Pupil Premium Development Plan 2020-23

The pupil premium is a government initiative designed to target resources on those pupils deemed to be from a disadvantaged background. Specifically the Pupil Premium money is provided for those students who have been on Free School Meals (FSM) at any point over the past 6 years (Ever6) or those children who have been looked after continuously for at least 6 months (CLA). The Pupil Premium has a value of £955 per eligible student. Schools receive an additional £2345 for each student who has been looked after for 1 day or more, has been adopted from care or has left care under a special guardianship order, a residence order or a child arrangement order. There is also a smaller provision of £310 made for those students who have a parent in the armed services. Neither the government nor any government agencies have dictated how the Pupil Premium money should be spent, but what is clear is that the money should be used to promote strategies, which narrow the attainment gap between the highest and lowest achieving students.

Pupil Premium Funding 2020-21

Year 7 Year 8 Year 9 Year 10 Year 11 School Disadvantaged 161 61.0% 150 56.0% 123 58.4% 83 46.3% 95 52.2% 610 55.5% Number Number Number Number Number Number Funding Funding Funding Funding Funding Funding Funding Stream of of of of of of Amount Amount Amount Amount Amount Amount Students Students Students Students Students Students FSM Ever6 (£955) 161 £153,755 147 £140,385 122 £116,510 81 £77,355 92 £87,860 603 £575,865 CLA (£2345) 0 £0 2 £4,690 1 £2,345 2 £4,690 3 £7,035 8 £18,760 Armed Services (£310) 0 £0 1 £310 0 £0 0 £0 0 £0 1 £310

Totals £153,755 £145,385 £118,855 £82,045 £94,895 £594,935

Pupil Premium Context

Cockburn John Charles Academy is an academy of 1103 students. In all but one-year group the academy has over half of the cohort being disadvantaged.

Cohort Year 7 Year 8 Year 9 Year 10 Year 11 School On Roll 264 268 210 178 183 1103 Disadvantaged 161 60.98% 150 55.97% 123 58.57% 83 46.63% 95 51.91% 612 55.49% Other Students 103 39.02% 118 44.03% 87 41.43% 95 53.37% 88 48.09% 491 44.51%

What ability levels our disadvantaged students arrive with from 2.

Cohort Year 7 Year 8 Year 9 Year 10 Year 11 School On Roll 264 268 210 178 183 1103 Pupil Premium PP Non PP PP Non PP PP Non PP PP Non PP PP Non PP PP Non PP No band 1 0.38% 6 2.27% 10 3.73% 16 5.97% 10 4.76% 21 10.00% 10 5.62% 37 20.79% 16 8.74% 33 18.03% 47 4.26% 113 10.24% Lower 36 13.64% 16 6.06% 51 19.03% 24 8.96% 33 15.71% 18 8.57% 30 16.85% 12 6.74% 31 16.94% 19 10.38% 181 16.41% 89 8.07% Ability Bands Middle 107 40.53% 72 27.27% 56 20.90% 56 20.90% 58 27.62% 38 18.10% 38 21.35% 35 19.66% 43 23.50% 30 16.39% 302 27.38% 231 20.94% High 17 6.44% 9 3.41% 33 12.31% 22 8.21% 22 10.48% 10 4.76% 5 2.81% 11 6.18% 5 2.73% 6 3.28% 82 7.43% 58 5.26%

What are the barriers to progress and the future attainment of students eligible for Pupil Premium funding?

A. In general, disadvantaged students enter Year 7 with lower scores than other students, therefore there is a need to accelerate their progress in reading, writing and mathematics over the academic year. Thirteen per cent of students in Year 7 are considered low ability compared to only 6 per cent of other students.

B. Disadvantaged students, especially males have historically made less progress over and 4 than other students. This needs to be addressed to ensure that high attainment and Progress 8 scores are achieved by all students. Disadvantaged students achieved a progress 8 score of 0.07 in 2020 compared to 1.08 for other students.

C. Internal behaviour and attitude to learning data highlights that on average disadvantaged students do not demonstrate the academies values and expectations as consistently as other students. This needs to be addressed so that it does not impede upon the academic progress and attainment. On average disadvantaged students received 21.2 behaviour points in 2019 compared to 10.6 for other students.

D. Attendance rates for disadvantaged students is lower than the attendance of other students. This needs to be addressed so that it does not impede upon the academic progress and attainment. On average disadvantaged students had 7.65% absences in 2020 compared to 4.18% absences for other students.

E. Some disadvantaged students arrive at the academy lacking aspiration and educational ambition.

F. Disadvantaged students have been disproportionately impacted upon by the closure of school due to Covid 19.

What are the desired outcomes for each strategy and how will we measure its impact?

A. Disadvantaged students make accelerated levels of progress in Reading, Writing and Mathematics over the course of key stage 3.

B. The difference in the Progress 8 score for CJCA disadvantaged students compared to other students nationally is diminished.

C. Attitude to Learning and behaviour data show that disadvantaged students perform in line with other students in the academy.

D. Attendance of disadvantaged students in all years groups to be above 92%.

E. To raise the aspirations and educational ambitions of all students with a relentless focus upon disadvantaged students.

F. Disadvantaged students quickly fill the gaps in knowledge created by school closure.

Strategies outlined below will be reviewed in January 2021, April 2021 and September 2021

Barrier Strategy Monitoring Cost Success Criteria The curriculum is planned so that students have 5 lessons a Annually using end of week of English and mathematics throughout both Key Stage n/a year assessment data 3 and 4.

Additional staffing and TLR responsibilities in English, Annually using end of mathematics and science to facilitate small class sizes and to £76,650 year assessment data monitor the progress of disadvantaged students.

Termly using the Accelerated Reader delivered during English lessons to The majority of most recent reading £2,585 improve students’ reading and comprehension skills. disadvantaged students are data making at least expected NGRT reading age test taken termly in years 7 and 8 to Termly using the progress at each KAP during identify gaps in learning and to track progress of students most recent reading £2,000 key stage 3. reading below their chronological age. data A The difference in Appointment of Key Stage 3 and 4 directors who have Annually using end of standardised assessment responsibility in ensuring disadvantaged students make at £61,416 year assessment data scores between least good progress in all areas. disadvantaged and other students is diminished in all Learning Mentors in English and maths support Termly using the progress tests. disadvantaged students through small withdrawal groups, most recent reading £22,874 and in class support. data

Teaching assistants support our disadvantaged SEN students Termly using KAP £51,362 through in class support. data

Barrier Strategy Monitoring Cost Success Criteria

The curriculum is designed so that core subjects are taught Termly using during the morning in when students have attendance and KAP n/a Disadvantaged students greater focus. data. achieve a positive progress 8 score. Annually using end of Unit 7 revision sessions after school to support students’ year assessment n/a extended learning and exam revision in Core subjects. The difference between the data. proportion of disadvantaged The Academy development plan explicitly focuses upon the and the national average for Termly using the progress of disadvantaged students and ensures strategies other students’ achieving strategy outlined in n/a that will significantly impact upon disadvantaged students the strong and standard the proposal. pass in the basics B are designed and implemented. diminishes.

Pupil Premium bids encourage middle leaders to design Termly using student Increasing numbers of strategies that will positively impact upon disadvantaged voice, attendance £15,000 disadvantaged students take students. Funding can be requested via a concise proposal. and behaviour data. part in enrichment activities.

Annually using end of Work scrutiny show an Appointment of key stage 3 and 4 Managers who has year assessment improvement in the responsibility in ensuring disadvantaged students make at Costed above data, NEET figures standard of work and least good progress in all areas. and attendance data. presentation.

Barrier Strategy Monitoring Cost Success Criteria

Annually using end of Specialist Alternative Curriculum to support students who year assessment £153,000 have difficulties accessing the school main curriculum. data.

Rewards – to support the PDFL system and ensure students Termly using who consistently meet the school values and expectations are rewards, behaviour £8,400 Behaviour point data rewarded. and ATL data. illustrates a diminishing in the difference of negative behaviour between disadvantaged and other C Learning Managers are assigned to each year group to support disadvantaged students who have social, emotional or Termly through the students. behavioural needs. Learning Managers are non-teaching appraisal review £101,697 members of staff and this allows greater communication with process. The proportion of parents/carers and greater monitoring of students over time. disadvantaged students considered NEET decreases.

Appointment of a therapeutic care worker and Designated Termly through data Safeguarding Officer to provide counselling for disadvantaged that is appropriate to £35,892 students who require additional support. Add CP each case.

Barrier Strategy Monitoring Cost Success Criteria

The employment of a MAT Attendance Officer to ensure that Half termly poor attendance is not a barrier to making progress and best £11,326 attendance data practice is shared across the MAT. The difference in attendance between An attendance team that consists of three dedicated Half termly disadvantaged students the members of staff who focus upon improving the attendance £42,640 attendance data national other students D and punctuality of students. diminishes.

Attendance incentives to be used effectively to support the Disadvantaged students in attendance of disadvantaged students. Fines and legal Half termly all year groups have n/a proceedings will be instigated, where attendance requires attendance data attendance above 92%. improvement. Preventative attendance strategies in place to improve all Half termly n/a attendance bands. attendance data

Barrier Strategy Monitoring Cost Success Criteria

Into workshops and visits delivered to students Student voice and across both key stages to raise their aspirations and n/a ATL data. achievement. Increasing numbers of disadvantaged students take Prioritisation and support provided by the Careers, part in enrichment activities. E Information and Guidance officer for all disadvantaged Annual NEET figures. £16,411 students. The proportion of disadvantaged students Careers Advice – all students receive regarding further considered NEET decreases. education, employment and training that is appropriate to Annual NEET figures. Costed above their needs.

Barrier Strategy Monitoring Cost Success Criteria

Termly through FROG Remote learning strategy implemented to ensure students analysis and student who must self-isolate can continue their education. voice. The impact of school closure Recovery curriculum planned and implemented to ensure Termly through upon disadvantaged that gaps in knowledge are identified and curriculum plans planning reviews, students is accurately are designed to address them. student voice Funded through measured and understood the COVID by all stake holders. F catch up Digital learning platforms such as Hegarty Maths and Termly through funding. The difference in academic Educake and Everlearner have been purchased to support engagement analysis performance between remote learning. and KAP data. disadvantaged and other students is diminished. A range of GL assessments have been implemented to GL assessment support departments to identify accurate starting points for analysis. Year 7 and access the impact of school closure upon students KAP data in Year 8 and 9.