Ormiston Sandwell Community Academy...Ormiston Sandwell Community Academy – Pupil Premium Profile...
Transcript of Ormiston Sandwell Community Academy...Ormiston Sandwell Community Academy – Pupil Premium Profile...
ORMISTON SANDWELL COMMUNITY
ACADEMY Pupil Premium Review – 29th January 2015
Anonymised version for website
1
Pupil Premium Review
Annex 1: Planning and Preparation Template
Ormiston Sandwell Community Academy – Pupil Premium Profile (2015)
Total Number of pupils in the school 905
Number of PP eligible pupils: 377 > 41.1%
Amount per pupil: £935
Total Pupil Premium budget: See below
PUPIL PREMIUM 2013/14 PUPIL PREMIUM 2014/15
Total Number of pupils on roll 847 Total Number of pupils on roll 918
Number of PP students 341 Number of PP students 377
PP % of pupils on roll 40.3% PP % of pupils on roll 41.1%
Allocation per student £900 Allocation per student 935 / 1500
(LAC)
Total Budget £317,273 Total Budget £352,495
Planned Allocation Planned Allocation
1. Staffing 1. Staffing
Academic Mentors £37,590 Academic Mentors £66,342
Additional staffing to reduce class sizes £89,047
Additional staffing to reduce class sizes £95,906
AHOH - 50% £65,669 AHOH - 50% £66,326
Learning mentors - 50% £33,879 Learning mentors - 50% £34,218
Study Support staff costs £11,476 Study Support staff costs £12,000
2. ICT Resources 2. ICT Resources
Laptops for PP students Laptops for PP students £2,000
Ipads for inclass support Ipads for inclass support £3,555
2
3. General Resources 3. General Resources
Revision Guides £5,291 Revision Guides £5,500
Uniform, meal and travel assistance £3,551 Uniform, meal and travel assistance £4,000
PP Admin £3,200
Access to the curriculum £2,670 Access to the curriculum £5,000
4. Curriculum Enhancement 4. Curriculum Enhancement
Residentials £3,490 Residentials £4,000
Trips £18,573 Trips £20,000
Brilliant Club £4,160 Brilliant Club £8,500
Private Tutoring £1,350 Private Tutoring £1,500
Breakfast Club £77 Breakfast Club £5,000
Reading Initiative £1,655 Reading Initiative £2,000
Exam Buster £1,523 Exam Buster £2,000
EAL Training EAL Training £1,000
Attendance Support Attendance Support £24,000
Total Allocated £280,001 Total Allocated £366,046
The impact of the expenditure of the ‘Disadvantaged’ budget is outlined page 6 onwards.
3
Evidence of school performance
Key statements from Ofsted report(s) relating to the performance of disadvantaged pupils:
25/6/13 – HMI Monitoring visit (Section 8) ‘Leaders set challenging targets for students’ achievement and there is now better tracking of the progress of disadvantaged students and those with special educational needs’. Ofsted School Inspection Report: 30 April - 1 May 2013
A higher than average proportion of students is known to be eligible for free school meals.
Students known to be eligible for free school meals achieve about one grade less in
mathematics and three quarters of a grade less in English than other students, but this gap has narrowed and this narrowing continues.
Senior leaders have allocated the pupil premium funding well to support students who are
at risk of disadvantage. This funds targeted interventions, extra catch-up sessions and smaller classes. The funding ensures that all students can access enrichment activities. Gaps in attainment between groups of students have reduced between 2011 and 2012, and more recent monitoring suggests that these gaps are continuing to close.
Senior leaders monitor data to identify students who are falling behind and provide
additional support. This works well to identify students at risk of not obtaining GCSE passes at grade C. The system is not identifying enough students of high ability who could achieve better than expected progress, nor has the progress of disabled students and those with special educational needs been tracked rigorously enough.
4
Closing the Gap – 2104 RAISE
5
This table highlights the difference the ‘First Entry Rule’
would have had on our 2013 results e.g.
First Entry 5EM = 31%
Best Entry 5EM = 50% (OSCA record + predecessor school
record)
Historically PP students in particular, have
benefited from multiple entries in order to secure their
target grades.
6
Summary of school’s current performance data:
Current Y11 (2014/15)
Current Y11 (Expected progress 3LP)
English
PP v Non PP Gap = 7% (National gap
16% -2014)
Maths
PP v Non PP Gap = 16% (National gap
23% -2104)
Closing the Gap Y11 Maths DC2
3LP > 16%
4LP > 14%
Note
Our analysis of the APS of PP
and Non-PP indicate the Y7
students arrive with an
attainment gap.
See evidence below for Y9 gap.
7
Closing the Gap Y11 English
DC2 (9/1/15)
3LP > 7%
4LP > 9%
Analysis of Y11 cohort by
Key Stage 2 data
demonstrates a significant
gap PP v Non PP and male v
female.
8
Y10
Closing the Gap Y10 English
DC2
3LP > 2%
4LP > PP students are doing
3% better than Non-PP
Closing the Gap Y10 Maths DC2
3LP > 4%
4LP > PP students are doing 5%
better than Non-PP students
9
As with Y11 a significant
Y10 gap exists between
Pupil Premium and Non
Premium students
based on KS2 national
tests data.
10
Y9
Closing the Gap Y9 Maths DC2
Expected Progress > no PP v
Non PP gap
Exceeding Progress > PP v Non
PP 6% gap
Closing the Gap Y9 English DC2
Expected Progress >5% gap
11
An analysis of Y9 APS on entry
PP v Non PP Gap present on
entry and a lesser gap for male
v female based on Key Stage 2
test scores.
12
Y12/13
Data Capture December 2014
Year 13
2014 results DC2 Disadvantaged
(13) Other (10) KS5 Floor
Standards Academic: APS
per entry 163 201 172
(100% above
this)
Academic: APS
per student 499 371
Academic: 1+
A*-E 78 100 100 100
Academic: 2+
A*-E 33 0 0 0
Academic: 3+
A*-E 22 0 0 0
Average Grade C-
Vocational: APS
per entry 213.6 212 194
(75% above
this)
Vocational: APS
per student 499 455
Vocational: 1+
A*-E 78 100 100% 100%
Vocational: 2+
A*-E 33 67 82% 50%
Vocational: 3+
A*-E 22 14 18% 10%
Average Grade Distinction -
School APS per
entry 210
School APS per
student 438
School 3+ A*-E
Rate 18% 25% 10%
School 2+ A*-E
Rate 91% 92% 90%
School 1+ A*-E
Rate 100% 100% 100%
A*-C rate 68% 61% 75%
A*-E rate 100% 100% 100%
No gap between disadvantaged
and non-disadvantaged
Disadvantaged out performing
their non-disadvantaged peers
13
Year 12
2014 results DC2 Disadvant
aged (7)
Other (29)
Academic: APS per
entry 163 104
Academic: APS per
student 499 296
Academic: 1+ A*-E 78 100% 100% 100% Academic: 2+ A*-E 33 29% 67% 22% Academic: 3+ A*-E 22 0 0 0 Average Grade C Vocational: APS per
entry 213.6 225
Vocational: APS per
student 499 497
Vocational: 1+ A*-E 78 100% 100% 100% Vocational: 2+ A*-E 33 62% 40% 67% Vocational: 3+ A*-E 22 24% 0% 29% Average Grade Distinction School APS per entry 111 School APS per
student 441
School 3+ A*-E Rate 50% 33% 54% School 2+ A*-E Rate 82% 67% 86% School 1+ A*-E Rate 100% 100% 100% A*-A rate 20% 17% 20% A*-B rate 25% 26% 17% A*-C rate 68% 70% 58% A*-E rate 100% 100% 100%
Slightly more mixed picture in
Y12 with disadvantaged
performing well against non-
disadvantaged in some measures
and less so in others.
Post 16 tracking progress and
interventions applied to tackle
issues
14
School’s pupil premium statement (website version):
2014 – 2015 Pupil Premium: Funding Allocation
What is Pupil Premium?
The Pupil Premium (funding) was introduced in April 2011. Schools were allocated funding for children from low income families who were eligible for Free School Meals and also for children who have been looked after for more than six months.
From April 2012, the Pupil Premium was extended to include children who had been eligible for Free School Meals at any point in the last six years and those families with parents in the Armed Forces. The aim is to help raise achievement and improve outcomes for these pupils.
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 children eligible for Free School Meals and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
At OSCA, just under 42% of our students are eligible for the Pupil Premium or are considered disadvantaged. This significant proportion means that whilst we have initially directed our Pupil Premium Funding provision at potentially needy and vulnerable students in general, we are aware that this has also had a spin off for all of our students.
How much Pupil Premium did we receive?
The funding is paid based on financial years which run from 1st April to 31st March the following year. During the 2011/12 financial year, OSCA received £488 for each student in Years 7 to 11 who were entitled to Free School Meals. During 2012/13, the funding has increased to £623 per pupil who were entitled to Free School Meals or have been at some point in the last six years. A small additional amount of funding is received for any looked after children at the academy. During 13/14, the funding has increased to £900 per qualifying student. This has risen again to £935 per pupil for 2014/15.
This equates to the totals below:
Financial year 2011/12 - £91,256 Financial year 2012/13 - £197,868 Financial year 2013/14 - £306,900 Financial year 2014/15 - £316,952
15
How have we used our Pupil Premium Funding Allocation?
Examples of how we have used our Pupil Premium funding to raise achievement are as follows:
Provision of curriculum support and targeted intervention in the core subjects of English, Mathematics and Science through in class support or small group withdrawals from qualified teachers for individual pupils making below expected progress. Three academic mentors have been recruited to facilitate this during the 2013/14 academic year.
Pupils have also had opportunities for additional support and intervention through our pre examination Friday afternoon/Saturday Mathematics and English revision club. This support is provided by qualified specialist teachers.
Subsidised educational visits
SEN staff time to work with target students
Teaching Assistant (appointment/time) Maths after school club for KS3
Holiday revision sessions and summer activities
After school revision classes
Additional Maths, English and Science staff to increase KS4 curriculum delivery and reduction in class sizes
Staff training on effective feedback and marking of students work to ensure further progress
Revision materials and resources – increased department capitation
Additional leadership capacity within the school’s Senior Leadership Team via the promotion of key departmental heads to the position of Senior Leaders
Provision of essential uniform
Provision of essential equipment Success Centre staff time to work with targeted students
Year 11 residential for at students at risk of not achieving target grades in English and Maths to jump start progress
Year 11 careers day to ready students for the world of work
Year 7 residential to jump start students (funded by Y7 Catch-Up) who have been identified as being below level 4 on entry in English and / or Maths
The purchase of revision guides in English, maths and science for all PP students in years 10 and 11
These actions have impacted
directly on addressing the legacy
of progress and attainment of the
PP students to a position outlined
above of how the gap has closed
dramatically and now is below
national figures as outlined in
RAISE 2014 un-validated.
16
Deliver CPD for staff on Metacognition, to boost progress
What impact has Pupil Premium had for our students in 2014?
(Summer 2014 Y11 exam results)
CLOSING THE GAP INFORMATION - Year 11 2014 Disadvantaged pupils -
Best Entry
Other pupils -
Best Entry
Number of pupils 62 88
Percentage of pupils 47 53
Percentage achieving 5+ A*-C GCSEs (or equivalent) including English and
maths GCSEs 26 64
Percentage achieving 5+ A*-C GCSEs (GCSE ONLY) including English
and maths GCSEs 26 60
Percentage of pupils making expected progress in English 39 74
Percentage of pupils making more than expected progress in English 6 28
Percentage of pupils making expected progress in maths 30 70
Percentage of pupils making more than expected progress in maths 14 25
Percentage achieving A*-C English 34 70
Percentage achieving A*-C Maths 35 75
Percentage achieving A*-C Science (Incl. BTEC) 69 99
Further plans to use the allocation in 2014/15 to close any gaps include:
1) Establish a cross curricular working party to focus on raising achievement of pupil premium students and implement findings
2) EAL targeted interventions for students and families where progress is being hampered by lack of proficiency in English
3) Implementation of student tracking software which enables the performance of pupil premium and other vulnerable groups to be tracked real time and interventions applied on a more timely basis
What impact has Pupil Premium funding and initiatives (see above) had for our current students in
2014/2015?
(January 2015 current Y11 predicted performance)
17
CLOSING THE GAP INFORMATION - Year 11 2015 Disadvantaged
pupils
Other
pupils
All Pupils
Number of pupils 68 94 161
Percentage of pupils 42 58
Percentage achieving 5+ A*-C GCSEs (or equivalent) including
English and maths GCSEs 44% 63%
55%
Percentage of pupils making expected progress in English 68% 75% 72%
Percentage of pupils making more than expected progress in
English 25% 34%
30%
Percentage of pupils making expected progress in maths 56% 73% 66%
Percentage of pupils making more than expected progress in maths 22% 32% 28%
Percentage achieving A*-C English 69% 74% 72%
Percentage achieving A*-C Maths 62% 69% 66%
Percentage achieving A*-C Science (Incl. BTEC) 76% 75% 79%
M. McMahon
January 2015
Impact of Interventions
Detailed below evidence of the impact of the 3 Academic Mentors who have worked with targeted PP students to maximise progress and attainment in English, Maths, Science.
18
A. Impact of the English, Maths, and Science Academic Mentors
English Interventions
Summary – 33 students supported
13 of these are PP students and 12 of these have made progress or good progress in English.
Key
I = In-class support
W= Withdrawn from class/L4S to complete interventions
O= other intervention pre-school/study support after school
19
Maths Interventions
34 PP students supported of these 27 have made progress or good progress.
20
Science Interventions
21
Science Interventions
13 Y11 PP students supported 11/13 have made good or excellent progress.
B. Keeping PP high profile
All SIMS marksheets are coded with PP information so all staff are aware of the vulnerabilities (SEN/EAL) of all students, so that lesson plans and teaching strategies can accommodate the needs of all students.
C. Increased accountability
SLT/ELT/CLs are held to account for the relative progress of all vulnerable groups. ‘State of the Nation’ meetings are held with Principal where progress and attainment in each subject area are analysed. Action points are discussed and evaluated within the Senior Leadership Team. This informs actions within the ADP.
Pupil Premium indicator
on all SIMS marksheets
SIMS marksheets RAG
rated so all staff can
carefully track the
progress of all students.
QA process plus PM
schedule measures
progress of all vulnerable
groups
22
D. Governing Body The Finance and General Purposes GB and the Curriculum sub Committee regularly receive updates and review expenditure and progress re. closing the gap between PP v non PP students.
Detailed analysis of the relative progress of
all vulnerable groups including PP.
Colleagues/depts. are held to account, in
curricular and pastoral ‘State of the Nation’
line management meetings.
23
8 Pupil Premium Expenditure
8.1 - distributed Pupil Premium analysis (Appendix 4) which outlined the expenditure for the
current year. The percentage of expenditure on study support had been reduced as this had
been provided externally in the past but arrangements had now been made to provide this
support in-house.
8.2 Sixth form students being trained to support reading. Another group of students who were very
able had been working with a PhD student and most had submitted a 2,000 essay which was of
a standard that would be suitable for a degree level qualification.
8.3 The academic mentors were appointed in late January and worked particularly with Pupil
Premium students in order to ensure that work was underway to close the gap. Governors
were reminded that the critical indicators were whether the expenditure was being used
effectively and whether the gap between the achievement of Pupil Premium students and non-
Pupil Premium students was being narrowed. It was noted that work was underway and there
may not be a large impact in terms of Yr 11 results but lower down the school, the results were
encouraging.
8.4 A Governor asked about the funds used for trips and participation and whether this
made a difference to students. reported that if the trips abroad were considered, then it
made the trips viable for the Academy and meant that Pupil Premium students could travel
alongside those who were not in receipt of Pupil Premium. Music equipment was another area
where participation was increased as a result of the support of Pupil Premium funds. It was
Evidence of the involvement of the
Governing Body reviewing and
evaluating progress.
24
noted that this was difficult to measure but a qualitative analysis showed that this was effective.
It enabled students to have experiences that they would not usually have the opportunity to
participate in.
8.6 asked if there was any opportunity to develop family support by using Pupil Premium.
This would be investigated further as the involvement of families in students’ development was
useful. added that staff had worked on the Academy Development Plan and this was being
expanded so that a wider range of staff could engage and contribute to the plan.
E. Focus on developing teaching and learning The continued high priority on developing every teacher at OSCA through robust and differentiated CPD are having a big impact. This combined with a more rigorous accountability structure via line management and Performance Management are yielding improved rate of progress and much narrower gaps between PP and non PP students (see closing the gap section above).
We currently assess, through lesson observation, that 20% of teaching is outstanding, 93% good or better, with 7% requiring improvement. There are currently no teachers judged as regularly inadequate. We have also begun to use our Learning Walks and work scrutinies to define the ‘typical’ quality of teaching of individual members of staff. This provides us with a holistic picture. Since April 2013 there has been a rolling programme of paired observation training with Ofsted Inspectors. All senior leaders, all curriculum leaders and all assistant curriculum leaders have had their judgements assessed and validated, so we are confident in the accuracy of this data. A series of ‘departmental health checks’ also led by external, OAT Ofsted inspectors, informs our overall judgements of teaching and learning. This means the trajectory of the quality of teaching has been:
Outstanding Good + Requires Imp. Inadequate
Oct 2014 20% 87% 13% 0%
Jan. 2013 10% 46% 39% 5%
F. Pupil Premium Working Group This group have met several times as per the calendar to review existing practice, and development points (Agendas and action points available for scrutiny). Major priority is to establish a Breakfast Club led by Academic Mentors.
G. Key Stage 3, 4 and 5 RAP Meetings These rapid action planning meetings meet half termly where updates are shared, interventions and actions are determined and tracked. KS3 Agenda (28/1/15)
25
1) Flight paths and tracking
2) Progress of HATS and Boys
3) SIMs Chance Analysis – looking at DC2 A
KS4 Agenda (28/1/15)
1) Literacy target groups Y11 – S Clegg 3) EVA Software CPD – MW/DD
4) Identification of y10 intervention students.
Additionally these meetings lead to the preparation of CLs for their State of the Nation meetings, and their usage of EVA data analysis software. This software has greatly assisted in the efficient and quick evaluation of student performance data, by vulnerable group including PP v non PP.
H. Attendance of PP students
As a result of the work of the attendance team + pastoral team + Tutors, the attendance of PP students has improved dramatically over the last 3 years, the school overall attendance is now in excess of 97%+. The following table maps this improvement by year group over the last 3 years.
Y11 Maths recent data collection progression matrix,
which links with those presented in RAISE.
26
Attendance Measures
2012/2013 2013/2014 3rd Sept 2014- 22/1/2015
Year 7
Absence 4.2 3.5 2.5
Persistent Absence N/A N/A N/A
PP Absence 4 3 2.7
Non-PP Absence 2.3 1.6 2.1
Gap PP v Non PP 1.7 1.4 0.6
PP- PA N/A N/A N/A
Non PP –PA N/A N/A N/A
Year 8
Absence 4.6 3.4 1.8
Persistent Absence 0.4 N/A N/A
PP Absence 6.3 6 2
Non-PP Absence 4.6 4.2 1.7
Gap PP v Non PP 1.7 1.8 0.3
PP- PA 0.1 N/A N/A
Non PP – PA N/A N/A N/A
Year 9
Absence 5.2 3.9 3
Persistent Absence N/A 0.4 0.5
PP Absence 9 8 3.1
Non-PP Absence 5.4 4.2 3
Gap PP v Non PP 3.6 3.8 0.1
PP- PA 0.5 0.3 0.5
Non PP – PA 0.3 0.1 N/A
Year 10
Absence 7 3.6 3.2
Persistent Absence 1.2 0.4 0.6
PP Absence 6.3 4.7 3.8
Non-PP Absence 4.2 3 2.7
27
Gap PP v Non PP 2.1 1.7 1.1
PP- PA 3.7 0.3 0.6
Non PP – PA 1.2 0.1 N/A
Year 11
Absence 4.3 4.2 2.3
Persistent Absence 0.7 0.6 N/A
PP Absence 6.1 6 2.7
Non-PP Absence 3.2 2.6 2
Gap PP v Non PP 2.9 3.4 0.7
PP-PA 0.8 0.6 N/A
Non PP – P A N/A N/A N/A
OSCA Sixth
Absence 3
Persistent Absence 1.4
PP Absence 4
Non-PP Absence 2.9
Gap PP v Non PP 0 0 1.1
PP - PA 1.4
Non PP - PA N/A
I. Analysis of Fixed Term Exclusions
28
Conclusion
The impact of these interventions and the holistic benefits of developing the practice of all colleagues has enabled the gaps between PP and non PP to be closed to a position in excess of national figures to a position way below national (particularly in English).
Academy Development Plan
Closing the gap for the PP students, and for other vulnerable groups remain a priority. These priorities are included in our Academy Pevelopment Plan. Regular review and evaluation of these priorities enable OSCA to ‘fine tune’ our interventions and ensure we maximise the learning opportunities of all our students.
This data shows that over time
and compared to National
figures, the impact of our pastoral
interventions are greatly reducing
our fixed term exclusion rates.
The gap between PP and Non-PP
is smaller than the national gap.