Report on the impact of our work to improve outcomes for disadvantaged students: 2016/17

How our Pupil Premium Funding was used

The total PP Grant in 2016/17 is estimated at £267,410 / Estimated costs in £s
Barrier 1 - Low prior attainment in English and Maths.
Employing subject based Teaching Assistants (TAs)and Higher Level Teaching Assistants (HLTAs).
English “Primary” Teacher 2/3 salary
Homework and Breakfast clubs for PP in English and Maths
English and Maths specific activities and resources for PP students.
Continued use of Accelerated Reader programme to all of KS3 (contribution to cost) / £125, 000
11,667
3000
3000
4,900
Barrier 2a – Social and emotional barriers to learning for PP students
Further development of the Lytham Inclusion (LINC) Unit with a focus on PP students and a coordinated academic/pastoral approach to tackling barriers to learning and developing positive “Behaviour for Learning”. / Salary costs:
24, 530
Barrier 2b - Practical barriers to learning for PP Students:
To provide FSM with free breakfasts and to supplement other meals.
Hardship Fund to support our PP with uniform, transport, meals etc / 17,000
Barrier 3 – Lack of opportunity to engage in learning outside school/ in the home environment
Staff across the curriculum may bid for learning materials, revision resources, funding for events and to fund other opportunities specifically for named PP students. Staff must indicate the expected impact.
Easter School will be funded with additional small group sessions for PP students.
Access to Beyond the Bell Homework Club /The Zone staffing and resources
Pupil Premium specific CEAIG and aspirational events including The Dreadlock Alien, poetry, Art Therapy etc / 12,000
Barrier 4 – Access to Outstanding teaching
Staff Training: planning to meet the needs of all students; sharing best practice, standards and high expectations; support for underperforming teachers; addressing any lack of consistency in teaching quality across the school. / 10,000
Barrier 5 – poorer attendance at school
To continue to improve attendance and reduce persistent absenteeism amongst PP students.
Student Inclusion Worker. A vital part of the Inclusion team providing home school liaison, supporting families to ensure children are in school and able to learn. (2/5 days’ work)
  • Specific Incentives for PP students including Jamie Milligan football coaching for full attendance etc
/ 10,440
Leadership and management of the strategy Contribution to the salaries of:
  • Assistant Head Teacher Inclusion to lead the strategic development of our work in narrowing the gap and additional staffing costs
  • Inclusion/Intervention Leads in English and Maths
  • Inclusion Lead in Science TLR2a
/ 33,778
8,795
3,300
Total planned PP Spend / 267,410

The Impact of our work to improve outcomes for disadvantaged students in receipt of the Pupil Premium (PP) in Key Stage 3.

The aim of our work is to eradicate any variance between outcomes for our PP students and all others nationally. In KS3 where national comparisons are unavailable we measure the performance of our PP pupils against all other LSA students not in receipt of the pupil premium funding.

In 2016expected standards at LSA were set using a progress 8 based calculation that is higher than the previous historic national expected progress which was based on an expected three levels progress. These expected standards for 2016/17 were around 4 levels progress, equivalent to previous, 'more than expected progress'.

Table to show the impact of our work in Key Stage 3:

Achieving expected standard or better English / Making expected standard or better Maths
PP / AOS / Current
Gap / PP / AOS / Current
Gap
Year 7 / 80% / 64% / PP+16% / 93% / 92% / PP+1%
Year 8 / 63% / 65% / -2% / 80% / 90% / -10%
Year 9 / 74% / 59% / PP+15% / 79% / 82% / -3%

PP = Pupil Premium students in school AOS = All Other Students in School

Summary: our work in Key Stage 3 is having a very positive impact on reducing variance in performance between disadvantaged pupils and all others attending our school.

In 2016/17 all year groups across the KS3 curriculum sat end of year examinations which assessed the year’s work in that subject. These were designed to build the skills demanded by the linear exam structure at GCSE. This progress data is based on this form of rigorous internal assessment.

The gap has narrowed significantly or disappeared across the key stage with very pleasing PP performance against a backdrop of raised standards and higher attainment for non disadvantaged. Addressing the gap in year 8 as they move into year 9 in 2017/18 will be a priority.

The Impact of our work to improve outcomes for disadvantaged students in receipt of the Pupil Premium (PP) by the end of KS4.

Where national data is not available for comparison purposes, comparisons have been made between the performance of PP pupils and non PP pupils within school.

PP Pupils
2016/17 / Non PP Pupils
2016/17 / PP Pupils
2015/16 / 2015/16
English
Attainment 8 / 8.99 / 11.52 LSA / 8.9 / 11.1
Progress 8 / -0.15 / 0.54 LSA / -0.52 / 0.08
Mathematics
Attainment 8 / 8.3 / 10.77 LSA / 8.1 / 10.5
Progress 8 / -0.11 / 0.54 LSA / -0.34 / 0.1
Overall
Progress 8 / -0.27 / 0.09 National
(0.25 LSA) / -0.66 / -0.1
Attainment 8 / 40 / 49 National
(52 LSA) / 39 / 53.3
Pupils eligible for PP at LSA
% of PP achieving > Grade 4 in both En & Ma / 60%
National Figure for ALL students 63%
(79% Non PP LSA)
% of PP achieving > Grade 5 in both En/Ma / 40% (Non PP 59% LSA)
% of PP achieving > Grade 4 in En
% of PP achieving > Grade 5 in En / 70% PP (85% Non PP LSA)
52% PP (72% Non PP LSA)
% of PP achieving > Grade 4 in Ma
% of PP achieving > Grade 5 in Ma / 70% PP (85% Non PP LSA)
50% PP (64% Non PP LSA)

Please note that Attainment scores were recalibrated downwards in 2017 and are therefore not readily comparable with 2016. Despite this the Attainment score for “All” and for PP pupils improved in 2017 at LSA.

Attendance

Attendance / Persistent Absentees*
PP / Non PP / PP
National
2013-16 / Non PP National
2013-16 / PP / Non PP / PP
National
2013-16 / Non PP National
2013-16
2016/17 / 9% / 4% / 9% / 5% / 27% / 8.5% / 27% / 9%

*Persistent Absentee is defined as a student with 10% absenteeism or more for whatever reason

Conclusion

In year 11 the progress of disadvantaged pupils showed rapid improvement from 2015/16. We supported disadvantaged students in appropriate and innovative ways to ensure that they made progress while ensuring an increase in the progress and attainment of all students. Attainment of students at LSA was significantly above National Average. Pupil Premium pupils made greater levels of progress than non disadvantaged pupils in terms of the improved progress scores from the previous year. These are very pleasing results.

While there remains a gap between the performance of PP pupils and all others, the gap is now narrowing rapidly.

(A small number of our lowest ability disadvantaged students in 2015-16 followed a curriculum that, whilst appropriate for the individual student, did not count towards the attainment and progress measures used by the Government in performance tables.)

The attendance of some disadvantaged students needs to improve. While attendance of PP is comparable to National Averages over a 3 year period, this attendance continues to be lower than for non PP within LSA with a gap of 5% in attendance despite significant work with these students and their families. It continues to be a focus area for 2017/18.

In KS3 during 2016/17 the school also made rapid and significant progress in diminishing the variance in performance between disadvantaged pupils and non-disadvantaged pupils. In both English and Maths in year 7 and in English in Year 9 a higher proportion of PP pupils achieved their target or better than non-disadvantaged pupils.