PP Strategy Statement Complete Example for Secondary Schools

Ullswater Community College

Pupil Premium Strategy Statement 2017

July 2017 Pupil premium strategy statement: Ullswater Community College

Over the last four years results at Key Stage 4 for pupils eligible for Pupil Premium funding have shown year on year improvement. The gap between pupils eligible for PP funding and pupils not eligible has shown a reduction from 29% to 16% on 5+A*CEM measures. This gap is one of the lowest in Cumbrian Secondary Schools.

2014 5+A*-C E/m A*-C in English A*-C in mathematics Non Pupil Premium 66% 77% 77% Pupil Premium 37% 56% 41% Gap -29% Gap -21% Gap-37%

2015 Non Pupil Premium 63% 85% 75% Pupil Premium 36% 68% 50% Gap -27% Gap -17% Gap -25%

2016 Whole Cohort 59.5% 5+A*-C E/m 75.2% 69.5% Pupil Premium 43.2% 61.4% 52.3% Gap 16.3% Gap -13.8% Gap -17.2%

9-4 in English 9-4 in mathematics 2017 Whole cohort 65.1% 9-4 E/m 76.6% 72.9% Pupil Premium 54.3% 74.3% 54.3% Gap 10.8% Gap -2.3% Gap -18.6%

The difference however is still negative and the school has developed a range of new initiatives to try to reduce this gap further.

Overall 58.1% of pupils eligible for pupil premium funding achieve expected levels of progress in mathematics at KS4 and 64.3% of these pupils achieve expected levels of progress in English. These levels of progress are above average when compared to the National figures. 50% of these pupils achieve A*-C grades in English & mathematics. Once again this is above average attainment for PP pupils nationally.

The group of pupils eligible for PP funding however is not a homogenous group for whom a common set of strategies is effective. Our most able group of pupils for whom PP funding is provided outperform the rest of the cohort in the progress they make in maths and English. In mathematics 89% of the Upper ability group of PP pupils achieved expected levels of progress or better compared to 79% of the whole cohort. In English 88% of the Upper band of those eligible for PP funding achieved expected levels of progress or better compared to 61% of Upper Ability pupils in the whole cohort. Equally some option’s subjects are very successful in achieving positive residuals for those eligible for PP funding in July 2017 Year 11. Subjects such as Art, Catering, Child Development, Dance, English Language, English Literature, Health & Social Care, Media, PE GCSE, Resistant Materials and Sport BTEC all achieve positive progress measures for the PP group. Ensuring a good match between pupils of all backgrounds and appropriate options’ choices is an important strategy to ensure the most positive outcomes for all pupils regardless of their backgrounds.

Part of the reason for the negative Progress 8 figure arises because the school embarked on a programme of additional English & mathematics for those pupils who needed extra support in these areas. The extra time came from an option’s subject. The DfE then changed the school performance measures to count subjects in Progress 8 groups. A significant proportion of the pupils studying extra maths and English then found that they lacked an option subject in the middle group which only recognised Science Modern Languages, History and Geography. The number of pupils affected has dropped each year and we expect this shortfall to end in 2017 as the additional mathematics and English was discontinued for this year group.

1. Summary information School Ullswater Community College Academic Year 2017/18 Total PP budget £176698 Date of most recent PP Review n/a Total number of 1354 Number of pupils 182 Date for next internal review of this Jan 2018 pupils eligible for PP strategy

2. Current attainment Pupils eligible for PP Pupils not eligible for PP (national average) (your school) % achieving 5A* - C incl. EM (2015/16 only) 43.2% 64.7% % achieving expected progress in English / Maths (2015/16 only) 64.3% / 58.1% 75.8% / 73.4% Progress 8 score ( 2015/16) -0.436 0.12 Attainment 8 score average (from 2016/17) D- C- (School)

3. Barriers to future attainment (for pupils eligible for PP including high ability) In-school barriers A. Literacy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress in Year 7. B. Middle/Low attaining pupils who are eligible for PP are making less progress than other high attaining pupils across Key Stage 3. This prevents sustained high achievement through KS4. C. Middle/Low attaining pupils who are eligible for PP are making less progress than other attaining pupils across KS4. This prevents high achievement at the end of the KS.

External barriers (issues which also require action outside school, such as low attendance rates) D. Attendance rates for pupils eligible for PP are 82% (below the target for all children of 95%). This reduces their school hours and causes them to fall behind on average. 4. Outcomes

July 2017 Desired outcomes and how they will be measured Success criteria A High levels of progress in literacy for Year 7 pupils eligible for PP. Pupils eligible for PP in Year 7 make more progress by the end of the year than ‘other’ pupils so that at least 50% . exceed progress targets and 100% meet expected targets. Other pupils still make at least the expected progress. This will be evidenced using accelerated reader assessments and English written assessments in October, March and June. Results for 2017 were….. B Improved rates of progress across KS3 for middle/low attaining pupils eligible for PP. Pupils eligible for PP identified as middle/low attaining from KS2 levels / raw scores make as much progress as ‘other’ . pupils identified as middle/low attaining, across Key Stage 3, so that 85% or above are on track for expected levels of progress by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team. C Improved engagement and progress at KS4 for Middle / Low attaining PP pupils Pupils eligible for PP identified as middle/low attaining from KS2 levels / raw scores make as much progress as ‘other’ . pupils identified as middle/low attaining, across Key Stage 4, so that 85% or above are on track for positive P8 scores by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team. D Increased attendance rates for pupils eligible for PP at all key stages. Reduce the number of persistent absentees (PA) among pupils eligible for PP from 13.8% to 10% or below. Overall . attendance among pupils eligible for PP improves from 91.5% to 95% in line with ‘other’ pupils.

July 2017 5. Planned expenditure Academic year 2017/18 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. Targeted support Desired Chosen action/approach What is the evidence How will you ensure it is Staff When will you review outcome and rationale for this implemented well? lead implementation? choice? A. Improved KS3 Targeted intervention by SENCO for Our pupil premium groups in All PP pupils are tested on entry to the school to SENCO September 2017 start with literacy progress those pupils who require urgent each year contain a small check their levels of literacy. Pupils with a reviews in December2017, support with Reading & Spelling. number of lower ability pupils Standard Age Score of 85 or less in Reading March 2018 and July 2018 whose literacy skills are weak will undertake a programme a 1 hour a week on entry to UCC. Reading programme on guided reading under the 2017 outcomes were good with ages for this group range from supervision of the SENCO. Pupils with a reading ages improving by an 5years 6months to 8 years so Standard Age Score of 70 will undertake 2 average of 26 months and urgent action is needed to hours a week on this programme. spelling ages by 10.5 months accelerate their abilities in Those pupils with a Standard Age Score of 80 as a result of intervention. reading & spelling to ensure or less in spelling will undertake a1 hour a week that these pupils are able to programme called Launch the Lifeboat under access the curriculum the direction of the SENCO. Launch the Lifeboat throughout KS3 & 4 is a spelling scheme recommended to the successfully. school by the LA specialist teacher for literacy. In KS3 there are currently 20 pupils whose reading and £5000 spelling ages place them in A. Improved Year 7 Targeted support by teachers in Core subjects do well at Pupils eligible for Pupil Premium funding who Asst Head October 2017 with follow-up literacy progress English & mathematics in KS3 to GCSE for Upper Ability PP fall behind in progress measures in English & Intervention reviews in December 2017 and support rapid improvement in core pupils with rates above the mathematics will undertake a Catch-Up March 2018 subjects. rest of the cohort.(2016 programme in English, mathematics and/or resultsin maths & English) The science for 1 hour a week until they regain 2017 results showed that 71% progress of Middle and Lower progress levels expected for their age. of Pupil Premium pupils made Ability pupils remains, however expected progress in English lower than the remainder of and 50% made expected their cohort. There is an urgent progress in mathematics. need to close the gap in performance at KS3 rather than waiting until KS4 to £8000 implement intervention

July 2017 A. Improved Year 7 Focused intervention through the Regular reading for pleasure is Using the Year 7 screening data for reading all Rachel Programme to run from literacy progress Paired Reading Scheme in Year 7 an important way of improving PP pupils whose reading ages is 12 months Hope?? October 2017 until March 2018 the reading ages of all pupils below chronological age are allocated a Year 12 with review of outcomes in but especially those whose Paired Reader. All Paired Readers are trained April 2018. reading has fallen behind that on the required techniques and are prepared to of their peers. Our paired give up 15 minutes a day, two days a week to Average Reading Ages for reading scheme makes use of work with their readers. The programme lasts those PP pupils involved in this the enthusiasm of our Year 12 15 weeks and pupils are tested at the beginning 15 week programme was 28 students who give readily of and end of the programme to measure months. their early morning time to progress. support pupils whose reading Parents will be invited to the initial training age is low. Results from this session to extend the effectiveness of the scheme have proved to be programme through paired reading at home. highly effective in driving up £5000 performance and generating B. Improved rates of Organise a mentoring scheme for our Our most vulnerable pupils in Identify our most vulnerable KS3 pupils using Asst Head November 2017 – ongoing with progress across KS3 most vulnerable pupils at KS3 KS3 funding. In KS3 there are Free School Meals analysis. Recruit a group of Intervention a review of outcomes in July for middle/low attaining 15 very vulnerable pupils in experienced staff from within the school who 2018. pupils eligible for PP. this group and the majority possess good skills in mentoring such pupils. tend to go on into KS4without Organise weekly contact between these staff Currently there are 7 active the confidence to succeed in and the pupils they are to support. Create mentoring pupils in 9 and 6 in their external examinations. ongoing records of progress to trigger further Y8) We believe that a targeted actions from literacy and numeracy 2017 evidence was significant. mentoring scheme involving programmes. Involve parents in the discussion Reduced Behaviour Logs from key staff over the period of about the progress of these pupils. 2.35 to 1.2 per week. Average KS3 and into KS4 will help to Attitude to Learning grade build confidence, improve improved from 3.3 to 3.1 attendance and generate C. Improved Introduce early one to one interviews Our most vulnerable KS4 All pupils eligible for Pupil Premium funding will Asst Head November 2017 – ongoing with engagement and for PP pupils to establish a clear link pupils often lack the be allocated a mentor from the Senior Intervention a review of outcomes in July progress at KS4 for between progress at school and confidence to plan appropriate Team/Pastoral managers. Regular meetings 2018. Middle / Low attaining career expectations. futures beyond school and this between mentor and mentee will be scheduled. Heads of PP pupils limits their progress at KS4 Discussions to include progress data and career Year 10 & 11 because they are not confident plans in addition to Access requirements for in taking the risk of success at exams if appropriate. GCSE in order to achieve appropriately ambitious Our Y10 and Y11 mentoring scheme has futures. Our experience of proved to be highly effective in transforming mentoring in the school has attitudes to learning. been extremely positive and £30000 outcomes for students reflect Total budgeted cost £53,000 ii. Quality of Teaching for all Desired Chosen action/approach What is the evidence How will you ensure it is Staff When will you review outcome and rationale for this implemented well? lead implementation? choice?

July 2017 A. Improved progress Introduce a focused programme of The school has performed well Plan and implement a whole school professional Deputy Head Jun 2018 of our most able pupils training using a range of training over the last few years for development programme to improve staff skills Curriculum & at KS3 & 4 opportunities focused on Stretch & Middle and Lower Ability pupils in increasing stretch & challenge in all lessons School Challenge throughout all departments. across the range of abilities and the effective use of feedback as a focus for Performance and background of our intake. the entire academic year. Use the INSET day in However, our Upper Ability January to improve skills in these areas. Focus Assistant boys and our Middle and the schools Monitoring, Evaluation & Review Head T&L Lower ability PP pupils do not, programme on the effective use of feedback. as yet make as much progress Use the information gained from the INSET day as they ought. We believe that and the regular MER programme as a stimulus all lesson planning should for ‘Show & Tell’ sessions every Wednesday focus on increasing the level of morning in whole school teaching & learning stretch & challenge whatever briefings. the ability of the group in order to improve outcomes for all. In £10000 B. Improve the use of Introduce more focused data checks Theaddition, school we makes would verywish to Following each data collection, the Data Deputy Head December 2017 progress data for all on progress for pupils eligible for PP effective use of assessment analysis team will produce reports on the Curriculum & and after each school data PP pupils funding data and our data team are progress against expected levels of PP pupils. School collection. very experienced in generating The SMT link for School Performance will link Performance targeted analysis of key sub- with each Heads of Departments in English groups on a regular basis. In mathematics, science and options’ subjects at addition, the school collects KS4 to check on progress of this group and feed performance data 6 times a this information into the PP mentoring year which can be used to programme for action on progress issues. track the progress of pupils. £17000 Total budgeted cost £27,000 iii. Other approaches Desired Chosen action / approach What is the evidence How will you ensure it is Staff When will you review outcome and rationale for this implemented well? lead implementation? choice? Increased attendance Allocate a member of the Attendance Overall Pupil Premium The attendance team comprises 2 full time Asst October 2017, rates for pupils eligible team to support good attendance for attendance in 2017 is 89.5% members. At present the team is focused on Headteacher December 2017, for PP at all key pupils eligible for PP funding at KS3. compared to 93.9% for the attendance issues across the whole school but Pastoral And July 2018 stages. remainder of the cohort. (- insufficient attention is paid to those pupils who 4.5%) are eligible for PP funding. As a result, the This beaks down as follows attendance, whilst in line with other pupils in Y7 86.5% cp to 95.0% Gap Years 7 & 8 quickly becomes an intractable -8.5% problem in KS4. One member of the Attendance Y8 94.0% cp to 94.9% Gap team will be trained to have a specific focus on -0.9% a named group of pupils eligible for additional Y9 89.1% cp to 94.1% Gap PP funding. This team is under the direct line -5.0% management of the Assistant Head teacher Y10 87.1% cp to 93.1% Gap (Pastoral) who will oversee the strategy and -6.0% report back on progress in regular fortnightly Y11 90.7% cp to 91.9% Gap line management meetings with the Head July 2017 -1.2% teacher. The school believes that the increase in the size of the gap in Y10&11 is a function of pupil engagement in KS3. There is £17000 an urgent need to focus attention on good attendance in Key Stage 3. We therefore intend to allocate one member of the Attendance Team specifically to support good attendance and positive attitudes to school in this Key Stage. Maintain small group Ensure that the school curriculum Our curriculum provision is Small group timetables in all core subjects Deputy Head September 2017 – July 2018 provision at KS3 & KS4 continues to provide small group very broad to enable pupils of across KS3 & 4. SENCO timetable for small Curriculum & for pupils who require provision for all pupils who require all abilities and interests to groups in English and suitably trained staff School additional support to additional support to achieve choose an area of study which timetabled for these groups in mathematics and Performance maintain good expected levels of progress. small suits their abilities and science. Although this is an expensive provision progress in all core groups interests. The core subjects it is essential if the school is to provide equitably subjects also provide small group for all pupils whether they qualify for PP funding provision with specialist or have multiple and profound learning teaching to ensure that these difficulties. £138000 pupils make expected levels of progress. Total budgeted cost £155,000

July 2017