Development delivered by Will Ord and David Didau. Sept 2015 and Jan % High quality teaching for all- focus on quality first teaching, pedagogy of learning and quality of marking and feedback (8 months EEF 2015) Target time follows significant work allowing time for reflection and discussion (NFER 2014) To create a common language for learning which allows the students to become more aware of how they are learning rather than what they are doing- pit stickers are throughout the school to help students understand that learning is a process of repeated opportunities to learn and embed information and not a one off activity. The CPD programme has been the major driver of change in teaching and learning and has led to a re-intellectualisation of our shared understanding of what works. This has led to a considerable improvement in outcomes for all students, and particularly the PP students CPD to improve the quality of teaching and learning PP students benefit from focus on marking and feedback which is one of our 5 PP strategies for % Opportunities for staff to refresh their professional understanding of pedagogy through visits, courses, extra study, additional materials The PP Review identified that students experience of teaching and learning was variable and teachers needed to develop the habits of good teaching and that this would have a significant impact on the outcomes for PP students. TA support for specific targeted support in numeracy where they are taught 1:1 or in small groups % of one TA 100% of TA Students on PP benefit from foc support. 2 part-time students waiting for special school places taught 1:1 This allowed two PP SEN students to remain in school until they were given a place at special school/ehcp No longer required

4 TA to support vocational courses We have employed a teacher to run vocational courses and oversee college/work placements Alternative Provision Hospital & Outreach Includes transport costs Alternative Provision Progress House & EYS TA based in LSU to support in LSU manager s absence Learning Support Unit Manager Additional administrative support for attendance issues 60% of one TA Essential to allow for out of school trips This member of the team has taken on additional responsibilities because of the work completed with this group of students. 60% of all Yr 10 and 11 students in VE in Termly 2 students attend EYS provision To keep students engaged in education and provide an appropriate curriculum for them Students with significant health issues are enabled to continue with school in appropriate venue Students with significant behavioural/social/emotional issues are enabled to continue with school in appropriate venue 100% on 1 TA Safe place and time for students in crisis and a teaching room for students unable to cope with classroom 100% of LSU manager 26.03% of 2 House admin posts To address disengagement with small groups of children; provide a range of interventions around developing resilience and coping strategies for more challenging life situations and reduce exclusions Admin support for House teams ensures we have a specific focus on the attendance of Pupil Premium students. This has been very successful again this year resulting in 100% of students going on to college placements with no NEETS Both students are still in school. One is hoping to make a full return to school shortly. This allowed us to ensure two students were able to complete their studies and move onto college. This ensure that students were able to access therapeutic art AQA modules Case studies show improvement in attendance related to resilience. A number of PP children in crisis are supported in LSU. Progress of PP students in intervention groups in line with wider school cohort. This has allowed us to prioritise PP students for all events and led to us introducing the PP FIRST strategy with all staff As required - One student this year yes No- 1 post has gone Data rich (NFER 2014) systems-use of SISRA to help individual teachers identify students and groups of students for whom progress is an issue % Provide a system for which allows teachers to analyse the progress of PP students HOD/HOH use the system to monitor the progress and attendance of PP students and their LOP in individual subjects so that interventions can be carefully targeted

5 A range of attendance interventions have been to enable children to attend school regularly. KKS system to contact parents of PP students Pastoral mentors and HOH run a variety of attendance intervention strategies (NFER 2014) Building on behavior (4m FFT 2015) and attendance focus creating an ethos of success and safety - employed 4 pastoral mentors who work on SEAL (4m FFT2015) aspects affecting student progress. Use of outdoor learning centre to manage poor motivation and behaviour amongst small group of students (3m FFt2015) % of KKS costs 50% x 4 salaries * See above * 36.36% of boys who attended were PP Use County model of letters, parent contract and fining. Assemblies, wake up texts, texts requesting confirmation a child is absent from school leads to better PP attendance home visits, collecting students and bringing them into school, reporting students MIE, meetings with parents, students, external agencies e.g. Hospital and Outreach, Information sessions for students to help them identify and own an attendance issue leads to better FSM attendance. PP students are able to access support throughout the day which part of our aim of getting children into school and ensure they are in an emotionally fit state to learn. Influential group of PP boys in receipt of intervention to provide personal challenges and positive relationship with male role models Whilst PP PA did not improve this year, many of the lessons learnt last year from this focus have been refined this year so that we anticipate PP PA to significantly reduce and PP attendance improve. Whilst PP PA did not improve this year, many of the lessons learnt last year from this focus have been refined this year so that we anticipate PP PA to significantly reduce and PP attendance improve. Pastoral mentors have worked with 47% of the students who have worked with pastoral mentors this year have been PP students. A range of intervention have been followed around, personal/physical/sexual/internet safety, self-esteem. 70 PP students surveyed and overwhelming majority said the academy was a nurturing and safe place where children always had someone to talk to.60/67 PP students in Yr 7-11 said they were happy at school. None of the boys who went were subsequently excluded and remain in school provision. Several of the boys formed more positive friendships which have allowed them to escape the cycle of underachievement. - additional funding needed to ensure it is effective Possibly?

6 We have offered funding for on-site gym membership to those students lacking selfconfidence and self esteem As needed Cost neutral This continues to generate interest amongst PP parents and children to motivate them Breakfast club supervisor x 2 continues to support students with attendance and social issues 59.83% Breakfast club food and staffing x 2 Vulnerable PP students have somewhere safe to come to as they arrive at school and something to eat. Daily register is maintained and students attendance at breakfast remains high. Students actively engage in social activities and are provided with breakfast. Outstanding issues are addressed before the school day begins. Additional counsellor hours (5h) to support therapeutic work with students HH x 5 hours x 10 months Pastoral mentors and voluntary counsellor supervised by on-site counsellor This is essential work around stress and mental health to ensure pastoral mentors can support students who have the most challenging situations Counsellor to provide specialised support for students with significant issues that require additional support % of HH salary PP students support with emotional and mental health needs. Having direct access to a counsellor, (same day) as a school we can react to situations as they arise. We encounter and pick up students as they are developing and struggling with identity and the amount of school work, which can lead to depression, anxiety, sleep deprivation and self- harm. Additional 5 x 1h Pastoral Mentor time to meet with students and parents to discuss strategies for support We provide access and funding to support students with enrichment activities such as peripatetic 100% x 5h x 30 weeks of salary Use records to find out Provides out of school hours for support. PP students do not miss out on enrichment activities. 13 PP students were provided with additional funding for peri lessons throughout the year This allowed flexibility for students and parents to meet with school representative in order to get support. The majority of families in crisis were PP but facility was under This is an invaluable resource to ensure those students who wish to participate get the opportunity to do so. No

7 music and theatre visits 6 PP students on 7 different trips were funded for theatre trips Funding is provided to enable students to participate in school visits abroad to Chateau and on the ski trip for example ditto PP students do not miss out on enrichment activities Where families are PP students attend school appropriately experiencing periods of dressed. difficulty we provide ditto 7 students were provided with additional support with replacement bus passes transport, uniform and food Late Bus Jan onwards PP students are able to remain at school to study using facilities or attending extra sessions until 5pm when extra bus will run to take them home. Total students was funded for a visit abroad undertaken by most of Yr 8 43 ties purchased free of charge for Yr 11 as part of new uniform 5 PP students provided with a tie. This instrumental in enabling students on PP list have the same opportunity to attend additional after school provision and get home safely