The Deanes Pupil Premium Strategy

1.  Summary information
School / The Deanes
Academic Year / 17/18 / Total PP budget / £132, 302 / Date of most recent PP Review
Total number of pupils / 432 / Number of pupils eligible for PP / 141 / Date for next internal review of this strategy / half termly
1.  Key Indicators (most recent Year 11) / Data Source: ASP / Unvalidated / Validated
Pupils eligible for PP (your school) / Pupils not eligible for PP (national average)
Key Stage 2 Fine Point Level (Cohort size) / 26.3 / 27.1
% Attaining 9-7 in English (Best) and Maths / 0 / 0
% Attaining 9-5 in English (Best) and Maths / 16% / 17%
% Attaining 9-4 in English (Best) and Maths / 32% / 52%
Progress 8 score average / -0.91 / -0.26
Progress 8 English / -1.06 / -0.28
Progress 8 Maths / -0.9 / -0.49
Progress 8 English Baccalaureate Slots / -1.13 / -0.67
Progress 8 Open Slots / -0.6 / +0.31
Progress 8 score average for Higher Ability Pupils / -0.75 / -0.66
Attainment 8 score average / 32.12 / 40.01
% Entering the English Baccalaureate / 11% / 13%
% Attaining 9-5 in the English Baccalaureate / 5% / 1%
% Attendance / 88.54% / 95.97%
% Persistently Absent / 32.5% / 8.5%
% Staying in education or entering employment after Key Stage 4
2.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A.  / Literacy
B.  / Numeracy
C.  / Aspirations
External barriers (issues which also require action outside school, such as low attendance rates)
D. / Attendance
3.  Desired outcomes (desired outcomes and how and when they will be measured) / Success criteria
A.  / Quality First Teaching focusing on challenge, marking and feedback, across the curriculum, leading to active pupil engagement in learning, and Progress 8 to be equivalent to -0.28. / Most students making at least expected progress.
B.  / Students making at least expected progress in English and maths. / Most students making at least expected progress in maths and English.
C.  / Students determined to succeed, with clear aspirations for the future, and a knowledge of how to succeed. / Students engaged in learning and attending additional support sessions to make rapid progress. Students are able to recall their aspirations, and have a clear pathway to ensure success.
D.  / Pupil premium student attendance to improve through personalised strategies. / Student attendance to be equivalent to 93%, with PA to be less than or equal to 21%.
4.  Planned expenditure
·  Academic year
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.
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?
The Progress 8 score for pupil premium students to improve to -0.28. / A whole school approach to improving the outcomes of the pupil premium students, across all year groups, focusing on strengthening systems of monitoring the progress, using a tiered approach of support beginning with the responsibility of the classroom teacher, learning walks and book looks by PLs, and academic subject mentoring.
Student profiles developed and introduced to develop an in-depth understanding of pupil premium students, areas of need, and enhance quality first teaching.
Analysis of data to identify the progress of individual pupil premium students, leading to the reshaping of teaching and learning in the classroom, and departmental practice.
The progress of pupil premium students to be a focused discussion at all senior link meetings, ensuring underachievement be addressed rapidly.
Ensure challenge is at the centre of all teaching and learning
Strengthen the quality of marking and feedback
Ensure LSA and teachers work collaboratively to improve the outcomes of the most vulnerable and to develop strategies for teaching and learning in the classroom / Informed by national research, the key factor in narrowing the disadvantaged gap by addressing inequalities and raising the attainment of those students in low income families is the relentless drive to improve the quality of teaching and learning in the classroom / Monitoring.
Link meeting minutes / L. Stroud / Every data drop.
Total budgeted cost / £4 250
i.  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?
Gap to be closed between pupil premium students and other students for the following measures:
G4+ English and maths 44%
G5+ English and maths 20% / To improve inaccuracies in teacher predictions compared to actual; greater monitoring by Programme Leaders of accurate assessments, working collaboratively, and moderation.
Pupil premium students in need of intensive support to be accurately identified, and be included in Team SPIRIT.
Pupil premium students unable to follow a traditional curriculum at The Deanes have a significantly negative impact on this group’s performance. An alternative pathway of study to be included into the timetable giving these students a better chance of success.(Including BLC)
Key underperforming subjects to be monitored rigorously and additional support put in place.
Outstanding teacher to be seconded onto SLT to focus on improving progress for Year 11 for 2018.
Membership to Challenge the Gap enabling The Deanes to work collaboratively with other schools, and gain further expertise. Whole school strategies to be developed according to the students needs, to improve the outcomes of these young people. To develop a system within The Deanes that will enable staff to undertake evidence based research to applying for intervention funding.
Pupil premium bid funding to be launched enabling more personalised interventions within classrooms, across departments and the whole school to be implemented. / When quality first teaching is insufficient to close achievement gaps, additional interventions should enable pupil premium students to flourish. Through targeted additional support strategies disadvantaged students should be able to;
·  improve the levels of attainment and progress
·  close attainment gaps relative to school and nationally
·  have full access to the curriculum
·  access extra curricular provision
·  enhance cultural experiences
Research provided by The Education Endowment Foundation, and Professional dialogue with Tendring College, (Challenge Partners School) have influenced additional intervention support strategies. / Challenge the Gap
CPD
Tracking and monitoring of pupil premium progress by classroom teachers, PLs and Deputy Headteacher. / L. Stroud
Successful interventions from last year to be considered;
·  Key marginal students in maths, English and science to maximise the impact of intervention work.
·  Personalised timetables for underachieving students to enable additional maths, English and/or science incorporated into timetables.
·  Analysis of data following each data drop to identify key groups of underachieving students, and develop intervention strategies with the minimum amount of impact on other curriculum areas.
·  Maths and science incorporated into tutorial sessions.
·  Mentoring by the senior leadership team
And The Brilliant Club, Kingswood residential, Behave 2 Learn focusing on growth mindset, Team SPIRIT, Catch Up Literacy and Numeracy transition programme, additional literacy included within personalised timetables..
Total budgeted cost / £122, 102
ii. 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?
Attendance of the pupil premium students will be at least 93%, with PA being no greater than 21%. / Employment of Aquinas to enable greater monitoring of attendance, and to create bespoke packages for families whose children have poor attendance.
·  informal conversations with students/parents
·  phone calls home by attendance team
·  letters sent home with an escalating severity and/or purpose
·  attendance support meetings
·  breakfast club / Evidenced based impact in other schools. / Weekly monitoring. / L. Stroud
Total budgeted cost / £6 000
5.  Review of expenditure
Previous Academic Year
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
£5000
Lesson observations demonstrate consistently high quality teaching and learning.
Students are able to link learning activities to learning objectives
Students actively engaged in learning activities
Students are challenged through a ranges of strategies appropriate to their learning needs
All teachers use assessment in lessons to re-shape activities so that they match the needs of learners.
Appropriate homework set to engage students in further learning
QM&F is good in all departments/subjects. Students engage in marking, progress over time is evident. / All Teaching staff observed and RAGGed
Action plan for improving teaching practice for those in need of support to become effective
Clear monitoring programme of T&L in place to ensure quality
PiXL strategies to be adopted by all curriculum areas
Ensure teachers have access to and are using Data for learning effectively, to plan lessons and monitor progress.
Aspirational targets set for all
Increased focused on marking for literacy.
Identify and appoint Senior Peer Mentors to focus on marking and feedback
Implement new system for Assessment without Levels for next academic year
Middle Leaders are trained in lesson observations and feedback
Identify and appointed Senior Peer Mentors to focus on challenge and differentiation
Senior Peer Mentors and Lead Practitioners in different aspects to lead development practice groups for CPD. / For Pupil Premium students: E&M (Basics) Grade 4 or above, the proportion is now 28% (an increase from 2015-16 where it was
23% A*-C). English G4+ is 45% (27 % A*-C in 2016). Maths G4+ is 40% (27% A*-C in 2016).
There is clear evidence of learning being most effective, when teachers monitor learning and support students who are falling behind. LSAs know the students well and understand their individual needs. Learning is good or better, teachers and LSAs plan together.
Marking and Feedback has developed because of the school’s feedback policy. Teachers are providing more precise direction on how students can improve their work. Excellence can be seen in English and Humanities. However, the full impact of feedback is yet to be realised across all subjects as students are responding and making the necessary corrections.
Questioning is an area that requires development across the school. Too much questioning is not sufficiently probing to develop depth of understanding. There is also a lack of targeted questioning for individuals. However, examples of excellence can be seen in some lessons.
Homework is set regularly and parents comment favourably about the quantity of homework. / Strengthen systems of monitoring the quality of teaching and learning
Ensure challenge is at the centre of all teaching and learning
Strengthen the quality of marking and feedback
Ensure predictions are accurate, especially with the subjects using 9 – 1 grades
Ensure LSA and teachers work collaboratively to improve the outcomes of the most vulnerable and to develop strategies for teaching and learning in the classroom
Students are clear on working levels, targets and can articulate next steps.
Students ta interest in their work, resulting in their work being well presented.
Behaviour for learning facilitates rapid progress.
Teachers attending CPD sessions and engaged in developing future school practice throughout the ke a pride and / Performance Management used to identify CPD needs.
Programme of personalised CPD in place with ‘opt in’ and mandatory offers.
Develop coaching/mentoring system to develop in-house CPD / Students are given the opportunity to develop their writing, reading and maths in humanities and science.
Most teachers plan lesson activities that interest and engage students in their learning. Students have a positive attitude towards learning, reflecting a positive change in students’ attitudes. Positive relationships in classrooms between staff and students and peer on peer.
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
£119 097
Students determined to succeed and able to work towards the requirements of examination expectations. / Review of Intervention/Additional Support for 2014/2015.
Intervention Plan Developed focusing on small group of students in Year 11.
Focus Day Programme led by effective teachers to be developed across key areas of the curriculum. FDP linked to timely subject assessments to develop a further sense of purpose.
Key marginal students identified across the school.
All teachers aware of identified students and their barriers to learning.
Development of ‘we can succeed’ ethos across the school.
Key marginal students to work with mentors with the role of tracking progress, giving praise,
encouragement where appropriate and support.
Middle Leader Meetings used as a vehicle to discuss key students and ensure continuous progress.
Year 11 Additional Monday After School sessions to be delivered across the curriculum.
Students develop skills for independent learning and an appreciation for an enhanced focus on learning throughout Year / For Pupil Premium students: E&M (Basics) Grade 4 or above, the proportion is now 28% (an increase from 2015-16 where it was
23% A*-C). English G4+ is 45% (27 % A*-C in 2016). Maths G4+ is 40% (27% A*-C in 2016).
With a disparity between teacher predictions and actual results it is difficult to accurately identify students who would benefit from intervention earlier in their GCSE courses, but intervention data shows that focusing on a core group of students in each subject area to have more of an impact, and the need to begin this as early as possible.
Successful interventions to be re-considered for 2018;
·  Key marginal students in maths, English and science to maximise the impact of intervention work.
·  Personalised timetables for underachieving students to enable additional maths, English and/or science incorporated into timetables.
·  Analysis of data following each data drop to identify key groups of underachieving students, and develop intervention strategies with the minimum amount of impact on other curriculum areas.
·  Maths and science incorporated into tutorial sessions.
·  Mentoring by the senior leadership team. / Inaccuracies in teacher predictions compared to actual. Greater monitoring by Programme Leaders of accurate assessments, working collaboratively, and external verification. This is particularly important with subjects changing to the 9 to 1 assessment systems.
Pupil premium students unable to follow a traditional curriculum at The Deanes have a significantly negative impact on this groups performance. An alternative pathway of study has been included into the timetable giving these students a better chance of success.
Key underperforming subjects to be monitored rigorously and additional support put in place.
Miss Kelly Corp has been seconded onto SLT to focus on Year 11 for 2018.
Membership to Challenge the Gap enabling The Deanes to work collaboratively with other schools, and gain further expertise.
11.
Development of study skills and independent learning through focused tutorial sessions.
Out of Hours Learning Programme to be developed, and include opportunities to learn on selected Saturdays.
ECDL Programme to be developed throughout the year to ensure all students are involved with the minimum disruption to other curriculum areas.
Use of PLCs to enable students to focus on gaps in understanding.
Development of an intervention programme focusing on a small targeted group of individuals, to include; Morning learning, one to one/small group work, personalising students timetables to incorporate additional Maths
Focus days to be introduced focusing on Study Skills, Independent Learning and Motivation/Determination to succeed.
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
Attendance to improve across the school, in particular for the disadvantaged students,
Identified students engaged in learning. / Icarus well-being zone to be developed.
Identified students to attend focused groups working towards developing a positive sense of well-being.
Governor responsible for disadvantaged students to meet informally with selected students to evaluate learning pathways.
Appropriate transition programme in place for KS4 mid term admissions.
MTA students to study a personalised timetable with fewer subjects if necessary. / The attendance of pupil premium students, and figure for PA continues to be of a concern. This will remain a focus for 2017/2018.
The Governor for pupil premium attained an overall perspective regarding the educational experiences of pupil premium students through student voice interviews. This was used effectively to review current practice, and redevelop intervention strategies. / A more focused and proactive strategy is required for improving attendance of the pupil premium students. For 2017/2018 attendance for pupil premium students will be at least 94%, with PA being no greater than 19%.
Employment of Aquinas to enable greater monitoring, and to work closely with families to improve attendance. / £25 828
6.  Additional detail
·  In this section you can annex or refer to additional information which you have used to inform the statement above.