Pupil premium strategy statement: Carterton Community College
1. Summary information
School
Carterton Community College
Academic Year
2016/17
Total PP budget
£147,485
Date of most recent PP Review
n/a
Total number of pupils
639
Number of pupils eligible for PP
88(PP)
190 (Ser)
Date for next internal review of this strategy
Jan 2017
2. Current attainment
Pupils eligible for
Service Premium
(school)
% achieving 5A* - C incl. EM (2015/16 only)
achieving expected progress in English / Maths (2015/16
only)
Pupils eligible for PP (your school)
59.0%
66.7%/76.9%
Pupils not eligible for PP (national average)
64.7%
39.1%
47.6% / 63.6%
75.8% / 73.4%
Progress 8 score average (from 2016/17)
+0.24
+0.09
0.12
Attainment 8 score average (from 2016/17)
47.9
43.1
52
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)
(i)
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.
(ii)
All pupils who are eligible for PP are making less progress than other pupils across Key Stage 3. This prevents sustained high achievement through KS4.
(iii)
Behaviour issues for a small group of Year 10 pupils (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers.
(iv)
Current attendance rates (although improving) are below the expected 95% NA for PP students. Data affected by EHCP SEN and PP students in particular with significant
attendance issues.
(v)
MA/PP not overtly shown on seating plans. Teaching inconsistency
External barriers (issues which also require action outside school, such as low attendance rates)
D.
Attendance rates for pupils eligible for PP are 91.5% (below the target for all children of 95%). This reduces their school hours and causes them to fall behind on average however
they are making better progress but their attainment is lower as they are not in school enough to benefit from high quality teaching.
CCC Sept 2016
4. Outcomes
Desired outcomes and how they will be measured
Success criteria
(i)
High levels of progress in literacy and numeracy for all pupils eligible for PP. Improved handwriting
support for targeted students
Pupils eligible for PP make more progress by the end of the year than
‘other’ pupils so that at least 100% meet expected targets. The transfer
from expected standard to the College’s ECAM Assessment without
levels expectation means that any MA disadvantaged Pupil in English
should be reaching mastery by the end of the year. Other pupils still make
at least the expected progress so they are in the confident bracket. Any
pupils not meeting the expected standards should be at least emerging at
the end of the year and a higher proportion should be hitting the confident
band in E&M. This will be evidenced using accelerated reader
assessments and English and Maths written assessments in October,
March and June.
(ii)
Improved rates of progress across KS3 for pupils eligible for PP.
Pupils eligible for PP make as much progress as ‘other’ pupils identified
as high attaining, across Key Stage 3, so that 85% or above are on track
for 4 levels of progress by the end of KS4. Where they are not, faculties
are putting in place wave 1 interventions, monitored by heads of faculties
(HOF) and senior leadership team.
(iii)
Behavioural issues of Year 10/11/8 addressed.
Fewer behaviour incidents recorded for these pupils on the school system
(without changing recording practices or standards). LLD records reduced
for this cohort.
(iv)
Increased attendance rates for pupils eligible for PP.
Reduce the number of persistent absentees (PA) among pupils eligible
for PP from 12.1% to 10% or below. Overall attendance among pupils
eligible for PP improves from 91.5% to 95% in line with ‘other’ pupils.
(v)
MA/PP seating plans
All seating plans for all lessons show MA/PP and current working at
grade
(vi)
All Y11 PP students able to access study revision guides. External guidance for all Y11 incl PP
All Y11 receive revision guides appropriate to their GCSE subjects (core)
and options. All PP students attend the Evolve sessions X3/year and 1:1
provision as appropriate through mentor recommendation if in the ‘target
10’ group
(vii)
Improved progress for high attaining pupils
MA&disadv pupils are key forgotten group. Progress of each of these
individuals tracked appropriately and they attain and progress at the
same rate as non-MA/disadvant. Targets appropriately set with FFT
aspire at appropriate top20% grades for these students. Interventions
analysis show they are on track.
(viii)
Improved developmental feedback when marking work
All pupils received appropriate developmental feedback from staff so that
they can overtly demonstrate progress in books.
CCC Sept 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 How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Quality first teaching
consistent with
appropriate pace. (ref
link SDiP T&L)
CPL on self-regulated
extended writing
opportunities for relevant
teachers.
We want to offer high quality teaching to all
these pupils to further drive up results.
Course devised using evidence of
effectiveness, cover staff organised well in
advance. Peer observation of attendees’
classes after the course, to embed learning
(no assessment).
EB/SLT/DB
Jan 17
Improved literacy
progress
Monitor using Accelerated
Reader effectively to
assess the components of
language.
Change of Challenge 5’s
and spaghetti focus to
Literacy poster focus
Limited extended writing opportunities
identified as an area of weakness from
moderation and links with National Literacy
Trust.
Accelerated Reader was shown to have a
positive impact in an independent evaluation.
NLT report demonstrates school self-review
and focus accurate.
Tutor time dedicated Literacy focus ensuring
in particular MA/disadv and MA disadvan
students monitored closely by SLT.
Literacy lead
October, March and
June 17
Improved
developmental
feedback when
marking work
Staff training on high
quality feedback to be part
of staff development
meetings led by Blu-Sky
experts identified by SLT.
Changes to policy with
enforcement of “nonnegotiables” from Sept
2016
We want to invest some of the PP in longer
term change which will help all pupils. Many
different evidence sources the EEF Toolkit
suggest high quality feedback is an effective
way to improve attainment, and it is suitable
as an approach that we can embed across
the school.
This will focus specifically developmental
feedback in English linked to robust and
succinct success criteria.
Course selected using evidence of
effectiveness and discussed with SLT
Use INSET days to deliver training.
Peer observation of attendees’ classes after
the course, to embed learning (no
assessment).
Lessons from training embedded in school
feedback policy.
Initial, 3 month and 6 month evaluation of
impact through Blu-Sky monitoring linked to
annual MER schedule.
SLT/T&L
lead/HOF
October/Jan
17/June17
CCC Sept 2016
Iris connect to be used to support teachers
identified with underachieving groups to self
–regulate particular attention towards PP
groups. Through a combination of
pedagogical knowledge and teacher subject
knowledge we involved SLT contributors and
peer support.
All Y11 PP students
able to access study
revision guides.
External guidance for
all Y11 incl PP
Revision guides provided
for all students taking
GCSE and A level who are
eligible for PP.
Previous self-evaluations have shown that
PP students use revision guides as a barrier
to achievements and knowledge of this
comes late in the revision process. Providing
guidance on meta cognition as highlighted in
EEF toolkit, ensures students begin to focus
on learning to learn strategies at the correct
time.
PP and other students have access to
Evolve education programme as external
provider. Additional sessions available for PP
students and <MA Disadv students so as to
guide all Y11 on how to revise and when
appropriate to their meta cognition and selfregulation abilities. (8+ months development
from toolkit as evidence base)
T&L lead/
HOF/Sixth
form lead
October/January/
March and ongoing.
Total budgeted cost £31,000
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Improved handwriting
support for targeted
students
Tutor and whole staff focus
on improved handwriting
for selected pupils in each
Year group
Some of the students need targeted literacy
support to improve handwriting in order to
develop a more fluent style and ensure
evidence for extended writing opportunities
to happen further.
Lit/SLT/MAP
P co-ord
Jun 17
Head of F
Eng and Mat
Mar 17
This is a programme which has been
independently evaluated and shown to be
effective in other schools.
Organise timetable to ensure staff delivering
provision have sufficient preparation and
delivery time.
Consult other local schools in WOLP who
have used any particular programmes to
identify any potential barriers to good
implementation.
Data tracking of these students to show
impact of the programme.
MA/Pupil Premium Co-ordinator to liaise with
parents of targeted children.
Improved progress for
high attaining pupils
Weekly small group
sessions in maths and
English for high-attaining
pupils with HOF or
equivalent, replacing tutor
time or assembly.
We want to provide extra support to increase
high attainment.
Small group interventions with highly
qualified staff are known to be effective.
We want to combine this additional provision
with some ‘aspiration’ interventions such as
talks from successful former pupils.
FFT targets altered appropriately
CCC Sept 2016
Extra teaching time and preparation time
paid for out of PP budget, not sought on a
voluntary basis.
Engage with parents and pupils before
intervention begins to address any concerns.
Track data in English and maths at 3 key
points, October, March and June
HOFs to observe sessions and provide
feedback / support.
Access to wider
curriculum for PP
students
Weekly access for
individual students to
curriculum provision at
Abingdon and Witney
College
Some students who are unable to access our
curriculum are provided with additional
support to follow a course with a local
provider.
Monitoring of the impact of this course on the
outcomes for those students who attend this
provision. Linked connections and interviews
with students.
Head of Past
October/January/
March and ongoing.
Total budgeted cost £69,000
iii. Other approaches
Desired outcome
Chosen action /
approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Increased attendance
rates particularly for PP
students
Attendance officer to
monitor pupils and follow
up quickly on truancies.
First day response
provision.
NfER briefing for school leaders identifies
addressing attendance as a key step. We
can’t improve attainment for children if they
aren’t actually attending school. Targeted
reduction in PA in line with school FSM
median trend line
Thorough briefing about existing absence
issues re school processes work smoothly
together from Attendance officer
Same day calls about progress for target
students and reduced timetable integration
programme to ensure students attend on a
regular basis, building to full timetable.
Personalised support and assertive mentor
assigned to each PA pupil eligible for PP.
Letters about attendance to parents /
guardians.
MA/Pupil
Premium
Coordinator
Head of
Pastoral
Attendance
Officer
Jan 17
European driving
licence
Focus on Y11 PP group
Those students who are not on track to
achieve a good set of grades (5A*-C)
through current provision will have this option
We will bring in an external provider to
support students through a short intense
programme after April data analysis
KS
April 2017
Isolated behaviour in
Year 11/10 and
possibly Y8 addressed
Through Gary Bloom
interventions
Identify a targeted
behaviour intervention for
identified students.
The EEF Toolkit suggests that targeted
interventions matched to specific students
with particular needs or behavioural issues
can be effective, especially for older pupils.
This worked well i9nj the previous year but
more needed
Ensure identification of pupils is appropriate,
transparent and properly recorded.
Monitor behaviour but also monitor whether
improvements in behaviour translate into
improved attainment.
Achievement/effort points to be a focus for all
staff. Case study ref on OXON’s KEEP
website
Gary Bloom
Inclusion
Mentor
Jun 17
Total budgeted cost £37,000
CCC Sept 2016
6. Review of expenditure
Previous Academic Year
2015-16
i. Quality of teaching for all
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
Improve attainment
across the curriculum
especially in Science
Maths and English
Extra staff support in these
key areas
Mixed: PP aspirations improved. We measured
the impact on attainment for all children, and PP
eligible made expected progress. Staffing issues
in Science made limited on core and additional.
Maths held standards. English expected progress
dropped from previous years.
Success criteria: not fully met.
SLT and students were positive about the exrtra
support we believe it has affected attitudes of students.
We will not continue implementing the approach and
monitoring closely those areas ENG and SC that have
not made expected progress for some key groups.
£7,200 per teacher
for 0.3 X3 teachers.
Plus staff cover for
training days.
£21,600
CEIAG advisor and
alternative curriculum
provision
Independent post 16 and
Y11 information, advice
and guidance
Mixed: PP students were given some advice but a
change to the leadership at sixth form midway
through the year yielded increased impetus.
Standard support from “Adviza” very effective and
for Y11 those entering sixth form here at College
have only done so on merit and otherwise have
been signposted elsewhere.
Timing and regularity as well as student enforcement at
post 16 all led to some not all achieving appropriate
placements. Tracking of PP too sporadic. We will
continue this approach but specifically track
destinations and achievement of PP this year.
£ 300/student in
sixth form
£16,000
ii. Targeted support
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
LAC TA support
One to one tuition
delivered by Teaching
assistant
High: observed increased progress amongst
participating children compared to peers, as
measured using grade sweeps Success criteria:
met.
This seemed to be most effective when the focus area
was determined by the class teacher based on their
observations of the pupil. We will continue next year.
£1550 per pupil for
6 pupils. X3 terms
£27,900
PP P6 enrichment
activities
Targetted interventions to
PP to improve attendance
and develop confidence
Medium. It was dependent on the activity that
highlighted impact. E.g. Climbing supported those
with slow self-esteem and improved confidence
but not sustained long enough to see longer term
impact Success Criteria: partly met
Longer term impact needed. Personalised approaches
for specific students will mean that the Y7/8 PP
students will be tracked in P5 on Thursdays weekly to
ascertain intervention impacts.
£12,250
CCC Sept 2016
Gary Bloom Y11
intervention
Small Y11 group with high
disaffected boys incl PP
students
Medium: Grades for this group on average out
performed boys on the whole however the
intervention came too late and was intermittent.
Success Criteria partly met
This approach will start earlier this year and be
intensified in length. The need to focus other key Year
groups will ensure better long term analysis of
intervention.
£2,110 per pupil
£31,650
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
Life skills/COPE
teaching
Summer school
programme for Y7 with one
intensive week of literacy
and aspiration focus and
target activities for Y6
teacher to complete prior to
summer school.
Medium-low: positive impact for students who
attended but many few did not. Success criteria:
Next year we will try to provide more intensive afterschool support instead as well as Active Learning
summer programme, with parental engagement to
encourage attendance.
£840 per pupil for
21 pupils. £17,640
Counselling Services
Support for poor
attendance and high
quality integration from
counsellor and transition
co-ordinator
High: Mobility of our catchment due to proximity of
Brize Norton and the associated psychological
family issues needs transitional and ongoing
support from councillors. Without this service, PP
students would not progress as well and the
service achievement would be different than non
sservice
This is a good service with estimated high impacts. We
need to continue to track those receiving guidance and
link the outcomes of counselling intervention to the
progress against the new GCSEs and the AWL initiative
school has implemented.
£23,500
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
A case study review of the Gary Bloom intervention is available on the OCC website (KEEP)
Continued targeted approaches for 2016 are embedded in schools SDiP
CCC Sept 2016