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Pupil premium impact review for 2016-17

1. Review of Expenditure
Academic Year2016/17Total PP budget£134,450.00Actual PP expenditure £135,980.00
Total Students903Eligible for PP145 (16%)Date of ReviewSept. 2017
 Significantly Above National  Comparable to National  Significantly Below National
2016-17 Pupil Premium Outcomes Actual Results Pupil Progress National
Number of Students / % Matched392624100%96%100%---
Attainment / Progress 8 (Overall)
Attainment / Progress 8 (English)
Attainment / Progress 8 (Maths)
Attainment / Progress 8 (Ebacc)
Attainment / Progress 8 (Open)
% English & Maths (Grade 4+)77%77%79%18%17%20%41%70%62%
% English & Maths (Grade 5+)--33%---1%23%48%41%
% Ebacc (Grade 4+)33%27%33%15%8%15%11%28%23%
% Ebacc (Grade 5+)--21%--5%9%25%21%
Strand One: Disadvantaged students to achieve improved progress, and close gaps to non-pupil premium students, in Attainment and Progress 8, English, Maths and EbaccCost 2016-17
(a) Pupil Premium Champion to act as an advocate for Pupil Premium students:
  • identification
  • data tracking and monitoring
  • departmental liaison with Pupil Premium advocates
  • coordination of priority intervention
  • sharing Academy T&L strategies and effective individual approaches
(b) Department Pupil Premium Advocates:
  • departmental data
  • intervention
  • T&L strategies and updates
(c) Intervention RSL to increase outcomes of students with focus on Key Stage 4 £13,390.00
(d) High ability disadvantaged intervention led by newly appointed lead £4,785.00
(e) Mental health and wellbeing support through counselling sessions
  • Allow coping strategies to be developed
  • Work with parents and carers to embed strategies at home
  • Implement Academy's mental health strand and strategies
Summary of Impact:
(a, b, c & f)

No Sutton Trust evidence available. Having a individuals with the job specification to pupil premium 'champion' or 'advocate' for our disadvantaged students has been a powerful strategy, with notable impact across a wide range of other strategies and measurable outcomes. There has been a definite improvement in the engagement and knowledge of Disadvantaged students throughout departments. There were improvements in Attainment and Progress 8 scores for our Disadvantaged students; these were also significantly above national averages for disadvantaged students and slightly below for nonpupil premium national averages. However, our 'in-school' progress gap remains a priority for next academic year. There were significant improvements for our Disadvantage students within English and Ebacc attainment and progress; these results were broadly in line with non-pupil premium national outcomes and significantly above for national disadvantaged students. Disadvantage students made a slight improvement in Maths attainment from 2016 outcomes; results were broadly in line with nonpupil premium national outcomes and significantly above for national disadvantaged students. Similarly to English, our in-school Maths progress gap remains a priority.

(d) High ability outcomes for disadvantaged were -0.33, these were only 9 students however which meant that 1 students related to approximately 11%. Whilst analysing data and reviewing case studies, it has become evident that 2 students in particular affected the overall P8 figure. These two cases had extremely complex needs and a raft of work and interventions were put into place to support them. Despite these complex needs, these students achieved some outstanding results.

(e) Mental health and wellbeing support was very successful last year in supporting disadvantaged students. In particular we found that greater support in transition to post 16. Additional parental engagement and support was a focus along with rigorous and strategic oversight and protocols. This was successful and going into 2018/19 will be maintained as a whole school strategy. The newly established partnerships with local Universities and colleges has enabled additional capacity towards the support for mental health and well-being of vulnerable learners. In 2018/19 this provision will continue and be extended towards a higher percentage of students.

Strand Two: Priority Intervention within curriculum timeCost 2016-17
(a) English and mathematics intervention classes with disadvantaged students
  • Focused supply in English and maths to allow disadvantaged students to access targeted intervention from specialist teachers
(b) Grab-a-Grade week used to support students with additional intervention
  • Strategically placed supply to support targeted intervention
  • Pupil Premium students targeted as priority for first placement of intervention
(c) Disadvantaged students were giving priority intervention time with teachers in small group or 1:1 sessions. This included:
  • 15 weeks of disadvantaged students only, plus remaining 15 weeks with non-pupil premium students
  • Coordinated rotation of subject intervention, with analysis of need through department and management meetings
Summary of Impact:

(a) Based on the data taken before intervention disadvantaged students improved results in English and English literature by 29% and 43% respectively. Mathematics did not see an improvement from these interventions but still felt that earlier intervention of this kind in 2018/19 would be successful and could include A-level students to increase impact. Looking at the IDSR, both English and mathematics are in the top quintile for disadvantaged progress. Basics results for 4+ are above national and 5+ slightly below at 38% compared to 48% nationally. In 2018/19 these types of intervention will continue with greater strategic use of specialist teachers earlier.

(b) Grab-a-Grade interventions saw improvements in many departments, and although not always measurable, PP outcomes at A*-A, A*-C, Basics, eBacc and progress all improved from AP2. Coursework catch up and collapsed days in English, maths, science and humanities were welcomed by students and various activities such as walking talking mocks, revision sessions, DTT exercises, PLCs, etc. were used to great effect. Due to the success of this initiative grab-a-grade will continue into 2017-18 with weeks already in the calendar in order to ensure staff create effective resources.

(c) According to the Sutton Trust, evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months' progress. Moderate impact for high cost. As previously summarised, there were improvements on Attainment and Progress 8 outcomes and within individual subjects. This was particularly evident in Ebacc subjects, where students' progress outcomes almost doubled. However, the 'open' Attainment and Progress 8 outcomes are an area the Academy will focus on in future years.

Strand Three: Low aspirations and parental engagementCost 2016-17
(a) Aspirational Families Programme, which focused on parental and student engagement with the school. The programme included:
  • Termly parental meetings to clarify targets and learning opportunities
  • Guidance towards after-school revision or tuition
  • Commitment to attendance
  • Academy and parental actions to support student learning and areas of need
(b) PiXL Main, PiXL 6, PiXL Edge and Enrichment£12,000.00
(c) Academy Ambassadors£500.00
(d) Careers Information, Advice and Guidance£6,500.00
Summary of Impact:

(a) Alongside the academic outcomes already summarised, there were significant improvements in attendance and attitudes to learning. Classroom observations and quality assurance findings regularly showed disadvantaged students improving in a range of engagement-based outcomes. Students' homework and effort reports also improved, alongside qualitative feedback from teachers.

(b) Attendance to the conferences was good and student feedback indicated it had an effect on the aspirations and approach to individual subjects. Impact in classroom attitude to learning and outcomes are hard to evaluate, however general teacher observations were positive and reflected students' responses.

(c) This pilot scheme was an attempt to embed student pride of the Academy and 'live' the ethos that we promote. Whilst there is no quantitative data to direct correlate with the ambassadors, the 5 students involved showed significant improvements in their attitudes to learning, had higher levels of attendance and received praise and positive feedback from academy visitors or stakeholders.

(d) Successful transition for 100% of Pupil Premium students, including identification of destinations. Four of our most vulnerable students were supported towards specialist provision or Level 3 pathways. Student and parental feedback was overwhelmingly positive; these young people were able to start the next phase of their education with security and confidence. Along with this, we are pleased to see a rise in the number of students staying on into our 6th form from 30% to 46%.

Strand Four: The PA rates for PP students was high compared to other students.Cost 2016-17
(a) Increased students care team
  • Parental contract agreement
  • Additional external agency work
  • Increased coordination of external agencies and professionals meetings
  • Implementation of newly reviewed PA strategies
(b) Attendance assemblies £2,800.00
(c) Additional funding for PP wellbeing and access
  • Transportation costs
  • Uniform
  • Trips and residentials
  • Exams and revision guides
Summary of Impact:

(a) 2017 final attendance figures saw a marginal reduction in attendance gaps between Pupil Premium students and no-pupil premium students. Persistent absence internal attendance gaps in particular reduced substantially. The gap between PP and non-PP persistent absence also closed. The strategies employed will continue in 2017-18 with additional focus on areas to continue reducing PA whilst improving the overall attendance figure.

  Year attendance Gap Persistent Absence Gap

(b) After the implementation of attendance assemblies in January 2017, attendance of Pupil Premium students did substantially increase. Due to the success of this as a strategy it will be continued into 2017-18, however we should see more impact as we will be launching this initiative from September.

  Year attendance Gap Persistent Absence Gap
Dec 201694.47%96.53%2.06pp18.13%7.79%10.34pp
July 201794.68%96.69%2.01pp15.17%5.50%9.60pp

(c) Additional funding for transportation, uniform, trips, exams, etc. all help to ensure that students receive a high quality education. These funds are discretionary and used to support students according to their needs. Although hard to quantify, it is evident through improvements in attendance, wellbeing and academic outcomes that the money is used effectively. This strategy will continue into 2017-18.

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Copyright © 2007 - 2019, Brooke Weston Academy. All rights reserved.
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Brooke Weston Academy
Coomb Road, Great Oakley, Corby, Northants. NN18 8LA
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