Ercall Wood Technology College

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Pupil Premium Spending

Pupil Premium 2015-2016

“impact of interventions and support for PPG pupils”

PPG data - The current number of Pupil premium students receiving funding are as follow:

Year

Number
7
46
8
53
9
47
10
33
11
45
Total
224/629=36%


Provision

Evidence shows that the most effective schools achieve improved student outcomes for all – including FSM pupils through a combination of high quality teaching, strong and dynamic leadership, a relevant curriculum, a culture of high expectations and a programme of targeted catch-up and enrichment activities. To that end Ercall Wood has used the Pupil Premium funding for the year 2015-2016 (£239 630) to finance the following:

  1. Primary transition programme led by a full time non-teaching member of staff
  2. Revision programme for Maths English and Science GCSE’s led by teachers before and after school periods. TA’s and HLTA’s paid to undertake Form Tutor duties.
  3. Additional Miskin Training for English Teacher to deliver Fresh-Start Literacy programme for identified Y7 / Y8 students
  4. Full time Education Welfare Officer to support and improve attendance
  5. Targeted attendance reward scheme for PPG students whose attendance fell below PA levels of 90% in all years.
  6. Embedding Lexia Literacy programme for all year groups and associated training for staff
  7. Full Time Vulnerable Groups co-ordinator to monitor track and mentor identified students
  8. Full Time Intervention Co-ordinator to monitor, track and mentor identified PPG students
  9. Staffing of an Assertive mentoring programme for Y11 C/D borderline students
  10. Alternative off-site provision to engage disaffected Y9 / 10 / 11 students
  11. Delivery of the Princes Trust XL Programme to engage and support identified students in Y9-11 at risk of PEX
  12. Subsidising activity days, educational trips, uniform and sports kit to ensure all students have access to common opportunities
  13. Careers and Higher Education advice and guidance provided by external consultancy providers – Future Focus
  14. Accredited life skills course for Y7 & 8 to develop self-esteem and aspiration
  15. ELC Manager and behaviour mentors working with those students most at risk from exclusion
  16. Counselling provided by ‘Relateen’ to support vulnerable students
  17. Peer Mentor training for KS4 students to develop skills as ‘supporters’ and ‘listeners’ to KS3 students
  18. Further staff CPD regarding establishing Y7 and Y8 Nurture groups
  19. Additional staffing to support intervention classes across Core and Foundation subjects at KS4

Attendance          

Attendance year
Pupil premium
Non Pupil premium
Gap
Whole school
2012-2013
     
91.68
2013-2014
91.07
93.63
2.56
93.32
2014-2015
92.01
95.53
3.52
94.44
2015-2016 (to May half term)
92.29
96.21
3.92
95.17

There is still a significant attendance gap between PPG and Non-PPG students. In order to address this a rewards programme was introduced to encourage PPG students who had an attendance rate lower than PA (90%) to attend more regularly. As of the end of May half term 78% of those targeted had an attendance percentage which had improved and of that 60 % had improved above the PA threshold, and a further 10% are likely to achieve a 90+% attendance if they maintain their current rate. In the coming academic year we will continue with the programme targeting very specific individuals and families.

Academic Intervention

Academic interventions have been delivered across whole year groups and not specifically at PPG students. The reason for this ‘blanket’ approach was due to the numbers of students involved, and the need to additionally support large numbers particularly at KS4. The size of the PPG cohort meant that small scale targeted intervention was difficult to achieve but this is something that is being planned for Maths and English in the coming academic year.

The ‘pre-school’ registration interventions have been supporting (throughout the year) large numbers of students. Those in Y11 have focused on Maths and English, although several Foundation subjects including Geography; D&T; as well as Science have provided these sessions where staffing has allowed. Impact has not been measured in terms of short term progress and this has been discussed as the way forward for next year.

 After school intervention has been maintained throughout the year and the Intervention Co-ordinator and the Vulnerable Groups co-ordinator have galvanised and monitored attendance to all the different subject sessions that have been run on a nightly basis. Students have been invited to attend specific sessions in particular subjects and parental support an involvement has been sought to enable this. The attendance has been monitored at these sessions and that information fed back to staff in order that all underperforming students could be targeted.

The attainment of the pupil premium students in Year 11 increased dramatically by the end of 2015, we saw a substantial 20% increase in those students who achieved 5A*-C including English and Maths with 41% of students attaining 5 A*-C grades including English and Maths compared with 21% in 2014. 2016 data shows a decrease from 2015 with 23% of students achieving 5A*-C including English and Maths. This dramatic increase in attainment means that the gap between the disadvantaged students and other students has reduced from 33% in 2014 to 7% in 2015. The gap increased again in 2015 to a 23% gap.

The progress over a range of subjects (value added) also increased in 2015 to 989 points from 969 in 2014.This increased again in 2016 with the disadvantaged students achieving 992 points

Value Added PPG

 

Internal tracking suggests that the progress of our current Year 10 pupil Premium students will enable a further improvement when they are in year 11.

The new Progress 8 measure for 2016 saw our PP students achieve -0.29. The P8 figure overall was 0.02

 

2016 KS3 DATA 

The above is the data used for the graph. It shows the average sub-levels of progress for the KS3 year groups. It shows better progress for Y7 PPG compared to non PPG, but not in the other 2 year groups. The gap is similar between PPG and non PPG in both Y8 and 9 and both groups are clearly making progress from their start points.

 

Core data

In 2016, we have developed a gaps analysis tracking system as a method of tracking the gap between pupil premium students and other students in core subjects. This then enables groups to be identified that are require intervention in order to reduce the gap. 

 

   
English
English
English
Maths
Science
Science
   
Autumn
Summer
Autumn
Summer
Autumn
Summer
Year 7
Gap
1.95
1.17
1.43
1.61
2.01
1.33
Year 8
Gap
3.49
2.66
3.47
2.90
3.29
2.13
Year 9
Gap
4.14
3.95
6.52
5.75
5.29
4.76

 

The data shows that the gap has decreased in English and Science over the year. Only Maths in year 7 saw the gap widening.