Pupil Premium
September 2013 – August 2014
Allocation £349,828
Pupil
Premiu
m used
for:
Teachin
g staff
Continue
d to
employ
two EAL
Polish
speaking
teachers
to
deliver
an
effective
personali
sed
provision
for
students
whom
English
is an
addition
al
languag
e.
Amount
allocated to
the
intervention
/ action.
(£)
Is this a new
or continued
activity/
cost centre?
Brief
summary of
the
intervention
including
details of
year groups
and students
involved, and
the
timescale.
Intended
Outcome
How will
this
activity be
monitored
, when
and by
whom?
How will
success
be
evidenced
?
Actual impact: What
did the action or
activity actually
achieve?
£91,037
Continued
20 Week
Induction
programme
for students
who are
beginners in
English. The
students then
progress to
the
elementary
and
intermediate
programmes.
Student’s
confidence
will grow
and they
will gain
sufficient
knowledge
of English
language to
move to the
elementary
and
intermediat
e groups
and be
confident to
attend
mainstream
lessons.
½ Termly
by EAL
Coordinator
– Data
tracking
sheet will
show
progress –
Student
interviews.
Students have gained
the foundation to
learning English as a
second language.
Without basic
understanding they
are unable to
progress.
34 students have
accessed the intensive
language
development
programme. 9
students have
progressed from
beginner to
elementary level, 4
students from
beginner to pre
intermediate level, 18
students from
elementary to pre
intermediate level, 2
students from pre
beginner to beginner
and 2 students are
still beginners. 65% of
EAL students achieved
a C or above in their
Intervention
for year 11 to
prepare for
exam.
In class
support.
English GCSE 2014.
Appointe
d an
experien
ced
English
teacher
10/10/1
3 for 1:1
tuition
on an
hourly
basis.
After
school
hours
English
1:1 /
small
group
intervent
ion
delivered
by
permane
nt
English
staff.
Appointe
d 2 full
time
English
graduate
s
10/03/1
4 and
17/03/1
4 to
deliver
English
intervent
ion
sessions.
£7,015
Appointe
d a full
time
English
graduate
on a
£22, 366
New
Coaching
year 11
students to
prepare them
for GCSE
controlled
assessments
and GCSE
exam.
Students to
achieve
their target
grades.
Every 4
weeks –
Subject
LeaderYear 11
tracking
sheet.
July 2014 GCSE
English data shows
that 74% of students
at Ashcroft achieved
an A* - C grade.
87% of students
made 3 levels of
progress (target 73%)
78% of Pupil Premium
students made 3
levels of progress.
92% of Non -Pupil
Premium students
made 3 levels of
progress.
£11,834
New
1:1 sessions
with year 11
students not
working at
their target
grade.
KS4
students to
achieve
their target
grade.
Every 4
weeks –
Subject
LeaderYear 11
tracking
sheet
£30,485
New
Coaching
year 11
students to
prepare them
for GCSE
controlled
assessments
and GCSE
exam.
KS4
Students to
achieve
their target
grades.
Every 4
weeks –
Subject
LeaderYear 11
tracking
sheet.
Also working
with groups
of KS3
students L4c
and below.
New
Accelerated
reader is
timetabled
twice a
fortnight for
all year 7
KS3
Students to
be working
at a secure
L4 by the
end of the
academic
year.
Year 7
students to
enjoy
reading and
test results
show that
This is significantly
above the national
average of 61%, LA
target 65% and FFT
estimate 60%.
½ Termly
–Subject
Leader–
English
tracking
sheets.
Star Tests
– KS3
Interventi
on Coordinator.
LRC is now set up for
Accelerated Reader
and all year 7 classes
have started the
programme and
progress is shown on
fixed
term
contract
09/ 2013
– 07/14
to set up
Accelera
ted
Reader
and
deliver
the Lit
Program
me and
other
intervent
ions.
Appointe
d a full
time
maths
graduate
09/13 to
deliver
maths
intervent
ion
sessions.
After
school
hours
maths
1:1 /
small
group
intervent
ion
delivered
by
permane
nt maths
staff.
Extra
teaching
capacity
during
school
week to
support
in
English
and
students.
their level
of reading
has
accelerated.
star test sheets.
£22,366
New
1:1 sessions
and small
group
withdrawal of
year 11
students not
working at
their target
grade.
KS4
students to
achieve
their target
grade.
Every 4
weeks –
Subject
Leader Year 11
tracking
sheet
£15,499
New
1:1 sessions
with year 11
students not
working at
their target
grade.
KS4
students to
achieve
their target
grade.
Every 4
weeks –
Subject
LeaderYear 11
tracking
sheet
£40,977
Continued
Year 11
students not
reaching their
target grades
have been
targeted.
KS4
students to
achieve
their target
grade.
Every 4
weeks –
Headteach
er and
Deputy
Headteach
erHeadline
template –
RAP
July 2014 GCSE Maths
data shows that 61%
of students at
Ashcroft achieved an
A* - C grade. This
result is almost in line
with the national
average of 62% and
significantly above the
LA target of 55% and
FFT estimate 48%.
69% of students
made 3 levels
progress (target
54%).
59% of Pupil Premium
students made 3
levels of progress.
75% of Non -Pupil
Premium students
made 3 levels of
progress.
Number of students
who achieved their
target grades
increased significantly
compared to tracking
data in September.
maths
and
intervent
ion after
school,
weekend
s and
holidays
to
improve
GCSE
results.
Appointe
da
Maths
tutor for
1:1
tuition
on an
hourly
basis.
Maths
1:1
intervent
ion
during
registrati
on with
a maths
teacher.
Educati
on
support
staff
2 TAs
deliver
after
school
numerac
y
sessions.
meetings.
£1,600
New
Working with
year 8
students L4c
and below.
Students to
be working
at a secure
L4 by the
end of the
academic
year.
½ Termly
–Subject
Leader –
Maths
tracking
sheets.
£3,086
New
1:1 with Year
7 students
underperform
ing in their
Year 7 maths
tests.
Year 7
students to
achieve
their target
grade.
½ Termly
– Year 7
tracking
sheet.
28 Year 8 students
had below L4 data in
maths (September
2013).
July 2014 data shows
25 students are still
working at below L4.
Intervention
strategies have had a
positive impact on the
majority of students
however high mobility
of students has meant
that the number of
students below level 4
has not decreased
significantly.
Mobility year 8: On =
13 Off = 19
88% of students
made progress.
Average progress was
2.9 sub levels.
£713
New
Year 7 - 11
numeracy
intervention
for students
identified as
requiring
additional
support to
To improve
students
numeracy
by revisiting
and
decoding
basic
numeracy
½ Termly
through
APP
assessmen
ts and
internal
“soft skill”
assessmen
Students have
demonstrated
competence in the
skill areas and have
identified they are
more confident to
work on mathematical
activities. 50% of KS3
achieve their
target grade.
2 TAs
deliver
after
school
literacy
sessions.
£1,222
New
2 TAs
deliver
after
school
PSHCE
sessions.
£713
New
Year 7 - 11
literacy
intervention
for students
identified as
requiring
additional
support to
achieve their
target grade.
Dyslexia
group Years
7 - 9 until the
summer
when the
course will be
reviewed.
Y 7-9
continuous
until they
choose they
do not wish
to attend, or
the TA feels
they will gain
no further
benefit
skills such
as addition
and
subtraction.
The
intervention
uses
interactive
resources to
engage
students in
practical
activities
which
support the
student to
engage in
mathematic
al subjects
that,
through the
classroom
they
struggled to
understand.
To underpin
English
lessons with
the literacy
skills
necessary
to improve
achievemen
t levels.
ts.
students made
progress.
33% of SEN students
achieved a C or above
in English GCSE July
2014. TAs are now
linked to faculties to
enable more effective
planning with the
teachers they support.
½ Termly
through
APP
assessmen
ts and
internal
“soft skill”
assessmen
ts.
88% of KS3 students
made progress, 44%
made more than 2
sub levels progress.
52% of SEN students
achieved a C or above
in English GCSE July
2014. TAs are now
linked to faculties to
enable more effective
planning with the
teachers they support.
To develop
effective
communicat
ion and
problem
solving
skills.
Vulnerable
students
will develop
½ Termly
progress is
measured
through
personal
journeys
and
interaction
with
peers.
KS4 students have
identified their own
needs and what they
would like to learn
enabling them to
develop further life
skills. Students are
able to raise concerns
and no longer feel
vulnerable.
Y10-11
continuous or
until the TA
feels they will
gain no
further
benefit.
4 House
Support
Assistant
s deliver
small
group
work
sessions
for
anger
manage
ment
and
pastoral
support.
1 Maths
TA
delivers
intervent
ion for
students
below
Level 4
at KS3.
Previous
Ashcroft
student
now
studying
maths at
6th form,
voluntee
ring in
maths
faculty.
a group of
peers who
will support
them in a
range of
activities.
Support to
manage
anxiety and
develop
skills to
“survive”
secondary
school
changes
such as
puberty.
To provide
students
with
strategies
to manage
their anger.
Success is
measured
through
changes in
the
students
personal,
social and
emotional
needs,
and
managem
ent of
these.
HSAs at
end of
each
programm
e–
student
interview
–
behaviour
log.
HSAs developed the 6
week programme and
delivered to 16
students. Their
behaviour will now be
monitored to measure
the impact.
£2,340
New
6 Week
programme
working with
identified
students in
each house.
£7,014
New
Working with
KS3 students
L4c and
below.
Students to
be working
at a secure
L4 by the
end of the
academic
year.
½ Termly
–Subject
Leader–
Year 7
tracking
sheet.
86% of students
made progress and
are now able to
access the KS3 maths
curriculum.
No cost
New
Working with
Year 9
students not
reaching their
target grade.
Students to
achieve
their target
grade.
Every 4
weeks –
Year 9
tracking
sheet –
Subject
Leader
100% of students
made progress.
Average progress
made was 2.7 sub
levels.
Talking
Partners
strategy
delivered
by EAL
TA
£4,011
Continued
EAL
Consultant
(LA )
introducing
TP designed
especially for
secondary
schools. This
new format
will be
embedded in
the summer
term.
The Talking
Partners
programme
improves
the way
students
communicat
e across the
curriculum,
enabling
them to be
independen
t and skilful
speakers
and
listeners. It
is a
structured
oral
language
programme
which raises
levels of
achievemen
t. It also
helps
students
become
more
confident
and
competent
users of
English.
½ Termly
EAL
coordinato
r – TP
tracking
sheet.
Students more
confident in speaking
and listening and
other fundamental
skills to enable
inclusion in lessons.
1
addition
al
English
TA to
support
pupil
premium
students
in
lessons.
£20,287
New
Working with
PP students
not reaching
their target
grade.
PP Students
to achieve
their target
grade.
½ Termly
– Faculty
tracking
sheets –
Subject
Leader.
July 2014 GCSE
English data shows
that 74% of students
at Ashcroft achieved
an A* - C grade.
This is significantly
above the national
average of 61%, LA
target 65% and FFT
estimate 60%.
87% of students
made 3 levels of
progress (target 73%)
78% of Pupil Premium
students made 3
levels of progress.
92% of Non -Pupil
Premium students
made 3 levels of
progress.
Educati
on
resourc
es
Purchase
d licence
for
Lexia.
Purchase
d licence
for
Accelera
ted
Reader
and
purchase
d new
books to
set up
the
intervent
ion.
£6,579
New
24 Students
in Year 7–9
£15,803
New
All year 7
students
receive a
timetabled
lesson for AR
in the LRC
every week.
Student’s
literacy will
improve
through the
use of
technology.
Lexia will
accelerate
the
developmen
t of
student’s
critical
foundation
literacy
skills and it
will be
effective in
remediating
struggling
readers.
Significant
gains in
reading
achievemen
t will be
shown.
Students
are able to
search for
books at
their
interest and
reading
level.
Students
read a
book, take
an AR Quiz,
and get
immediate
feedback.
Students
½ Termly
– KS3
Interventi
on Coordinator.
Summary sheet shows
significant
improvement.
82% students made
progress in reading
and writing over 1
term. Most significant
impact was 7 sub
levels improvement in
reading and 5 sub
levels in writing.
Teachers
of each
group
monitor
and
manage
students'
independe
nt reading
practice.
Teachers
set
personalis
ed goals
for each
student.
All year 7 students
now receive a
timetabled lesson for
AR in the LRC every
week. Teachers of
each group monitor
and manage students'
independent reading
practice and set
personalised goals for
each student.
Teachers get reliable
reports on reading
comprehension,
vocabulary and
literacy skills.
Mathswa
tch CDs
£1200
Continued
Mathswatch
CDs have
been
distributed to
year 11
students.
Dyslexia
Screener
£5.30 per
assessment
(min 10)
£53
New
Enables the
screening of
dyslexic
attributes
and whether
further
assessment is
required.
Dyslexia
Portfolio
£170
New
Full
diagnostic
assessment
then get
excited and
motivated
when they
see their
progress.
Teachers
get
reliable
reports on
reading
comprehe
nsion,
vocabulary
and
literacy
skills.
Each student has now
been assessed and
has a NC level for
reading and a reading
age which will be
used to measure
progress and allow
teachers to set
personalised goals.
The
Mathswatch
CD provides
students
with a tutor
at home. It
goes
through
each topic
using step
by step
explanation
s and there
is a revision
section at
the end of
each topic.
Students
will be more
confident in
maths and
achieve
higher
grades at
GCSE if
they use
the CD.
Enables
students to
be screened
prior to full
assessment
reducing
cost if “no
signs” of
dyslexia are
identified.
Enables the
school to
assess
½ Termly
Subject
Leader –
Tracking
sheet will
show
progress.
July 2014 GCSE Maths
data shows that 61%
of students at
Ashcroft achieved an
A* - C grade. This
result is almost in line
with the national
average of 62% and
significantly above the
LA target of 55% and
FFT estimate 48%.
69% of students
made 3 levels
progress (target
54%).
Monitored
after
assessmen
t by
SENCO
Has been effective at
screening students
and more cost
effective than a full
assessment as both
students identified as
having “no signs”
Monitored
after
assessmen
Excellent tool which
identifies students
with dyslexia and
Purchase
d licence
for
Mathletic
s
Extend
ed
school
activiti
es
Breakfas
t club
of dyslexia
students for
dyslexia
using the
assessment
tool and
online data
system to
identify
need. Is an
immediate
assessment
rather than
waiting for
referral and
is more cost
effective.
t by
SENCO
gives a 5 page report
on strategies to help
the student.
£180
New
35 year 7
students
have
participated
in this
intervention.
Mathletics
will help
students to
enjoy maths
and
improve
their
results. It
also
develops a
link
between
home and
school.
½ Termly
Subject
Leader
Progress to be
monitored from
September. Students
reported that they
enjoyed the Mathletics
programme.
£22,549
Continued
Daily
breakfast
club provided
for all
students.
Breakfast
Clubs have
been proven
to have a
positive
impact on
punctuality,
academic
results,
Improved
attitudes
towards
healthy
breakfast
provision,
as well as
helping to
create a
positive
rapport
between
teachers
and pupils.
½ Termly
HSAs –
Attendanc
e,
punctualit
y and
behaviour
data
shows an
improvem
ent for
each
student
attending.
Punctuality has
improved since the
‘Breakfast Club’ was
introduced in Nov
2013.
September – average
lates per student =
1.73
November – January
average lates per
student =1.69
concentration
, behaviour
and
attainment.
Student led
activities
during this
time will also
benefit the
students
personally
and
pastorally.
Attendance,
punctuality,
behaviour
and levels
of
concentratio
n improve
as a result
of healthier
foods being
provided in
the
morning.
Year 11
Geograp
hy field
trip
£800
New
1 day field
trip off site
for year 11
students
studying
geography
GCSE.
Students
GCSE
controlled
assessment
grades will
be higher
than their
target
grade.
Subject
Leader Controlled
assessmen
ts met or
exceeded
their
target
grade.
66% of students met
their FFT target. 55%
achieved A*-C grade.
Learning
Resourc
es
Centre
open
until
4.45 pm
Monday
and 4pm
other
days
fully
staffed.
£12,764
New
LRC is open
to all
students
every day
after school.
½ Termly
by LRC
manager –
Student
survey.
Attendance at the LRC
has been so
successful that the
opening hours have
been extended to
5pm every day.
Refresh
ments
for all
year 11
revision
sessions
taking
place
£8,312
New
Year 11
students
attending
revision
classes are
provided with
plenty of
healthy
Students
who do not
have
internet
access or a
quiet space
at home will
use the LRC
to complete
homework
and
independen
t study.
Other
students
will attend
to read for
pleasure.
Attendance
at
intervention
sessions will
improve
and
students
will be more
½ Termly
Subject
Leaders
for English
and Maths
–
Attendanc
e at
Number of students
who achieved their
target grades
increased significantly
compared to tracking
data in September.
after
school,
weekend
s and
holidays.
Peer
support
Spelling
mentors
and
reading
mentors
(reading
and
spelling
interven
tion)
snacks and
drinks to
ensure they
have
nutritious
food at
regular
intervals.
Providing
refreshments
encourages
students to
stay after
school for
extra help.
focussed.
GCSE
results will
improve.
revision
and an
increase in
students
working at
their
target
grade.
No cost
Continued
All students
are paired
appropriately
with another
student in
their tutor
group to act
either as the
tutor or
tutee.
Both the
tutor and
tutee will
benefit from
peer
support.
Students
will be
paired with
a 2 year
gap, the
best results
are
achieved
when the
low
achieving
students
are paired
with older
low
achieving
students
and high
achieving
paired with
high
achieving.
½ Termly
Peer
Tutors –
Students
will be
able to
spell and
read
words
they
previously
couldn’t.
Students
will also
improve
their basic
numeracy
skills in
particularl
y their
times
tables.
Students have
reported that having a
peer mentor has given
them more confidence
and improved their
literacy and numeracy
skills.
£100
Continued
Termly
certificates
and owl
badges
Number of
students
achieving
above their
Termly
tracking
data Data
Rewards were given
for outstanding
progress in English
and maths to 101
Numera
cy
mentors
for basic
maths
interven
tion.
Reward
s
Achieve
ment
awarded to
all students
achieving
above their
target grade
in English
and maths.
target
grade in
English and
maths
increases.
Manager
students.
Attendan
ce
£300
Continued
Termly
certificates
awarded to
all students
achieving
100%
attendance
during term.
Vouchers
given to 5
students in
each house
(1 from each
year).
Number of
students
achieving
100%
attendance
increases.
Termly
attendanc
e data Data
Manager
Attendance overall
improved across the
school;
2012/2013 = 92.7%,
2013/2014 = 94.2%
(up to end of Spring
term) and the gap
between individual
Houses has narrowed.
Difference between
top ‘House’
attendance and
lowest ‘House’ Sept
2012 – Mar 2014 =
3.4%
Difference Sept 2013
– May 2014 = 1%
(2% improvement).
Overall school
attendance:
May 2013 = 93.3%
May 2014 = 95%
Behavio
ur
£300
New
Termly
certificates
awarded to
all students
achieving no
behaviour
incidences.
Vouchers
given to 5
students in
each house
(1 from each
year).
Number of
students
achieving
no
behaviour
incidences
increases.
Termly
behaviour
data Data
Manager
180 Students with no
behaviour points in
any lesson received a
raffle voucher.
Stationery to be
distributed to all
named students in
September 2014.
£,1205
New
2 year 11
LAC students
were
Students
will be able
to use
½ Termly
tracking
data -
Both students met
their FFT targets in
English and Maths.
CLA
Laptops
Staff
Trainin
g
Maths
£1,550
TA
complete
d 1St
Class@N
umbers
Maths
training.
Lit
Program
me
training
for 8
£3,500
provided with
a laptop to
work
independentl
y at home
preparing for
GCSE exams.
online
revision
packages
purchased
by the
school, for
example
SAM
Learning
and
MyMaths to
prepare for
their GCSE
exams.
Deputy
Headteach
er –
Tracking
sheet will
show
progress.
New
Working with
KS3 students
L4c and
below in
maths.
Intervention
aimed at
students
who need a
helping
hand to
catch up
with their
peers. It is
taught in
addition to
maths
lessons.
The
intervention
is targeted
at students
4C and
below and
aims to
accelerate
progress so
that
students
achieve a
secure L4
by the end
of year 7.
½ Termly
Subject
Leader –
Tracking
data.
TA confident in
delivering package.
86% of students
made progress and
are now able to
access the KS3 maths
curriculum.
New
Working with
KS3 students
L4c and
below in
English.
The reading
and writing
skills of
year 7
students
½ Termly
Subject
Leader–
Tracking
data.
23 students have
taken part in the Lit
project. 83% of
students have made 2
levels progress in one
member
s of
staff.
4 House
Support
Assistant
s
received
training
on how
to
deliver
anger
manage
ment
sessions.
£400
Middle
£4,000
Leaders
meetings
have
been
devoted
to
New
HSAs deliver
a 6 week
programme
for students
who have
been
identified as
having anger
management
issues. In
these
sessions,
students
learn
strategies to
deal with
anger.
New
Every child
knows how
they are
doing, and
understands
what they
need to do to
will
improve.
Students
will be
equipped
with
strategies
for learning
and
understandi
ng. The
programme
is targeted
at students
4C and
below and
aims to
accelerate
progress so
that
students
achieve a
secure L4
by the end
of year 7.
Identified
students
know the
fundamenta
ls of staying
calm and
implement
the skills
that they
have learnt
to prevent
any further
behaviour
issues. The
number of
behaviour
incidences
for these
students
decreases.
Staff ensure
feedback is
capable of
producing
improveme
nts in
students
term. 17% of
students have made 1
level progress.
½ Termly
HSAs –
SIMs
Behaviour
data.
HSAs developed the 6
week programme and
delivered to 16
students. Their
behaviour will now be
monitored to measure
the impact.
½ Termly
AHTs –
Book
scrutiny.
An agreed marking,
assessment and
feedback model for
each subject is now in
place.
developi
ng
Assessm
ent for
Learning
strategie
s, these
have
been fed
back in
faculty
meetings
for staff
to use.
Further
training
is
planned
with
Dylan
Wiliam
next
academi
c year.
Metacog
nition
Tutors
have
been
provided
with
resource
s to
teach
the
students
strategie
s and
£250
New
improve and
how to get
there. They
get the
support they
need to be
motivated,
independent
learners on
an
ambitious
trajectory of
improvement
; every
teacher is
equipped to
make wellfounded
judgements
about pupils’
attainment,
understands
the concepts
and principles
of
progression,
and knows
how to use
their
assessment
judgements
to forward
plan,
particularly
for pupils
who are not
fulfilling their
potential.
All students
are involved
in this
intervention
which takes
place during
tutor time
and each end
of term day.
learningStudents
KS3 and
GCSE
results
improve.
Students
develop
transferrabl
e skills
which will
contribute
to lifelong
learning.
Students
will have a
more
positive
attitude to
the learning
½ Termly
Tutors Student
survey
There has been an
increase in the use of
teaching approaches
which encourage
students to plan,
monitor and evaluate
their learning. Think,
pair, share and 3 Bs
(brain, book, buddy)
before me are now
used frequently.
approac
hes for
more
effective
learning.
Johnny
Ball
delivered
maths
worksho
ps for
KS3
students
.
process.
£750
Continued
Workshop
aimed at
making
maths more
appealing for
pupils.
Maths is
brought
alive for the
students
through a
series of
interactive
problem
solving
activities.
Student
survey
Both students and
staff were left with a
new understanding
and enthusiasm for
Maths.