PUPIL PREMIUM
ACTION PLAN 2014/15
1
PUPIL PREMIUM ACTION PLAN 2014-2015
PUPIL PREMIUM ALLOCATION
2014-2014
Learning Support
£99,110
Contribution Towards Learning Mentor
Salary 12 Months
Meta Cognition and self-regulation
Teaching approaches which encourage
learners to plan, monitor and evaluate
their learning have very high potential
£28,000
Sound Training and Suffolk Reading
Tests
Specialist English and Mathematics
Teachers Salary 12 Months
Small Group Tuition is very effective.
Pupils are grouped according to specific
areas of need and ability.
A qualified teacher is likely to achieve
great progress than support staff
Testing and support for selected
students whose reading age
On average, reading comprehension
approaches improve learning by an
additional five months’ progress over
the course of a school year. These
approaches appear to be particularly
effective for older readers (aged 8 or
above) who are not making expected
2
“Funding is not always targeted on
those who need it, or in interventions
with a track record of successfully
raising achievement.”
Unseen Children: access and
achievement 20 years on (OfSTED)
1:1 Tuition
One to one tuition is very effective in
helping learners catch up
Groups of 1:3 can be very effective also
Short periods (5 – 10 weeks) of
intensive sessions (up to an hour 3 or 4
times a week) tend to have great impact
Small Group Tuition
Research
The Sutton Trust Teaching and Learning
Toolkit considers a wide variety of
common approaches and strategies to
raising achievement and analyses them
based on a range of evidence to identify
the high impact approaches alongside
£33,000
£4,300
cost implications.
This action plan is based on some of the
higher impact strategies identified by
the Sutton Trust so that we can be
confident that we are using
interventions and approaches with a
track record of success.
Relate Counselling
Pupil Premium Intervention Projects
Participation in Duke of Edinburgh
Awards Scheme
progress
Providing confidential support and
guidance for students who are
struggling with social and emotional
issues. Salary of counsellor for 12
months
Evidence shows that, SEL interventions
have an identifiable and significant
impact on attitudes to learning, social
relationships in school, and attainment
itself (on average around three to four
months additional progress).
Funding the provision of a range of
subject related support
Teacher led projects aimed at increasing
engagement in lessons and supporting
achievement in and out of class.
Funding the participation of PP students
in the Duke of Edinburgh Scheme for 12
months
Overall, studies of adventure learning
interventions consistently show positive
benefits on academic learning, and
wider outcomes such as self-confidence.
On average, pupils who participate in
adventure learning interventions appear
to make approximately three months’
additional progress over the course of a
year. The evidence suggests that the
impact is greater for longer courses
(more than a week), and those in a
‘wilderness’ setting, though other types
of intervention still show some positive
3
£4,500
£3,000
£3,000
?
Alternative Curriculum Provision
Educational Visits
Homework Club
impacts.
Funding the provision of alternative
education pathways
Improving the engagement and access
to the curriculum or students
Funding the participation in extracurricular activities
Overall, the impact of extra-curricular
participation on academic learning
appears to be positive but low.
Improved outcomes have been
identified in English, mathematics and
science learning. Benefits have also
been found in both primary and
secondary schools, though on average
greater effects have been identified for
younger learners
Funding the provision of a club ‘55’ on
Tuesday and Wednesday nights staffed
by paid Sixth Form Students
On average, the impact of homework on
learning is consistently positive (leading
to on average five months' additional
progress). However, beneath this
average there is a wide variation in
potential impact, suggesting that how
homework is set is likely to be very
important.
There is some evidence that homework
is most effective when used as a short
and focused intervention (e.g. in the
form of a project or specific target
connected with a particular element of
4
£4,000
£5,000
£2,940
learning) with some exceptional studies
showing up to eight months' positive
impact on attainment. Benefits are
likely to be more modest, up to two to
three months' progress on average, if
homework is more routinely set (e.g.
learning vocabulary or completing
problem sheets in mathematics every
day).
Music Lessons for Students
Transport
Data and Data Analysis
Provide a range of Music instruction for
students
Overall, the impact of Music
participation on academic learning
appears to be positive but low.
Improved outcomes have been
identified in English, mathematics and
science learning. Benefits have also
been found in both primary and
secondary schools, though on average
greater effects have been identified for
younger learners.
Provide transportation for 12 months to
and from school to improve attendance
Provide Midyis, RaiseOnline, Sisra to
enhance the school’s ability to target
underachievement
Excellent data allows teachers to
precisely target students with key
actions and interventions that ensure
progress and the school is able to close
the gap
TOTAL
5
£3,000
£3,000
£4,495
£98,235
Objective
Timescale
Monitoring (who,
How will the effects of the
(from/to)
when, how)
actions be evaluated?
Priority: To close the attainment gap between students who are in receipt of the Pupil Premium grant and those who are not
MDA
Provide targeted
Interventions to
improve outcomes of
Pupil Premium
students
MDA
Ensure all PP students
receive quality first
teaching that is pitched
accurately to their
learning needs
providing appropriate
challenge to allow
progress to be made
and gaps to close
Success Criteria
80 % of Y11 PP
students make three
levels of progress in line
with school targets and
gap closes
66% of PP students
achieve 5 + A*-C
including English and
Mathematics
80% of Pupil Premium
students make 5
sublevels of progress in
KS3
Disadvantaged students
in KS5 make progress in
line with ALIS
Teachers have a clear
understanding of the
abilities of their PP
students and are able to
help students make
rapid progress
Actions
Intervention in
Maths and English
(small group)
Learning Mentor
support
PLV/Governors
Performance and
Standards committee
after every RAMG half
termly
Outcomes of PP and SEND
students against GCSE targets
(80% of students making 3 LP),
progress of students against
targets
5+ A*- C GCSE outcomes,
progress of students against
targets
Sound Training
Outcomes of A2 examinations
and A/S were appropriate
All teachers identify
PP students on their
‘teaching folders’
and have well
thought through and
appropriate
interventions in
place
Students set
aspirational targets
Students’ work is
skilfully assessed to
help students
6
Sept – July
2015
Sept – July
2015
Book looks/Learning
Walks/Lesson
Observations
Progress against targets – PPM
Data. Examination outcomes
progress
MDA
MDA
Seek training and
support to ensure best
practice
School provides
excellent CPD to ensure
best practice
Improve attendance of
PP students from 88.8%
and PA of 8% 20132014 to 93% and a PA
of 4.5%
Attendance of PP
students improves from
88.8% and PA of 8%
2013-2014 to 93% and a
PA of 4.5%
Gaps in students’
learning are
identified and steps
taken to remedy
issues
100 % stake-holders
understand their
roles and
responsibilities in
improving the
progress of Pupil
Premium students
and the key ways
that they can help
students make rapid
progress
Build excellent
relationships with
parents and carers
Sept – July
2015
PLV/Governors.
Updates to
Performance and
Standards Committee
80% Teacher interventions have
had impact on the progress of PP
students evidenced by PPM data,
learning walks, drop ins and
student feedback.
Sept-July
2015
PLV/Governors
Performance and
Standards committee
after every RAMG half
termly
Attendance data and evaluation
of strategies
Sept-July
PLV/Governors
Student reflection logs, Learning
Intervene early and
regularly to ensure
issues are dealt with
effectively
Work closely with
EWO
MDA
7
Work with subject
80% of student
Encourage teachers
leaders, SLT, subject
teachers and students
to improve student
engagement and
enjoyment of lessons
8
feedback evidence
enjoyable and
engagement in lessons.
80% of lesson
observations evidence
good or better lessons
for behaviour for
learning
to deliver exciting
and engaging lessons
Share good practice
Praise excellent
teaching
2015
Performance and
Standards committee
termly
Walks, Lesson Observations