Pupil premium strategy statement
1. Summary information
School
Robert Clack School of Science
Academic Year
2016/17
Total PP budget
£623,645
Date of most recent PP Review
n/a
Total number of pupils
1845
Number of pupils eligible for PP
667
Date for next internal review of this strategy
Jan 2018
2. Current attainment
Pupils eligible for PP (your school)
% achieving English and Maths (2016)
Pupils not eligible for PP (national average)
52.50%
76% (62%)
Progress 8 score average (2016)
-0.24
0.19 (-0.03)
Attainment 8 score average (2016)
46.35
55.76 (49.50)
3. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A.
Literacy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress throughout their years at Robert Clack.
B.
Numeracy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress throughout their years at Robert Clack.
External barriers (issues which also require action outside school, such as low attendance rates)
C.
May 2016
Low levels of aspiration, resilience and study skills which lead to low confidence. Pupil premium pupils often have poor home environments with a greater proportion of single parent families,
transitional housing, generational worklessness and a low level of self-esteem.
4. Outcomes
Desired outcomes and how they will be measured
Success criteria
A.
High levels of progress in literacy for all pupils eligible for PP and equality of progress
with all pupils.
Pupils eligible for PP in Year 7 make equal progress to others in English, accelerated reader and reading
ages throughout year 7, 8 and 9.
Pupils in both groups make at least expected progress in English by the end of year 11 as evidenced in
GCSE outcomes and Progress 8 scores.
B.
High levels of progress in numeracy for all pupils eligible for PP and equality of progress
with all pupils.
Pupils eligible for PP in Year 7 make equal progress to others in maths throughout year 7, 8 and 9.
Pupils in both groups make at least expected progress in Maths by the end of year 11 as evidenced in
GCSE outcomes and Progress 8 scores.
PP pupils to have targeted guidance and mentoring to ensure equality of progress,
attainment, opportunity and participation in all parts of the school.
Pupil premium pupils all have quality work experience placements.
Attendance rates between PP and others to be comparable for all year groups.
Entry rates to sixth form comparable with others within the school.
Participation in school clubs and organisations to be equitable for pupil premium pupils.
C
May 2016
5. Planned expenditure
Academic year
2016/17
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 rationale for
this choice?
How will you ensure it is implemented
well?
Staff lead
When will you
review
implementation?
A. High levels of progress
in literacy for all pupils
eligible for PP and
equality of progress with
all pupils.
Smaller class sizes in English
in all year groups by
providing 2 extra teachers
per year group
Smaller class sizes allow more intervention in
class for pupils not making progress who are
often PP pupils.
Progress tracking for pupils
Sep 17
Literacy reps meeting
regularly to embed literacy in
all lessons
Evidence show a whole school approach to
literacy and a common language enhances
progress in literacy.
Regular monitoring and tracking of average
reading age per year and by pupil group.
Head of
English
PP
coordinator
for English
I Fuggle
Teachmeet sessions on
literacy teaching for whole
school and specific sessions
for new and newer teachers
All teachers especially newer teachers need to
be supported to be able to teach literacy to a
high quality and to use the shared language and
strategies being developed.
Evaluations of training
T Roe
Sep 17
Accelerated reader operating
in year 7 to 9
Accelerated reader has been proven on
numerous occasions inside school and externally
to make a substantial impact on reading ages
Records on reading ages
F Shirley
Sep 17
Smaller class sizes in Maths in
all year groups by providing 2
extra teachers per year group
Smaller class sizes allow more intervention in
class for pupils not making progress who are
often PP pupils.
Progress tracking for pupils
Head of
Maths
PP
coordinator
for maths
Sep 17
Teachmeet sessions on
numeracy teaching for whole
school and specific sessions
for new and newer teachers
All teachers’ especially newer teachers need to
be supported to be able to teach numeracy to a
high quality and to use the shared language and
strategies being developed.
Evaluations of training
T Roe
Sep 17
B. High levels of progress
in numeracy for all pupils
eligible for PP and
equality of progress with
all pupils.
Sep 17
Total budgeted cost £320,000
May 2016
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and rationale for
this choice?
How will you ensure it is implemented
well?
Staff lead
When will you
review
implementation?
A. High levels of progress
in literacy for all pupils
eligible for PP.
B. High levels of progress
in numeracy for all pupils
eligible for PP.
Greater tracking and
identification of PP pupils not
making expected progress
Early intervention leads to greater overall
progress.
Following each assessment window teachers in
English, Maths and science will have to identify
reasons for underperformance and suggest
actions for all pupils not making expected
progress. Pupil premium pupils in this category
will be monitored by the PP coordinators.
Extra teaching time and preparation time paid
for out of PP budget, not sought on a voluntary
basis.
Deputy Head
Pupil
Premium
Coordinators
Sep 17
A. High levels of progress
in literacy for all pupils
eligible for PP.
Precision teaching
This focuses on accuracy and fluency in children
reading.
Evaluations of previous year’s activity shows a
dramatic increase in reading as measured by
words per minute.
PPC English
Sep 17
Speak out challenge
KS4 initiative to build confidence in debate and
Oracy amongst specifically PP pupils
Evaluations of the session
PPC English
Sep 17
Reading clubs
After school reading clubs on both sites
Science reading club on lower school site
Attendance registers kept on both sites and
monitored by PP coordinators.
Numeracy booster
withdrawal sessions
30 pupils selected per year group in small groups
for additional numeracy boosters 3 times per
week over a 5 week block.
Progress tracked
PPC Maths
Sep 17
Numeracy booster sessions at
lunchtime and after school
Dedicated time set aside for all PP pupils not
making progress in Maths to build numeracy.
Evaluations of Impact
Pupil case studies
PPC Maths
Sep 17
All Pupil premium pupils will
have a 1 2 1 meeting with the
English and maths mentors
within year 7, 8 and 9 to
ensure that targets are set,
needs are met and the
appropriate support is
offered.
We want all PP pupils to feel valued and to be
known in the school
Lists circulated to mentors on both sites
Records kept of all meetings
Deputy Head
Sep 17
B. High levels of progress
in numeracy for all pupils
eligible for PP.
C. PP pupils to have
targeted guidance and
mentoring to ensure
equality of progress,
attainment, opportunity
and participation in all
parts of the school.
May 2016
Sep 17
C. PP pupils to have
targeted guidance and
mentoring to ensure
equality of progress,
attainment, opportunity
and participation in all
parts of the school.
Weekend catch up sessions
All PP pupils will be invited to attend weekend
and holiday catch and booster sessions in the
main subjects. Currently MFL, Science, History,
D&T and ICT run these sessions
Progress tracking
Deputy Head
Sep 17
Employment of a Family
support worker
Poor parenting and poor attendance in some
cases leads to poor participation and poor
progress in school
Records kept of meetings and attendance
tracking.
AHT
safeguarding
Family
support
worker
Sep 17
Upper school mentors facility
A safe space with experienced mentors to
support vulnerable pupils through difficult
circumstances.
Case studies of certain pupils
Mentors
Sep 17
Total budgeted cost £92,000
iii. Other approaches
Desired outcome
Chosen action /
approach
What is the evidence and rationale for
this choice?
How will you ensure it is implemented
well?
Staff lead
When will you
review
implementation?
A. High levels of progress
in literacy for all pupils
eligible for PP.
Free monitored breakfast
club
Pupils who are in school early are less likely to be
late, more prepared for their day and have a
greater amount of time with positive role
models.
Having a nutritious breakfast maintains focus,
concentration and substantially improves
behaviour.
Registers taken and tracked
Evaluation documents
Pupil
Premium
Coordinator
Sep 17
Stationary cupboard
ICT equipment
Revision aids
PP pupils will have monitored access to
necessary supplies, workbooks and resources in
year 10 and year 11
Certain PP pupils and all LAC pupils receive a fully
funded laptop.
Revision guides and appropriate texts are
provided free of charge to pupil premium pupils.
All requests approved and monitored to ensure
value for money.
PP
coordinators
Deputy Head
Sep 17
Careers mock interviews and
specific career meetings
All pupils receive careers guidance through PSHE
lessons in all year and a mock interview with an
employer in year 10. PP pupils will also receive a
1 to 1 interview with a careers advisor in year 10
Records kept
Participation in work experience
Deputy Head
Sep 17
B. High levels of progress
in numeracy for all pupils
eligible for PP.
C. PP pupils to have
targeted guidance and
mentoring to ensure
equality of progress,
attainment, opportunity
and participation in all
parts of the school.
May 2016
PP coordinators and allocated
SLT oversight
Deputy Head
Sep 17
Total budgeted cost £220,000
May 2016
Performance Analysis
Outlined below are the performance outcomes for 2016 and 2015 students. These reflect the new performance measures introduced by the DfE in 2016. Comparison with
2015 outcomes is not possible on these measures.
A8
2016 Disadvantaged
In school gap
National Average
School Versus Nat. Gap
National Disadvantaged
School versus Nat Dis Gap
P8
46.35
-9.41
49.50
-3.15
52.56
-6.42
E&M
-0.24
-0.33
-0.03
-0.21
-0.32
+0.11
EBACC Entered
53%
-22%
62%
-9%
69%
-16%
38%
-18%
24%
+14%
29%
+9%
EBACC Achieved
29%
-13%
24%
5%
29%
0%
Key Points
 Disadvantaged pupils achieved good results compared to the national average and a higher proportion achieved the EBACC gold standard qualification than
national averages.
 Compared to national averages for disadvantaged pupils our disadvantaged pupils attain at a lower level.
 With regards to progress the school is in line with national averages and the progress of the disadvantaged pupils is lower than national averages. However
disadvantaged pupils had a higher P8 score than national average for disadvantaged pupils.
 The progress of both groups was affected by the lower than expected progress in English.
Summary



The attainment of disadvantaged pupils in 2016 continued on an upward trend. The attainment of the Non disadvantaged pupils increased dramatically in 2016
and so widened the gap.
Non disadvantaged pupils had a much higher attainment than national averages.
Progress 8 continues to be an issue with disadvantaged pupils although they are making more progress than the national average for their peers.
May 2016
6. Review of expenditure
Previous Academic Year
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
Reduce the attainment and
progress gap
Reduced class sizes in each
year group in English and
maths through provision of 2
extra teachers per year group
Estimated impact: Did you meet the success
criteria? Include impact on pupils not eligible
for PP, if appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
Feedback from teachers, pupils and teaching assistants
shows that the smaller class sizes have a positive impact on
behaviour for learning and also on progress.
£240,000
Teaching assistant support
targeted at pupil premium
groups with low progress
Class where teaching assistants have been placed have
made progress sin line with average in English and
maths. These class were not making progress in line
prior to the intervention
Continue
£80,000
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the success
criteria? Include impact on pupils not eligible
for PP, if appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
Reduce the attainment and
progress gap.
Precision Teaching
30 pupils with a reading agree significantly below their
chronological age in yea 7 and year 9
All pupils improved their ability to read.
Start earlier in the year
£12,000
Compulsory coursework
catch up session on Saturdays
in MFL , Science and D&T
35 pupils attended and all pupils increased their
coursework grades by at least 1 grade often 2 grades.
Continue
£3,500
Mentoring withdrawal during
lessons
All pupils improved their numeracy test scores from
the start of the program to the end. The minimum
improvement was 20% the average was 42%.
Numeracy booster sessions will continue as above however
we will select more pupils from year 8 and 9.
£39,000
ii. Targeted support
Numeracy intervention for
very low ability pupils in
KS3
Peer tutoring will also take place amongst year 7 and 8
pupils which will only require the supervision of one teacher.
The aim of the peer tutoring sessions are to raise confidence
in maths amongst the PP students and as a result, a raise in
mathematical competence is expected.
May 2016
Numeracy improvement in
KS3 and KS4
Numeracy support after
school and during lunch
Literacy improvement
After school reading clubs
Attainment gaps in all year groups between
disadvantaged and others reduced by around 5%.
Class teacher interventions will continue and PP students
will be monitored more regularly
Peer tutoring will run in both years 7 and 8 due to its success
with the year 7 cohort.
Both peer tutoring and one-to-one tutoring are
recommended highly in the Sutton trust toolkit for raising
attainment amongst PP students. The peer tutoring will be
encouraged more as is it more cost effective than peer
tutoring.
£20,000
Continue to provide in partnership with the safe spaces on
both sites.
£11,000
iii. Other approaches
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the success
criteria? Include impact on pupils not eligible
for PP, if appropriate.
Lessons learned
(and whether you will continue with this
approach)
Cost
Reduce the progress and
attainment gap
Breakfast Club
Attendance at upper school varied between 40 and 80
pupils per day.
A survey showed that the vast majority of pupils felt it
made a large difference to their day.
Promote at lower school with year 9
£125,000
May 2016
PP coordinators in all core
subjects plus SLT oversight
£56,000
ICT and other resources for
specific pupils and classes
£10,000
7. Additional detail
Since the 2015/2016 Pupil Premium plan was written the pupil premium policy has been revised and informed by research undertaken by Ofsted
(www.gov.uk/government/publications/the-pupil-premium-an-update ), nfer (https://www.nfer.ac.uk/publications/PUPP01 , EEF and the Sutton trust
(https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit ).
Successful schools have been identified as using fewer strategies and with teaching and learning to be lead by metacognitive and collaborative approaches.
Alongside these whole school strategies aimed at raising outcomes for all students is our policy and support which has been put in place to ensure high quality feedback
is given based around research suggesting that this is one of the most effective ways to engender progress.
Glossary
A8
P8
E&M
EBACC
DISADV
OTHERS
May 2016
Attainment 8 the attainment in the best 8 subjects. English and maths are double weighted and then 3 subjects are taken from the EBACC subjects and 3
from any other subject.
the difference between the Attainment 8 of the school and then national average attainment 8 for the similar cohorts.
the percentage of pupils achieving at least a C grade in English and maths
the percentage of pupils gaining 5ACEM in the EBACC subjects which are English, Maths, two sciences, a humanities and a language.
A pupil in receipt of the pupil premium.
A pupil not in receipt of the pupil premium.