Use of the Pupil Premium


PP Stratergy Evaluation of 2017-19

Pupil premium strategy evaluation (secondary)

1. Summary information
School Hollingworth Academy
Academic Year 2017-18 Total PP Budget £316,498
Total number of Pupils 1,270 Number of pupils eligible for PP 351 Date for next internal review of this strategy March 2018 Sept 2018
2. Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving Strong pass - grade 5 in both EM (2016-17 only) 41% 49%
% achieving Standard pass – grade 4 in both EM (2016-17 only) 59% 71%
Progress 8 score for English / Maths (2016-17 only) +0.25/+0.25 0.11% / 0.11%
Progress 8 score average + 0.21 0.11
Attainment 8 score average 44.5 49.8
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A. In school gap between advantaged and disadvantaged pupils (particularly boys).
B. Low literacy levels between advantaged and disadvantaged on entry (which increase through years 7-9).
C. The progress made by disadvantaged High Prior Attaining pupils (particularly boys).
External barriers (issues which also require action outside school, such as low attendance rates)
D. Parental support.
E. Low aspirations and lack of CEIAG amongst some disadvantaged pupils.
4. Desired outcomes (desired outcomes and how they will be measured)
A. Reduce in school gap between advantaged and disadvantaged pupils. The in-school gap between disadvantaged and advantaged pupils (in 2016-17 was - 0.17) is reduced to 0. This requires focussed effort on boys’ progress in particular.
B. Increase the progress of disadvantaged boys (particularly in English and Humanities). TLR holders in English ensure that disadvantaged pupils in all year groups (with a particular focus on boys’ progress) make expected progress and meet expected targets (at least stage 3).
C. Increase the progress and aspirations of disadvantaged High Prior Attaining pupils (boys). Disadvantaged HPAs make expected progress and meet expected targets (at least Stage 3) through quality first teaching and intervention. A higher priority and focus given to this group by most able SLT lead and co-ordinator.
5. Planned expenditure
Academic Year : 2017-18
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.
Intervention Rationale Cost Impact
To develop vocational provision to expand Option choices at KS4 (Photography, BTEC PE, Hair and Beauty, Construction) and Preference Curriculum at KS3 (Construction, Bakery). To further develop the Beta Curriculum by developing life skills programme (Bakery entitlement for nurture group).
To enhance curriculum provision at KS3 and KS4 to ensure a broad and balanced set of qualifications relevant and available to disadvantaged pupils.
To ensure that those pupils identified as ‘not secondary ready’ receive additional intervention to ensure accelerated progress is made.
£30,809 Courses are currently running in both Years 10 & 11 in Construction, Hair and Beauty and Photography.
Construction has also been introduced into the Year 9 Preference Curriculum in Year 9.
A Bakery course has also been developed for the Beta group in Year 9 looking at cooking healthy meals for affordable cost.
BTEC PE and Catering are planned for curriculum development in 2018/19.
Beta classes One class of pupils in all year groups at KS3 follow our BETA curriculum. This aims to support pupils who have experienced difficulties in mainstream education and require additional support with literacy. This provision aims to raise self-esteem, develop life skills, improve communication skills and build engagement with the school and education. £56,848 At KS3 6/12 pupils in Y7 moved from Beta group back in to mainstream curriculum. In Y8 2/7 moved in to mainstream. All have seen successful transition.
Reading ages have increased on average by 2 years over 12 months.
Boxall results show improvements in years 7-9 on developmental strands such as teamwork, independence etc. However, areas to develop include social and emotional development.
Year 8 presented to entire year group during Year 8 showcase.
All pupils have attended educational visits. Work complements mainstream curriculum in order to ensure access and potential progression e.g. Humanities work covering coastal defences in Y8.
Inclusion Unit A new purpose built Inclusion Centre has opened in a new wing of the school building. This wing includes a multi-purpose classroom, quiet room, mentor’s office, reception area and WC. This enabled us to provide significant additional support to pupils with social and emotional needs, who might otherwise not have attended school.
3 HLTA’s (English & Maths) work 1:1 to support LAC pupils after school.
The school has a high success rate in securing permanent places for managed move pupils (80% are successful).
A number of pupils have been able to access school on a personalised timetable via the unit for a variety of reasons – medical, emotional health & well-being, crisis etc.
Unit has been used for support lessons for pupils in their GCSE years – completing catch up work.
Individual support for ASC pupils as and when needed.
Outside agencies access area (Quiet room) for intervention with pupils – Early Break, School Nurse, #thrive, Healthy Young Minds, RANS, Holistic therapies.
Mentor support for identified pupils covering a range of issues – self-esteem, bereavement, social & emotional, friendship, anxiety etc.
Core Intervention
TLR holders in Core subjects to monitor progress of disadvantaged pupils. Potential set movements to be monitored to ensure intervention is put in place.
Deputy Headteacher to meet with TLR holders to validate set movements of disadvantaged pupils.
Disadvantaged pupils to receive additional intervention sessions in Core subjects if not making progress.
Disadvantaged pupils progress to be agenda item on SLT/MLT termly meeting.
Disadvantaged pupils to be focus for RAT meetings on ran by Assistant Headteacher for Core subjects from yrs 7-11, after each assessment data entry point.
HPA mentors in Yr11 and Y7 to ensure disadvantaged pupils are making progress across curriculum all areas. Mentoring system in place for those requiring additional support.
Additional monitoring of disadvantaged boys in English and Humanities to ensure progress is being made. Intervention sessions put in place for those underperforming.
To increase awareness and focus of TLR holders in core subjects of disadvantaged pupils in their teams.
To monitor progress of disadvantaged pupils in RAT meetings to ensure intervention is put in place to ensure progress.
Higher priority given to additional revision sessions in Y11 for English and Humanities based subjects.
£9,431 The results for PP children in the core subjects of Maths and English were pleasing. In Maths the P8 figure for PP was +0.35 and for English it was +0.08. For Science the score for PP was +0.44. Maths – PP wall for year 11 pupils in the maths workroom. This ensured that all staff are aware of our PP pupils. Forecast and FFT targets shown.
Maths – PP pupils identified for classroom intervention strategies by class teacher and written in to PM. However, very pupil (including non-PP) had some form of intervention when necessary during lesson time and this impacted significantly on achievement, including PP. Maths – Year 7 to 10 intervention focussed on high ability pupils. In 2017/18 HA PP in Maths achieved a P8 score of +0.16. Average points score for Maths was 5.69.
Maths – PP was a consideration for including pupils in year 11 intervention tutor groups and PSHE groups. This meant that PP pupils had additional intervention within curriculum time.
Maths – All year 11 PP pupils were given revision guides. This had an impact but can be improved by monitoring pupil use of these.
Maths – results for both PP and non-PP pupils in 2018 were strong but the gap still remains. This is a focus this year.
English - Many of the T&L strategies we are embedding around knowledge and interleaving for all pupils benefit PP pupils in particular as a means of embedding cultural capital.
English - Teachers use PP data as one of the factors by which to prioritise focus pupils. RAT meetings increasingly focus on academic targets and specific English skills, rather than pastoral (attendance/behaviour) in order to optimise impact. This is a work in progress.
English – Year 11 tutor group was
exclusively PP pupils aiming for a 4 or 5. She taught very prescriptive structures for writing in these sessions.
English – Invite-only revision sessions were designed for PP pupils and WBRI. They were strategically staffed with people who knew the pupils well and followed a very rigid, consistent structure each week.
Average points score for HPA PP was 6.54.
Literacy and Numeracy
Appointment of Assistant Head with responsibility for literacy.
Form tutor reading to be held minimum of twice a week.
Employ additional LPAs to ensure intervention is put in place for those with a reading age below 11. (Lexia, Guided Reading, After school intervention).
Disadvantaged pupils in Yrs 7&8 to have paired reading with Y10 leaders.
Disadvantaged pupils to read with form tutor on 1:1 basis at least 1 a half term.
Staff CPD to focus on developing form tutor skills in literacy.
Disadvantaged pupils to formally present to SLT and forms on termly basis about A2L reports.
Importance of literacy and reading to be promoted at Parental Information Evening in Jan 2018.
Literacy non-negotiables to be implemented in all curriculum areas.
Numeracy ninjas to be run in all tutor groups from yrs 7-9. Data to be analysed by TLR holders and intervention put in place for disadvantaged pupils.
Investigate possibility of numeracy intervention LPA, focussing on disadvantaged pupils in yrs 7-9.
To increase the opportunities for disadvantaged pupils to read during tutor times, both independently and as part of guided reading with form tutors and peers.
To develop the presentation skills and oracy of disadvantaged pupils, in order to raise confidence of speaking formally in public situations.
Increase numeracy skills in yrs 7-9 so that pupils the gap between disadvantaged pupils and their peers in school decreases.
£31,452 Additional LPAs permanently appointed and leading reading intervention before and after school. Average gain of disadvantaged pupils over course of nine months : 1 yr 6months.
All tutor groups read twice a week.
Reading in Tutor time CPD and follow up delivered. In year 7 amount of disadvantaged pupils who have a reading age that is at or above their chronological age has increased from 38% on entry (September 2017) to 63% (July 2018).Additional CPD to re-enforce message of listening to disadvantaged pupils read in form time due November 2018.
Disadvantaged pupils presenting their A2L carried out throughout year 7.
Reading promoted at all Parental Information evenings and in Transition evening.
Literacy non-negotiables being used across the curriculum as shown in in QA process. Using Academic language CPD delivered to staff June 2018. Initial impact evidenced in QA process.
Revision Support Sessions
Assistant Headteacher to target disadvantaged pupils and ensure intervention tutor groups are put in place for Jan 2018 onwards.
Assistant Headteacher to monitor attendance at after school revision sessions from February 2018.
All PP pupils attended at least 4 sessions of revision per week, from Feb 2018, until the exams.
Focus for intervention groups in tutor time were driven by improving grades for Ma and English.
Progress Mentors
Employment of 4 additional Progress Mentors to focus on:
Disadvantaged HPA in Ys 7-9. (1 role)
Disadvantaged pupils in Ys 8-10. (3 roles)
Progress Mentors to liaise with TLR holders in core subjects; monitor attendance at revision sessions and enrichment events/clubs.
4 Progress Mentors have been employed starting from September 2018. Focus is on developing A2L grades for 2 groups Raising University aspirations for HPA pupils in Y9 & 10 (The Brilliant Club); 1 group looking at developing reading ages. Progress review to be held in Dec 2018.
Intervention Rationale Cost Impact
CEIAG in Yrs 10 &11:
Yrs 10 & 11 – All disadvantaged pupils receive additional support from Positive Steps advisor for completion of personal statements and application forms for FE/Apprenticeships.
Years 10&11 – All disadvantaged pupils to receive interview practice and feedback. All pupils to receive 1:1 interview regarding pathways post 16.
Year 10 – All pupils to have a visit to either a 6th form/college.
Year 10 and 11 parents to be contacted by text message regarding open days/events over the calendar year.
Disadvantaged HPAs in yrs 10&11 to visit RSFC to discuss future aspirations with Vice Principal – Dec 2017/Jan 2018.

CEIAG in Yrs 7-9:
Spring term 2018 all pupils to receive Pathways assembly.
6th form college and Further Education visit for all Y9 disadvantaged pupils. All KS3 disadvantaged HPAs to attend university visit.Y7&8 Hopwood Hall and Rochdale 6th form visit for all disadvantaged pupils.
1:1 Positive Steps interview for all KS3 disadvantaged pupils regarding potential future pathways.
Option forms of disadvantaged pupils to be checked by Deputy Headteacher for broad and balanced curriculum.
To provide targeted CEIAG support for disadvantaged pupils in KS3 and KS4. This will ensure all disadvantaged pupils are clear about career pathways including further education, higher education and higher level apprenticeships.

To raise pupil and parental aspiration by providing a series of visits to both Further and Higher Education establishments, ensuring pupils consider post 16 choices.Additional, targeted support for all disadvantaged pupils in application writing, personal statements and interview practice.
To raise aspirations and awareness of KS3 disadvantaged pupils so that future progression pathways are identifies at an earlier age.
£19,334 LL has interviewed most PP pupils in Year 10 in small groups focussing on aspirations for college/apprenticeships.
All Yr 11 disadvantaged pupils are currently having small group sessions regarding completing personal statements and completing college applications.
All Y10 pupils visited OSFC in June 2018. All pupils had additional option to visit RSFC and HH in July 2018.
12 Y10 disadvantaged HPA pupils (now in Y11) visited RSFC for session with Vice Principal in Dec 2017.
Destinations data in 2018 showed very similar trends to all pupils. 52% of disadvantaged pupils at A Level providers, 41% vocational, 2% apprenticeships, 2% NEET.
Pathways assemblies took place in Spring 2018. Careers Fair in Oct 2018. Careers assemblies from OSFC, RSFC, HH, OC and apprenticeships for Y11 in Autumn 2018. All Y11 pupils being encouraged to take part in NCS The Challenge in summer 2019. 67 pupils took part in 2018 – we have won an award for this as a top 10 school in GM. 8 out of the 67 pupils were disadvantaged.
Y10 pupils experienced an academic lecture at the University of Manchester. All university visits at Hollingworth must match, or exceed, the proportion of PP children in the school.
Y10 visit for PP girls only to Cambridge University (Downing College) in Summer 2018 – theme of raising aspirations.
University of Manchester KNEAD programme for Year 8 – focus on aeronautical industry – academic workshop.
Y11 disadvantaged HPA girls on Maths visit to Cambridge – Summer 2018.
Y8 Science enrichment for disadvantaged pupils in summer 2018.
Y8 Masterclass – Spanish at Rochdale 6th Form College– in Nov 2018. 22 pupils took part – 25% were disadvantaged.
Y9 HPQ pupils to RSFC – Nov 2018. 20 pupils, 25% are disadvantaged.
University of Manchester visit for all Year 7 pupils planned for April 2019.
Resources and Materials
All disadvantaged pupils in Yrs 10 & 11 to be provided with free revision guides for each subject.
Parents to be targeted by text message for revision sessions over half term and Easter.
Maths equipment to be assessed before Y11 exams. Calculators and Geometry sets to be provided.
Homework Club
HOY to target disadvantaged pupils with poor homework A2Ls and intervention put into place.
Lead Learners to monitor attendance of disadvantaged pupils at The Base.
To ensure disadvantaged pupils are fully equipped for terminal exams.
To keep parents fully informed of all revision sessions and upcoming exams to ensure good attendance.
To help to develop the independent learning skills of disadvantaged pupils.
Termly audit conducted through departments. Resources provided for any PP children lacking resources.
The monitoring of pupils in The Base was not completed due to staffing issues, but this will be a focus for 2018/19.
Intervention Rationale Cost
Enrichment Days/Events
A series of enrichment events to be developed so pupils have access to various educational experiences in Years 7-9.
Enrichment events and Parental Information Evenings held on developing study skills. Disadvantaged parents to be targeted by HOY.
Audit attendance of disadvantaged pupils at after school enrichment clubs.
To provide a series of events which broaden disadvantaged pupils’ educational experiences.
To develop independent study skills of disadvantaged pupils and empower parents to support their children at home.
Time All pupils experienced enrichment events such as: Zulu Nation; Prison, Me, No way; Study Skills (all years); Business/Media enrichment; Shakespeare school festival; European Day of Languages; KS3 Refugee Exhibition Week; Be the Best.
For visits please see above.
Parental Information evenings were held in order to support their children at home.
Cultural capital
To ensure that all disadvantaged pupils in years 7&8 over 2 years:
Attend a theatre production/play.
Attend a major sporting event.
Have the opportunity to play a musical instrument.
Attend an external school or residential visit.
Formally present to their peers on a termly basis.
Visit Central Library or John Rylands library in Manchester.

Summer School
A summer school to run in 2018 to target disadvantaged pupils in upcoming Yr6. The aim will be to increase literacy, numeracy and cultural experiences.
Provide a series of activities so that pupils are not disadvantaged by a lack of experiences. These should also aim to introduce pupils to activities that may not arise otherwise.

To integrate pupils into life at Hollingworth by providing engaging literacy and numeracy sessions, as well as introducing pupils to some of the cultural activities mentioned above.
Nil All pupils in Y 7 playing a musical instrument in Music lessons.
The performing Arts and PE departments held a number of enrichment events and visits which PP attended.
This is an area we are looking to develop further in 2018-19.