Pupil Premium Self-evaluation - Pupil Premium Strategy Statement - SECONDARY Mrs N Carpenter Mrs S Bingham September 2020 - Wednesfield High Academy
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Pupil Premium
Self-evaluation – Pupil Premium Strategy Statement
SECONDARY
Wednesfield High Academy’s Pupil Premium Profile 2020.21
Head of School: Mrs N Carpenter
PPR: Mrs S Bingham
Date: September 2020Annex 2d: Pupil premium strategy statement (secondary)
1. Summary information
School name Wednesfield High Academy
Academic Year 2020.21 Total PP budget £279,815 Date of most recent PP Review Nov
2019
Total number of pupils 878 Proportion of pupils eligible for PP 339 Date for next internal review of this strategy Jan
(38.6%) 2020
Statement authorised by Mrs N PP lead Mrs S Governor lead Mr B
Carpenter Bingham Myers
2. Disadvantaged pupil performance overview for the last academic year
Pupils eligible for PP (your school) Pupils not eligible for PP (national average 2018)
% achieving 5A* - C incl. EM 14% 50%
Progress 8 score average -0.63 +0.13
Attainment 8 score average 34.66 50.15
Ebacc entry 2.3% 44%
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school)
A. Low outcomes in EBACC, English And Maths
B. Low aspirations of pupils
C. Inconsistency in adaptation techniques
External barriers (issues which also require action outside school)
D. Consistent quality first teaching in CORE and EBACC subjects
E Attendance and Punctuality remain below that of non-disadvantaged studentsF Parental engagement (attendance to school events, two way conversation, understanding of grading system and involvement in/understanding of extension
work)4. Strategy aims for disadvantaged pupils
Desired outcomes and how they will be measured Success criteria
A. Disadvantaged pupils make progress in line with other pupils nationally P8 is in line with DfE floor (0.13)
B. Average A8 scored for disadvantaged pupils is improved and more in line with other pupils with similar Average A8 score is at least 37
starting points
C. Attendance of disadvantaged pupils is in line with the attendance of other pupils nationally Better than 94% attendance
D. Persistent absences are in line with PA of other pupils nationally Less than 10%
E. EBACC entry for disadvantaged students increases 27%
F. % achieving a strong pass in English and mathematics (Grade 5 or above) 25%
G. % achieving a standard pass in English and mathematics (Grade 4 or above) 44%
5. Planned expenditure
• Academic year 2020.21
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 How will you ensure it is Staff lead When will you review
rationale for this choice? implemented well? implementation?
To ensure a full Retain and strengthen links with ITT Appointment of NQTs from PGCE route AHT to produce and embed a robust KSM Each half term throughout the
complement of high- providers to employ Teach First core and links with ITT providers. Induction programme which is both academic year.
quality staffing in trainees and have PGCE trainees on generic and bespoke. October 2020 May 2021
English, Maths and placement in core subjects. Access to CPD for new staff. December 2020 July 2021
EBACC Provision of a Subject and SLT mentor. February 2021
April 2021
All staff are able to Implementation of strategies from Ofsted 2018 Action point and priority Through faculty CPD, learning walks KSM January 2021
adapt their teaching Woodrush CPD and TLIP CPD within identified to improve the stretch and and MEAI VEH
to ensure stretch, faculties challenge provided to students in order HOF April 2021
challenge, support to improve outcomes.
and questioning is July 2021
used effectivelyImprove outcomes in Revised strategy for setting Year 11 Matched student outcomes for 5 and 4+ Weekly updates by core HoF on KSM December 2019
all core and EBACC focus students for English and need to increase and match up sets was progress of focus classes. AHI
subjects so that they mathematics. effective 2019-2020. Data drops and bullseye impact AA April 2021
are in line with Bespoke additional interventions and Small group support has been effective analysis SBI
national other resources. for students and is their preference Students have PLCs. July 2021
Enrolment on the ‘Achievement for Analysis of QLA’s and data drop
All’ Programme. predictions.
Revised use of data across the AfA Coach.
academy to improve student
progress and close gaps
Employment of an academic mentor
specifically for EBACC subjects.
CORE TeachFirst target groups
Use of My Tutor with identified
individuals.
Use of Seneca for Science
Total budgeted cost 88,000
ii. Targeted academic support
Desired outcome Chosen action / approach What is the evidence and How will you ensure it is Staff lead When will you review
rationale for this choice? implemented well? implementation?
Improved outcomes Lexia programme – students Endorsement of Lexia as a literacy MRE by SENDCO on implementation JJO January 2021
for students who are identified following reading test. Year intervention from external evaluations. and impact of lexia programme. AHI April 2021
not at Age Related 11 students identified by HOF Academy evaluation of student use of MRE by Head of Commerce on impact July 2021
Expectations. Hegarty maths – learning skills as Hegarty maths and impact upon of Hegarty maths.
individual concepts. progress. Transition arrangements.
passports to help KS4 students target
key skills ready for passing exams
competitions at KS3
rewarded students
specific times for students without
internet access to seek faculty support
Increase student Use of GCSEPod and links with the Student voice indicates that online Analysis of usage by using data created SBI December 2020
engagement and university to provide platforms have been a preference over by the platforms and by students. April 2021
aspirations. workshops/specific topic sessions. the last academic year and particular Outcomes/ student voice. July 2021
Use of Pearson catch up strategies. with the increased usage during
Use of Seneca for Science lockdown.Personalised tutoring Small group support using online Students have voiced the preference of Termly review of tutoring support SBI December 2020
for students tutoring/private tutoring or learning in small groups or one to one. using data drops and student voice
identified through TeachFirst academic mentors This has also shown more impact.
data drops and ‘gaps
identified in routine
assessments
Students who are PP Reader pens for all student who are Research school study findings: Students will take responsibility for the SBI December 2020 (following the first
and SEND make good PP and SEND to use in lessons, class https://researchschool.org.uk/norwich/n reader pen and use it for all lessons, JJO PPEs)
progress and achieve room assessments, PPEs and official ews/the-impact-of-reader-pens-in- classroom assessments and PPEs.
well in assessments examinations. exams-for-students-with-eal-sen-or-low- March 2021
and examinations reading-ages
July 2021
Total budgeted cost 39,500
iii. Wider strategies
Desired outcome Chosen action / approach What is the evidence and How will you ensure it is Staff lead When will you review
rationale for this choice? implemented well? implementation?
Increase attendance Effective use of and collaboration Higher attendance bands (4&5) had a P8 Regular risk register meetings with JDI Half-termly throughout academic
and punctuality of with external attendance team. of 0.08 and lower attendance bands (1- specific staff and focus SBI year and as appropriate.
students to the KS4 Academic Student Support 3) had a P8 of -1.55 in 2019.20 Weekly meetings between Attendance December 2021
academy and for Leader to engage with identified Vocational subjects secured better Team and DHT. February 2021
specific events / students and parents. outcomes where there was intervention Weekly update meetings between AHT April 2021
interventions. and support in 2018.19 and 2019.20 and KS4 Academic SSL. May 2021
from the KS4 Academic Student Support Data drop predictions. July 2021
Leader. Outcomes.
Parent attendance to meetings and
academy events.
Ensure disadvantaged Meetings with Independent Careers Academy destinations for disadvantaged Feedback from independent careers SBI Termly.
students have a Advisor. students not becoming NEET is 100%. advisor. RB
suitable destination Attendance at external ‘careers’ This is due to the extensive careers Discussions with students on their next
and do not become related events e.g. World Skills Show. programme, guidance and support steps and support given when
NEET. invested. required.
Raised awareness and Full staff CPD and provision of Staff need a clearer understanding of Feedback from staff following CPD. SBI December 2020
understanding among suggested strategies to use taken students falling into the pupil premium Following up on learning walks and in HOF
staff of pupil from the EEF sub group, what are the barriers to faculty meetings. April 2021
premium students learning and why are there gaps in Review of interventions implemented
achievement with the bullseye groups July 2021Faculties will take a Pupil premium faculty bids Suggested by PiXL to give faculties more Pupil premium staff representative for SBI December 2020
more proactive ownership of the strategies and each faculty to ensure strategies are HOF
approach with PP resources they want to make available to actively used in lessons and to be
students pupil premium students responsible for entering faculty bids
Ensuring PP and SEND Educational psychologist time for This has worked well previously with Working collaboratively with the SBI January 2021
students receive all of SEND PP students to work with identified students but we have limited SENDCO to identify student who would JJO April 2021
the support they students on coping strategies and to time allocated. The next step is to look at benefit from this July 2021
need to achieve. give them an outlet where they are getting our own educational psychologist
able to discuss their own barriers to or one shared between the two
learning which we can then support secondary academies
them with
Lines of Weekly text messages or emails to EEF research has proven this to be Work with the Academic lead for Key SBI December 2020
communication parents linked to individual progress. effective Stage 3 to put together a timeline of LDA February 2021
between parents and Half termly update for each year communication for each year group SSLs April 2021
the academy become group sent home Work with SSL to assist with home JDI May 2021
stronger and more Home visits for those not attending visits and communication ISM July 2021
consistent school events/ not engaging with the Create a parent group
academy Parent champion – used to help engage
CPD for staff – how to engage hard to reach families
parents
Create a parent group to gather
feedback on what parents would find
useful – what kind of
communication/ what information
Total budgeted cost 152,315
6. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
Whole academy Interventions and Actions which we are focusing on to improve ALL students’ outcomes are:
Teaching and Learning will focus on Collaborative Learning from TEEP. All staff have b een trained in the TEEP planning model which has five elements and will ensure that a consistent
approach to planning and delivering lessons is maintained by all staff.
Feedback – where all staff will follow the new academy feedback and marking policy designed to identify to the student what they have done well (WWW), areas for them to improve
(EBI), set an action /task/question which students will complete in the following lesson as a DIRT activity.
DTT (Diagnosis Therapy Testing). There are four Assessm ent Cycles for every year group which follow the DTT approach. Following data entry points, staff will use Question Level
Analysis (QLAs) to identify students who need bespoke intervention. Teaching staff will identify resources to address the gaps in knowledge and/or skills.
Adaptation. Teaching and Learning will aim to adequately adapt lessons in order to stretch and challenge all students in line with their prior attainment data and outco mes from ongoing
assessments.Moderation both internal and external will be regular to ensure marking is accurate and consistent. This will include the moderation of assessments to be used at the end of each
teaching cycle with our sister school
Whole Academy Interventions that are being implemented in 2020.21 academic year which are intended to improve the ‘progress’
of all disadvantaged students.
• Our practice is based on research through the EEF Tool Kit and we have chosen to use the interventions which are low in cost and yet high in IMPACT.
The ‘impact’ tool on the EEF website will be used to track the impact of these interventions on students .
Behaviour Intervention - which will seek to improve attainment by reducing challenging behaviours at all levels. Our Student Support Leaders will lead on this aspect with their respective
year groups.
Feedback – where all staff will follow the new academy feedback and marking policy and will ensure that they mark all disadvantaged stud ents’ books and assessments first to ensure
that feedback is focused on helping the student to improve and that the actions/tasks set are completed by the student.
Homework – where all staff will follow the new academy policy with regards to setting appropriate homework per year group per subject. S taff will ensure that disadvantaged students
have the necessary resources available to them to be able to complete homework set. All staff will use Bromcom to set homework once the set-up is correct. Mathematics will use an
online homework facility. GCSEPod and Seneca will also be used by Academy staff to set extension work.
Attitude to learning focus group – allocated to Student support leads (SSLs) for weekly monitoring via ATL report
Small group tuition – This will be made up of a combination:
• TeachFirst/ Academic mentors in English and maths
• Academic support lead in year 11
New data procedure will be implemented - Bullseye template will be used by Academic Leaders and used as the method for recording which students are to be targeted and what actions will be
taken. This will be followed up in progress meetings
Subject specific vocabulary – Developing students understanding and use of vocabulary in lessons to improve interpretation of tasks and questions allowing them to apply the skills and
knowledge needed to respond
Remote learning and homework tasks – All subjects will make lesson resources available on the student portal so that students have ease of access for catch -up or recap
WAVE INTERVENTION – What does each WAVE intervention mean?
WAVE intervention is the identification at every data drop of focus groups of disadvantaged students who need a 4-6 week block of bespoke interventions from WAVE 2 Academy
Actions.
WAVE 1 intervention is the generic action taken by every class teacher to support the progress of disadvantaged students in every lesson as part of their normal classroom practice.
WAVE 2 intervention is the identification at every data drop of focus groups of disadvantaged students who need a 4 -6 week block of bespoke interventions from the Academy WAVE 2 list A-F.
WAVE 2 intervention is documented on an Action Plan which is RAG rated at the end of the 4 -6 week block to demonstrate impact of the intervention.
Class teacher guidance for WAVE 1 to take place within normal classroom practice.
Every class teacher will be mindful of generic actions to take for each class they teach with disadvantaged students in them.
Know their students.
Know their class data and use effectively to plan lessons focused on individuals.
Mark class and homework first.
Be aware of focussing questions regularly to disadvantaged students, especially those underachievingCheck in with students to ensure that they understand what to do. Review seating plan arrangements for identified students. Consistent praise and share with parents.
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