PUPIL PREMIUM STRATEGY & IMPACT STATEMENT - Balshaw's Church of England High ...
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PUPIL PREMIUM STRATEGY & IMPACT STATEMENT
"So whatever you wish that others would do to you, do also to them, for this is the Law and the Prophets." Matthew 7:12
Non Sibi Sed Aliis
‘Aiming at Excellence’
This policy document and the content contained therein remains the responsibility of the Headteacher and Governing Body of the
school. No amendments can be made without their express instructions and they remain the final arbiters in any matters relating to it.
Review Date: Autumn Term 2018
Next Review Date: Autumn Term 2019
Reviewed By: Miss A Hunkin
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APPROVED BY THE HEADTEACHER – Autumn Term 2018
Policies (WS)Pupil premium strategy statement: Balshaw’s Church of England High School
Balshaw’s Church of England High School works to achieve the best possible outcomes for all of its students. Closing the attainment gap that exists nationally
and within Balshaw’s between the attainment of disadvantaged and non-disadvantaged students is a key priority. In doing this Balshaw’s realises that there
is not a ‘one size fits all’ solution, but develops strategies for individual pupils to make a difference as well as implementing strategies that have an evidence
base of success (EEF Toolkit, for example).
In order to close the attainment gap Balshaw’s has a number of basic underlying principles:
1. Promote an ethos of high expectations for all students who are treated as individuals without an expectation that one group of students has less
potential to succeed.
2. The focus on closing the gap between disadvantaged and non-disadvantaged students comes from Quality First Teaching, Challenge for All,
acknowledging that the place for learning to close the gap is in the classroom rather than bolt-on strategies.
3. Decisions on intervention are based upon data and a response to the evidence using frequent tracking.
4. Although a Pupil Premium Co-ordinator may have oversight of this cohort of students, the responsibility for closing the attainment gap is devolved to
all teaching and support staff.
Policies (WS)1. Summary information
School Balshaw’s Church of England High School
Academic Year 2018-2019 Total PP budget £142,332 Date of most recent PP Review Septem
(plus, additional CLA funding £) ber
2018
Total number of pupils (as 925 Number of pupils eligible for PP 132 Date for next internal review of this strategy Septem
at January 2018 census) (110 Ever 6 FSM, 10 Services, 12 CLA/Adopted) ber
2019
2. Current attainment (results from August 2018)
Pupils eligible for PP Non-PP Pupils
Balshaw’s Balshaw’s pupils (All national)
Grade 4 or above in English and Maths 61% 77% (63%)
Progress 8 score (predicted Sept 2018) 0.15 0.13 (0.0)
Attainment 8 score average (from 2017/18) 44.6 52.2 (44.6)
Progress 8 score in English (predicted Sept 2018) 0.24 0.14 (-0.03)
Progress 8 score in Maths (predicted Sept 2018) -0.03 0.14 (-0.02)
%age achieving EBacc 21.2% 42% (24%)
Predicted P8 2019 -0.12 0.17
Policies (WS)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. Literacy and numeracy skills of year 7-9 are lower for PP than for other pupils.
B. PP boys making less progress than girls
C. Mid to high attaining pupils are making less progress than other pupils across KS4.
D. Heightened awareness of PP cohort within every year group.
E. Greater challenge in accessing extra-curricular activity and enrichment. Sometimes less able to access web-based material.
F. Attendance
2017-2018 2016-2017
Whole school 92.5% 93.6%
PP 91.3% 91.7%
Non-PP 92.7% 93.9%
PP girls v Non PP girls 91.1% v 92.7% 91.4% v 93.7%
PP boys v Non PP boys 91.6% v 92.3% 91.9% v 93.5%
External barriers (issues which also require action outside school, such as low attendance rates)
A. Mindset and motivation – in some cases parental support.
B. Lack of support with homework, revision and independent learning.
Policies (WS)4. Desired outcomes (desired outcomes and how they will be measured) Success criteria
A. The gap in progress made by PP students against non-PP students to be reduced in English, Data to show diminishing gap between
Maths, Science and RS. disadvantaged and non-disadvantaged students.
B. Increase extra-curricular involvement – revision, intervention and access to trips. Participation in trips and activities in line with non-
disadvantaged students (reward trips, visits, music
group membership).
C. Progress in literacy and numeracy to enable PP to access whole curriculum Established reading and literacy group. Early
intervention in Maths and English. Access to
additional sessions.
D. Increase awareness and knowledge of individual PP pupils to meet needs. APH to regularly challenge and remind staff of the
PP cohort and their attainment and progress.
E. PP students without IT facilities at home to be provided with ICT equipment All PP students to have the same ability to access
online support such as GCSEPod. MJD to regularly
check PP usage of GCSEPod. All parents to have
access to and be able to utilise classcharts.
F. Attendance for PP pupils to be in line with Non-PP. LL/AC to regularly check attendance figures and
follow up attendance issues. Rewards and sanctions
to be put in place for punctuality and attendance.
G. The gap in progress made by PP boys against PP girls to reduce. Rewards in place for attendance at revision sessions
to encourage boys to attend. Encouragement with
extra responsibility and mentoring system in place to
provide a positive role model.
Policies (WS)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 / What is the evidence How will you ensure it is implemented Staff lead When will you
approach and rationale for this well? review
choice? implementation?
Co-ordinated Continued work of PP co- A voice to champion the Line management meetings with PPG co-ordinator. APH Ongoing
approach to ordinator needs of PP students, Spending review and impact evaluation.
implementation and holding staff accountable for
monitoring of PP PP progress through central
initiatives and co-ordination.
challenge for quality
of provision for PP
Heightened
students. Weekly briefings to have Increased staff awareness is Strategies sent to all staff to implement within APH/SLT Ongoing in Learning
Awareness of PP regular Pupil Premium focus. crucial to ensure Quality lessons. Walks and Lesson
students PP passports produced and First teaching for PP Impact statements to be completed to evidence Observations
updated for staff to know students. impact of strategies.
how best to target the needs Pupil premium briefings to focus on strategies
of individual PP students. and/or focus on certain pupils.
Lists of PP pupils in a central PP group to feedback to departments termly.
place and accessible for staff.
PP students also identified on
class charts.
PP advocates to meet termly
to discuss pupils.
Policies (WS)Literacy and TAs work with small nurture EEF research – reading Tracking progress and improvement of students, MCR/APH Half termly
numeracy groups in years 7-9 who are comprehension strategies lesson observation, QA of materials being used.
improvement for Low withdrawn from MFL lessons add 5+ months of progress
PA PP students. to improve numeracy and for students.
literacy- work for those
withdrawn from MFL year 7-
9.
Reading groups within Years
7-9 and coaching using PP
pupils as 'teachers'.
Embed the use of Kumon as a
numeracy intervention to
accelerate progress of PP
students.
New TA appointment Increase capacity of TA3 Capacity to deliver one-to- Scheduled lessons on timetable. Monitoring and JSM/RL Ongoing with annual
to provide capacity with an additional TA in one and small group tuition tracking windows. Teacher assessment. evaluation.
for skilled Maths TA3 and intervention 5+ months
English.
to work with progress (EEF).
withdrawal and
support groups.
Engage parents and GCSE Pod licence purchased Engages parents in home Monitoring of GCSEPod usage and parental MJD Weekly usage
students in learning and all pupils in Year 10 and learning (EEF 3+ months engagement strategies. evaluation during
and revision process. 11 shown how to access and progress). Monitoring of parental access of classcharts. Spring Term
use.
Classcharts co-ordinator hired
and guide sent to parent on
how to utilise.
Policies (WS)Improve outcomes in Tassomai accounts purchased research Monitoring of usage by PP students. JAM
Science and explore for Year 10 and 11 PP Higher progress 8 outcomes by PP students in
the use of Tassomai. students Science.
Increased staff CPD for staff Staff need to be aware of Evaluation of impact of CPD JSM Annual
awareness of PP Closing the Gap agenda, the
students and school’s strategy for Closing
strategies to improve the Gap and the most
attainment. effective tools to use in
achieving these outcomes.
Students able to Make a Difference (external Parental engagement (as Student Voice feedback. DDM Annual
understand how they supplier) revision strategy above). Student’s confidence in applying revision
learn and revise. workshop for students and Metacognition – students strategies.
Parents able to parents. learning about how they
actively support learn (EEF 8+ months)
revision.
Total budgeted cost £73,607
ii. Targeted support
Desired outcome Chosen action / What is the evidence How will you ensure it is implemented Staff lead When will you
approach and rationale for this well? review
choice? implementation?
All students to have Students identified as not having Equal access to online Any PP student unable to access web at home provided APH/RT Annually
access to web-based access to the web at home to be resources required for PP with data dongle and PC/laptop if necessary.
learning outside school. provided with equipment to students – especially with Students to be monitored and tracked regularly by staff
make this possible. regard to use of GCSEPod to make sure they have access to all equipment and
resources.
PP students to be able Provide music tuition costs for Impact of music tuition on CL for Music will actively encourage participation in RAB/APH/CL Annually
to access extra- PP students. Pay for all raising attainment well- music groups by PP students.
curricular music additional activities that PP documented in EEF research.
activities.
Policies (WS)students can be involved in All departments fully made aware that funds are
(Rewards afternoons, trips etc.) available to allow Pp Students to have trips paid for.
Parents made fully aware of PP funding and that their
child/children have access to this.
PP students to attend Provide payment for pupils going Pupils access to trips will Regular feedback from pupils who have attended trips CL/APH Annually
extracurricular trips on school trips. improve social skills. on impact and enjoyment.
Parents to be made aware of access to funding for trips
Enterprise and HE trips for Year Learning enterprise and through letter home.
9-10 PP pupils to improve business skills will improve
employability and increase employability and pupils
awareness of HE. receive an additional
qualification.
Outstanding Specific monitoring of PP Links between poor attendance Daily monitoring of attendance and contact with parents. LL/AC/APH Termly
attendance for PP students by SLT and work with and lower outcomes for Rewards for good attendance of PP students across the
students PP students and their students with PA. school.
attendance.
Use of SIMS Lesson Monitor to
track and report absence of PP
students.
Able to use data SISRA licence renewed. Ability to analyse progress data Use of SISRA as a data analysis tool to track PP students DDM/APH Ongoing with annual
effectively to target of PP students and subgroups at class, departmental, leadership and governance level. licence renewal.
appropriate students, of disadvantaged students
monitor trends and required to implement
identify subgroups. strategies for Closing the Gap.
PP students able to Student Welfare and Support Behaviour interventions can Student feedback about the impact of counselling and AMW / Termly
access appropriate Manager to work one to one add 4+ months progress. mentoring sessions. RS/APH
advice about careers with pupils. Referrals to the Student PP students aware of post-16 study, training and
and counselling service Welfare and Support Manager employment routes.
if required. Pupils to have access to a will include PP students whose Help and support with revision.
mentor in school for emotional behaviours for learning impede
and academic support. their progress.
Policies (WS)Year 7 PP students PPG co-ordinator to meet PP The summer school last year Use Balshaw’s staff to plan and deliver the literacy and APH Annual
more confident students and identify strengths showed improvement in numeracy lessons.
learners able to and possible support needs. numeracy and literacy
transition well into the outcomes from entry and exit Engage PP students as early as possible after secondary
secondary Run a summer school with a tests. school allocation.
environment. focus on literacy, numeracy and Pupils also became more
team building. confident in making new Feedback through questionnaires from both parents and
friends,and felt the transition pupils.
Year 7 PP pupils to be given a from primary to secondary was
mentor within school for the first a less worrying experience after Regular monitoring of PP students during the first term
term to regularly meet with and attending Summer school. in Year 7 to ensure a smooth transition.
discuss how they are getting on
and for staff to identify any
issues.
Year 10 and 11 access Students purchased revision PP pupils less access to Record kept of all pupils who have been provided with Curriculum Termly
to additional revision guides, workbooks and revision resources that will help aid extra resources. Tracking progress of each pupil each leaders/APH
materials, resources cards for their subject areas. their revision. term.
and interventions Curriculum leaders to analyse progress and identify any
Early intervention sessions and Early intervention and targeted barriers.
small group sessions specifically support will improve GCSE Rewards for PP pupils who attend revision sessions.
targeting PP pupils in Year 10 grades for pupils.
and 11.
Total budgeted cost £63,228
iii. Other approaches
Desired outcome Chosen action / What is the evidence How will you ensure it is implemented Staff lead When will you
approach and rationale for this well? review
choice? implementation?
Increased knowledge of Establish Pupil Premium Best To identify strategies that have Pupil Premium are a focus through departmental APH / JSM Termly
best practice and up-to- Practice group within the Red worked well at other schools. discussion.
date research. Rose Teaching Alliance.
PP Network meetings take place.
Policies (WS)Attendance at relevant CPD and To create forums for discussing Attendance at relevant CPD
PP conferences. and reviewing PP strategies
with peers.
Establish a Pupil premium
advocate within each
department to share best
practice amongst all
departments.
Administration of PP Time within the admin team, Back end support required to Admin staff working at maximum efficiency. MF Ongoing.
funds photocopying, meeting time etc. administrate initiatives.
Total budgeted cost £6500
6. Review of expenditure
Previous Academic Year 2017-18
i. Quality of teaching for all
Desired outcome Chosen action / Estimated impact: Did you meet the success criteria? Include impact Lessons learned Cost
approach on pupils not eligible for PP, if appropriate. (and whether you will
continue with this
approach)
Co-ordinated approach Pupil premium co- Directed focus enabled pupils needs to be identified early and Role to be continued. £4,259
to implementation and ordinator to continue interventions put in place.
monitoring of PP focus on pupil premium Staff made aware of pupils and therefore more monitoring of these
initiatives and students within school. pupils has been put in place.
challenge for quality of Allocated time for PP
provision for PP co-ordinator to carry
students. out role.
Policies (WS)Heightened Awareness Weekly emails and star Staff fully aware of PP pupils and what focus is needed for each pupil. Spotlight briefing N/A
of PP students of the week. Pupil Pupils therefore get more support where they need it. instead of emails to
passports produced for be used to direct
staff to know how best focus of pupils and
to target the needs of strategies.
individual PP students. Passports to be put
on classcharts rather
than sent out so staff
always have access to
all.
Literacy and numeracy TA’s work with small This is one of the most significant spends within the PP budget, but it crucial Maintain good £63,932
improvement for Low nurture groups in years to the impact upon support, wellbeing and progress of PP students as well communication
PA PP students. 7-9 who are withdrawn as SEND students. between TAs and
from MFL lessons to classroom teachers
Maintaining a team of TA3s who can plan, prepare and deliver specialist
improve numeracy and and ensure that PP
intervention and nurture groups allows for us to create a more appropriate
literacy- work for those co-ordinator and
curriculum for those PP students that need it and to run targeted
withdrawn from MFL SENDCO work closely
intervention and revision for those who need to be accelerated because of
year 7- 9. Continued their ability. to target provision
appointment of and deployment of
specialist TA3 English TAs.
Additional teaching Appoint staffing in This strategy altered as the year progressed because of changes to the Be flexible and be £28,692
time for a Maths Maths above curriculum. It was deemed better to keep the TA doing targeted prepared to change
intervention teacher curriculum requirement intervention and use the additional maths teacher to have an and adapt initial plans
(50% of salary cost) to provide small group additional maths set which would allow a better class: teacher ratio to suit the need and
and new maths support. and more resource could be put into PP students directly. demand.
teacher appointment
to replace TA3
Policies (WS)Engage parents and GCSE Pod licence GCSE POD used regularly to watch podcasts and revise by many pupils MJD to monitor more £250
students in learning purchased. closely the usage of
and revision process. PP students
Increased staff CPD for staff CPD on strategies linked to T&L to help pupils to learn more Termly strategies £4,585
awareness of PP efficiently. emailed/shown in
students and strategies Strategies used in classes regularly by staff and focus on PP pupils in staff room for staff to
to improve attainment. class improves result of PP pupils use in classrooms.
Impact forms to be
filled in to evidence
and record impact on
PP pupils
Students able to Make a Difference Students learn how to revise efficiently and therefore improve results. To continue. £1,200
understand how they (external supplier)
learn and revise. revision strategy
Parents able to actively workshop for students
support revision. and parents.
ii. Targeted support
Desired outcome Chosen action / Estimated impact: Did you meet the success criteria? Include impact Lessons learned Cost
approach on pupils not eligible for PP, if appropriate. (and whether you will
continue with this
approach)
Increased attendance Student passport with Students given personalised revision timetables helped with Continue with £3,128
of Year 11 to reward on completion. awareness of how and when to revise. Extra intervention sessions approach.
revision/intervention. Regular contact with built in to registration and lunchtimes specifically aimed at PP pupils.
Greater ability to home. Directed time
provided for staff to run
Policies (WS)provide one-to-one small group and one-to-
and small group work. one intervention work
All students to have Students identified as Laptops provided for those pupils who needed them. Chances within More monitoring of £416
access to web-based not having access to the school to use computers to access revision resources. online revision
learning outside web at home to be through GCSEPod by
school. provided with MJD
equipment to make this
possible.
PP students to be able Provide music tuition Music lessons provided, and exams paid for. Continue with £8,099
to access extra- costs for PP students. Increased number of PP students taking part in concerts and events. approach.
curricular music Pay for all additional Improved self-esteem and confidence from playing an instrument.
activities. activities that PP
students can be
involved in (Rewards
afternoons, trips etc.)
Outstanding Employment of Attendance tracked by LL and followed through. More focus on £4,345
attendance for PP Attendance punctuality to school
students Improvement Worker as well as attendance.
to monitor and work Transport to be
with PP students and provided for any
their attendance. Use persistent absentees.
of SIMS Lesson Monitor
to track and report
absence of PP students.
Able to use data SISRA licence renewed. Tracking of pupils regularly allows for early intervention Continue £213
effectively to target
appropriate students,
Policies (WS)monitor trends and
identify subgroups.
PP students able to Student Welfare and RS has allowed additional support socially and emotionally for PP Continue with £12,846
access appropriate Support Manager pupils. Helps to build confidence and for pupils to know they can talk approach and
advice about careers appointed. to someone within school. Careers advice allows pupils to know develop in line with
and counselling service options. The Gatsby Principles.
if required.
iii. Other approaches
Desired outcome Chosen action / Estimated impact: Did you meet the success criteria? Include impact Lessons learned Cost
approach on pupils not eligible for PP, if appropriate. (and whether you will
continue with this
approach)
Provide a space for PP Refurbishment of old Allows pupils privacy to speak with PP co-ordinator. This room has not Look at ways that the £2,122
students to access ICT network office as a had as much impact as hoped for. Although it provides privacy away room can be used to
support and meet with Pupil Premium from normal student thoroughfares and a nice environment, its deliver intervention in
the PP Coordinator to Intervention room. location is too far from the teaching base of the current PP co- alternative ways to
discuss progress. ordinator and students must go there specifically rather than benefit PP students.
dropping in on their way past.
Administration of PP Time within the admin Digital communication £6,143
funds team, photocopying, is used as much as
meeting time etc. possible, but some
information is delivered
more effectively in hard
copy.
Policies (WS)1. Additional detail
PPG has been used to support a range of strategies and interventions. The EEF/Sutton Trust Toolkit has been used to inform some of the choices made (small
group tuition, effective deployment of TAs, mentoring and parental involvement).
DEL was appointed to the role of Pupil Premium Coordinator in February 2016 until December 2017 and APH from January 2018. It was felt that the role was
needed in school to address the ‘gap’ between Pupil Premium (PP) students and the remainder of the cohort.
1) Reminders to staff about who our PP students are.
Maintenance of accurate PP lists. All staff to be able to access lists. Creation of a Pupil Premium board in the Staff Room to ensure staff have a visual display
of who PP students are and this is regularly updated. Email reminders of strategies and monthly spotlight briefing focuses attention onto PP.
2) Meetings with Year 11 PP students and intervention/revision monitoring and holiday revision work.
Set up a monitoring system for current Year 11. Meet with all the students individually to let them know that PP Co-ordinator was acting as another level of
support within school and available to help them in planning revision/intervention timetables as well as monitoring and facilitating their usage of GCSE Pod.
Contact with home to ensure parents/carers were aware of what PP Co-ordinator role was and encourage their involvement in monitoring attendance at
extra revision and intervention sessions. Year 11 pupils given a personalised revision timetable with focus on subjects where they were off track. Year 11 PP
provided with additional revision guides/workbooks and revision cards as well as equipment they needed. Many subjects including English, Maths and
Science held additional intervention sessions with small groups of PP students. Pupils rewarded for their attendance at these sessions.
3) Year 7 intervention with Year 10 'coaches' in Maths
After identifying on the EEF Peer tutoring adds 5+ months to progress of pupils, Maths set up a peer coaching system between Year 7 and Year 10. Year 7
pupils who were most off track identified (some PP some Non-PP) and Year 10 coaches selected (most PP). The Year 10 pupils supported and coached Year 7
pupils with additional sessions twice a week during registration. The sessions have shown to have improved confidence in both the Year 7 and Year 10's and
improvement of their basic Maths skills. The social skills have benefited the Year 10's and they have been able to take ownership of the sessions.
Policies (WS)4) Year 7 reading club in English
With the success of the Maths coaching, English introduced similar sessions but with reading. Year 10 pupils selected to help with the reading skills of Year 7
PP students. Year 7 confidence has grown in reading but also socially by having the confidence to sit and read with an older year group.
5) Year 9-10 Geography peer coaching
Geography also introduced a peer coaching session with PP pupils from Year 10 holding extra sessions with Year 9 pupils who were opting to take Geography
as a GCSE. Again, pupil's confidence has grown not only within the subject area but also socially and in communicating.
6) Work for holidays.
Pupils identified as off track after each tracking report and subjects encouraged to provide work for pupils over each holiday.
When Year 10 tracking data available, emulate the work done with Year 11 with the current Year 10. Each PP student will be given work to take home
focussing on the areas they are currently under performing in. PP Co-ordinator will meet with the Year 10 cohort, detail exactly what the role is and build the
relationship and help when it comes around to planning their intervention/revision timetables in Year 11. Encourage subjects to start working on
intervention in September with PP students using tracking and assessment data to prioritise.
7) Termly strategies
Sending of emails, displaying PP logo with strategies that staff can use in their classrooms to help make progress with PP students. A different focus each
term e.g. highlighting students on seating plans and sitting students within reach so that help can be given quickly should it be needed). The idea is that staff
have enough time within a term to implement these strategies and can see a visible impact. Impact statements to be filled in at the end of each term to
monitor and evidence impact.
Policies (WS)You can also read
