Overview of the School

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Pupil Premium

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between Ever6 children and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Overview of the school

Pupil Premium

• Identify the cohort and audit (number of GCSEs being studied versus current and predicted grades.
• Establish an early intervention programme for those not set to achieve.
• Additional science Lead Practitioner employed to raise achievement in science
• Post-16 Residential
• After school tuition for a range of students across the year groups
• Additional study provision for PPG students (extra staffing, laptop loan)
• Introduction of new courses to broaden KS4 qualification provision (ECDL)

• 15 Y11 students were PPG HA in 2014. Of these 6 achieved 9 GCSEs or above and 11 achieved 5A*-CEM. 73.3%
• Students took ECDL qualification to facilitate higher levesl of achievement.

• Check report for PPG girls in all year groups.
• Intervention to ensure positive progress
• Easter GCSE Booster Classes
• Aim High provision for G&T students

• 44 PPG girls took their GCSEs in 2014. Of these 41% achieved 5A*-C and 36% 5A*-CEM.
• 5 students were HA PPG girls. Of these, 40% received at least 8 A*-C at GCSE.

• To tailor intervention for Ever6 students performing below NA, including much closer tracking of groups in KS3.
• Baseline tests completed and regular progress checks made to adapt intervention.
• Quality first teaching ensures appropriate differentiation to meet all learners’ needs.
• Inference training, Lexia, Numbers Count 2
• Provision of N2E language provision and translator
• Support staff to enable the needs of all learners – HLTA maths, HLTA English.
• 1-to-1 tuition to support particular students, including resources for literacy intervention programs.
• Employment of an additional maths teacher to reduce the student/staff ratio in Y8, 9 & 10.
• Additional Y5 & 6 teaching provision
• Primary small group intervention to close the gaps between disadvantaged and non-disadvantaged students.

• 83.2% of Y9 students are classed as PPG.
• Regular teacher assessment ensures intervention is timely and appropriate to enable students to exceed expected progress.
• In Y9, 81.3% of PPG students are predicted to achieve A*-C in maths. The figure for English A*-C is 81.8%.
• In Y9, 68.5% of PPG students are predicted to gain 5 or more A*-CEM.
• 67% of Y8 PPG students are Secure to achieve A*-C in maths.
• Improvements in the quality of T&L continue with69% of teaching classed as Good or Outstanding. There is no Inadequate teaching in the Academy.
• The Academy have been running individual and small-group tuition to ensure students make rapid progress, to reach Level 4. Intervention has included using book-based schemes such as Dockside for literacy and Wave 3 for numeracy, computer-based learning, such as Lexia, and Speech and Language Therapy, resulting in average age-related gains of 1 year. Students are assessed at regular intervals so that their programme can be adapted to maintain progress.
• Provision of Student Leaders and HLTAs to ensure the academic and pastoral needs of PPG students are met. Staff work on improving attendance, behavior and provide timely intervention for key students, for example in literacy or self-esteem.
• All new students are also baseline tested to ensure correct setting/support is in place.

• Establish protocol around admission to offsite provision that enables documented agreement of qualifications, levels and expected targets.
• Calandered updates on progress an expectation of using the provider.
• Students accessing Alto Provision achieve career-based qualfications.
• Work experience for LA & MA students

• 13 Y11 students were studying outside the Academy last year, 11 of whom were PPG.
• 6 Y10 students were studying outside the Academy, 4 of whom were PPG.
• Of the students at college, 12 had passed (5 with a grade B).
• A range of subjects were studied including Hair & Beauty, Public Services and Child Care and Education. Students were matched according to their specific needs with some attending academic institutions whilst others gained from a more practical environment.
• Qualifications include BTECs, City & Guilds and Diplomas.

• At baseline PPG/ identified and intervention planned.
• Additional support with Reading Recovery
• 60% PPG to achieve GLD
• Employment of a S&L Therapist
• EKLAN Training and Group work (Nursery Nurse 0.2 fte of 1 TA & 1NN)
• 2 Nursery Nurses in UFS
• Book provision for children in Nursery, UP and Y1
• Early Years family support.

• 63% achieved GLD, compared to a NA of 45% in 2014.
• 7 PPG students received Reading Recovery. 2 of them were discontinued as they made accelerated progress and are now at the expected level in reading. 3 of them were referred back to class for additional reading support. They made good progress but need more support to get to the expected level. 2 of the children are still on the programme.

• Early data checking exercise to ensure vulnerable groups are identified and intervention is delivered expediently.

• The proportion of disadvanted students achieving GLD this year is 63%, compared to a NA of 45% last year. This is also an increase of 9% on last year’s figures.
• Disadvanted girls made particular progress, with 75% achieveing GLD compared to 51% nationally and an improvement of 25% from 2014. The gap between disadvantaged and non-disadvanted girls closed from 38% in 2014 to 13% this year.
• Boys also exceeded national, with 50% achieving GLD, compared to 33% nationally.

• Provision planned to meet ensure that students can achieve/exceed ELG in these areas.
• EYFS consultant advice implemented.
• Exemplary materials are reviewed in meetings on a rolling progreamme
• EYFS consultant contracted, plus staff training and resources.

• The gap between disadvantaged and other pupils has decreased by 11% in EYFS.
• Gaps between the advantaged and disadvanted students is closing in reading, reducing a 40% gap at the end of EYFS to a 1% gap at the end of KS1. In maths the gap moved from 38% to 14%.

• Targets set at 97% primary and 95% secondary attendance.
• Target of 100% for those that achieved 95% last year.
• Outsource casework to One Education for greater impact.
• Attendance rewards and support, including transport.
• Provision of Breakfast Club to improve attendance
• Provide uniform for students from families experiencing financial hardship

• Primary attendance reached 95.5% and secondary 94.5% with a whole school average of 94.9%, in-line with national.
• Weekly Inclusion Meetings identify students who are at risk due to CP issues, LAC, Children in Need, behaviour or attendance issues, and a range of strategies are put in place to support the needs of the learner. These include behavior placements, personalized learning plans, SEN support and statementing, work with the school psychotherapist (1 day per week) and social worker (3 days per week), managed moves and use of alternative provision.
• 1 student at 1 in a Million – progress in English: 91% at Entry L1, maths: moved from Entry L1 to Entry L2.
• 2 Students at Emerge for behavioural reasons.
• The academy has 6 Named Persons, all staff received safeguarding and Prevent training in house and online.
• Students received programmes on Prevent and keeping themselves safe in school and the community.
• Psychotherapist in school 1 day per week.
• All staff trained in the use of CPOMS as a direct method of sharing CP and safeguarding concerns.
• Each year group has a dedicated Student Leader and Head of Year tasked with supporting each child.
• One Education worked with a total of 33 students. The mean average attendance for the referral group rose from 82.62% to 86.47%, showing an increase of 3.85%. Of the 33 referrals, 22 pupils increased their overall attendance. Methods to increase attendance included letters home, home visits, panel meetings, warning letters and prosecution by the Academy.

• Creation of bespoke provision for students with behavior issues.
• Explore provision in other schools for models of good practice.
• Identifiy students who may need to be part of the provision.
• Staffing and structure of provision agreed.
• Personalised behavior learning plan created and small group support in house.
• Employment of a psychotherapist & pastoral coach

• Use of humanitopia to train Y10 heroes for primary boys.
• Idenfity potential heroes for those trained.
• Establish a system for working with boys in class or before school on a personalized basis.

• Employ a dedicated social worker.
• Identification of key families to work with.
• Proactive approach to work with families.
• Addition of student leader to support pastoral needs of PPG students
• Quality assure complex needs admissions.
• QA Academy recording and reporting, advice around threshholds for action.
• Ensure LA accountability around the needs of the child.
• Provide training for Named Persons in the Academy so they are better equipped to deal ith issues.

• Provision of enrichment activities to support the learning pastoral needs of all children
• Outdoor Education Leader appointed
• Peripatetic music lessons
• Saturday clubs to support and sustain the extra-curricular provision.

• Performing arts trips, sport, outdoor education and residential visits

Outcomes from 2014_15

Early Years Foundation Stage

• 27% of pupils in EYFS are disadvantaged (8 boys and 8 girls). There are 28 boys and 32 girls in the cohort.
• The achievement gap is closing rapidly and progress and achievement is good and improving year on year. 68% of pupils achieved a GLD in 2014, representing a 22% improvement on prior year and 8% above the national average.
• Boys, girls and disadvantaged pupils all exceed the local averages. Pupils exceed GLD in Literacy against national and exceed local in PSED, Maths and CLL. 15% of the pupils enter the foundation stage, below age expected level of development and 68% meet age related expectations at the end of their reception year. 75% of the cohort made at least typical progress, 67% make rapid progress and 59% made better than rapid.
• 57% of disadvantaged pupils made typical or better progress. Pupils who attended Appleton Academy's nursery for 5 terms made the best progress - 92% of these pupils made rapid progress in reception. In Nursery the proportion of children entering Nursery at a GLD was 14% and 67% were at GLD at the end.
• Gap closed for disadvantage pupils 68% predicted to achieve GLD compared with 54% last year.

End of KS1

• PPG gap 29% (2013),16% (2014) and 26% (2015) indicates the gap has reduced but for 2015 cohort a significant number of disadvantaged pupils have special needs and joined the school well below average. 60% of the pupils who did not pass the screening are within 10 marks of the pass mark. One pupil who has EHCP didn’t take the test.

End of KS2

• The proportion of disadvantaged pupils who make expected progress is similar for disadvantaged and other pupils
• A significantly smaller proprortion of disadvantaged pupils make more than expected progress and this links to the smaller number of disadvantaged pupils who achieve L5.
• The gap between disadvantaged and other pupils has narrowed in 2L and 3L of progress due to accelerated progress of the disadvantaged pupils.
• Boys perform broadly in line with girls but less well in reading.
• The proportion of disadvantaged pupils who make expected progress is similar for disadvantaged and other pupils A significantly
• smaller proportion of disadvantaged pupils make more than expected progress and this links to the smaller number of disadvantaged pupils who achieve L5.
• The gap between disadvantaged and other pupils has narrowed in 2L and 3L of progress due to accelerated progress of the disadvantaged pupils.

End of KS4

The attainment of disadvantaged students is improving but lower than other students in the school. 39.2% (increase of 10% on 2014) attained 5 ACEM compared to others in the school at 58.7% -a gap of 19%. The gap between disadvantaged in the school and others nationally was -23% c/w 26% nationally. This is an improvement of 8% on last year.

The proportion of girls gaining 5ACEM was higher than boys 42% c/w 53.3% girls –a gap of -11 pts the same as National.

The attainment gap at CAPS for boys and girls is -18 compared with -28 nationally. However the CAPS is below national for both genders-36pts for girls and –26 for boys. (Girls APS on entry 26.2, boys 25.7)