Pupil Premium Strategy Evaluation 2018/19

Below is the outline figures for the performance of disadvantaged pupils at Hollingworth Academy, as well as a detailed evaluation of the different strategies we have used to raise the attainment and progress of our pupils. This year, the majority of GCSEs have moved to the new 1-9 grading system (9 being the highest). The new GCSE content is more challenging and school is now looking at those pupils who have achieved a “standard pass” (grade 4) and a “strong pass” (grade 5).

From 2016, the key performance indicator for Key Stage 4 pupils became Progress 8. Progress 8 is calculated by determining each pupil’s performance across a range of eight different subjects (English, Mathematics, three EBacc subjects, and three other GCSE or high quality GCSE equivalent subjects). This performance is then compared to the attainment of other pupils nationally. A negative Progress 8 score is below that of other pupils nationally. Individual Progress 8 scores will be aggregated to give a Progress 8 score for each school.

Progress 8

Disadvantaged Pupils 2019 Disadvantaged Pupils 2018 Disadvantaged Pupils 2017
Overall -0.29 +0.2 +0.1
English -0.2 +0.1 +0.2
Maths -0.11 +0.3 +0.2
Science -0.1 +0.4 +0.3
EBACC -0.3 +0.1 +0.1
Open -0.9 +0.2 +0.2
High Ability -0.6 +0.2 +0.1
Middle Ability -0.2 +0.2 0
Lower Ability -0.3 -0.1 +0.5

Attainment 8

Attainment 8 measures the achievement of a pupil across 8 qualifications including Mathematics (double weighted) and English (double weighted), 3 further qualifications that count in the English Baccalaureate (EBacc) measure and 3 further qualifications. Each individual grade a pupil achieves is assigned a point score, which is then used to calculate a pupil’s Attainment 8 score.

Hollingworth Academy 2019 National 2019 Hollingworth Academy 2018 National 2018 (all pupils)
Disadvantaged Pupils 42.3 43.2 46

Percentage of Pupils Achieving Threshold in Core Subjects (English, Maths and Science)

This year, the majority of GCSEs have moved to the new 1-9 grading system (9 being the highest). The new GCSE content is more challenging and schools now look at those pupils who have achieved a “standard pass” (grade 4) and a “strong pass” (grade 5).

2019 2018
Standard Pass Strong Pass Standard Pass Strong Pass
% of pupils achieving threshold in English & Maths 63% 37% 56% 38%
% of pupils achieving threshold in English 73% 56% 71% 56%
% of pupils achieving threshold in Maths 68% 44% 64% 49%
% of pupils achieving threshold in Science 59% 42% 66% 36%

Pupil Premium Strategy (Secondary)

1. Summary information
School Hollingworth Academy
Academic Year 2018/19 Total PP Budget £322,575 Date of most recent PP Review Sept 2018
Total number of Pupils 1,305 Number of pupils eligible for PP 392 Date for next internal review of this strategy March 2019
2. Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
Progress 8 score average -0.29 0
Attainment 8 score average 4.32 4.5
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 (improved in 2017-18) and Low Prior Attaining pupils.
Additional barriers (including issues which also require action outside school, such as low attendance rates)
D. Low aspirations and lack of CEIAG amongst some disadvantaged pupils.
A. Reduce in school gap between advantaged and disadvantaged pupils. The in-school gap between disadvantaged and advantaged pupils (in 2017-18 was - 0.20) is reduced to 0.
B. Improve attainment in practical/creative subjects. Allow disadvantaged pupils’ access to practical activities that might otherwise be inaccessible.
C. Increase the progress of White British disadvantaged boys. TLR holders in English ensure that disadvantaged pupils in all year groups (with a particular focus on boys’ progress) make expected progress.
D. Continue to increase the progress and aspirations of disadvantaged High Prior Attaining pupils (particularly boys – M P8 was 0 and F +0.3). This did improve last year (HPA PP score was +0.16) but is not yet a trend over time. Disadvantaged HPAs make expected progress and meet expected targets through quality first teaching and intervention.
ACADEMIC YEAR 2018 - 2019
Action Intended Outcome What is the Evidence and Rationale for this Choice? Staff Lead When Will You Review Implementation?
To develop vocational provision to expand
option choices at KS4.
• To enhance curriculum provision at
KS3 and KS4 (Photography, BTEC
PE, Hair and Beauty, Construction,
Catering) and preference
curriculum at KS3 (Construction,
• To ensure a broad and balanced
set of qualifications relevant
and available to disadvantaged pupils.
Progress for PP pupils with Low Prior Attainment was broadly 0 last year and therefore developing a robust set of qualifications, with progression routes to further education, are required. CR • Hospitality and Catering will be delivered to 10 Y10 pupils
from Sept 2019.
• The PE Department will continue to run BTEC and GCSE PE
alongside each other.
• The Performing Arts department has run the BTEC course. Results
improved from previous year.
Beta Curriculum
To develop the
Beta curriculum in
order to support
pupils who have
difficulties in
mainstream education
and require additional support
with literacy.
• One class of pupils in all year
groups at KS3 follow our Beta
curriculum. This provision aims to
raise self-esteem, develop life skills,
improve communication skills and build engagement with the school
and education.
• To develop life skills programme
(Bakery) at KS3 for the Beta groups
Need to develop
engagement for pupils in
the Beta curriculum. An
increasing number of pupils are entering mainstream
education, due to rising numbers across
the authority and lack of spaces at specialist schools, and can often lack essential social and life skills.
JH/EW • A nurture/beta curriculum review has taken place in the form of
pupil voice, staff voice and lesson observations. An action plan
has been agreed as a result of this review. This includes
collaboration between staff leading humanities, MFL, Bakery
and JH. Further work undergone includes re-structuring the
curriculum plans to allow for the introduction of life skills
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.
• To increase attendance and
attainment of most vulnerable pupils.
• To provide significant additional
support to pupils with social and
emotional needs, who might
otherwise not have attended school.
• LAC and PP often do not make expected progress both nationally and at an authority level. • The Inclusion Unit has one full time member of staff supporting pupils and developing resources. JBR • Two LAC pupils accessed the Unit and successfully completed Y11 with GCSE qualifications. One of the pupils has accessed a L1 qualification at the local further education provider.
• Over the course of the year, 48 pupils with social, emotional and mental health issues accessed the unit for help with subject content, as well as a safe place in vulnerable times. Counselling with both internal and external agencies was provided as required.
• A number of pupils with specific medical and mental health issues, which prevented them from attending all mainstream lessons, received specialist support (including 1:1 tutoring) and were very successful. All have enrolled in either 6th form colleges or apprenticeships.
• The unit has also supported a number of ASC pupils across all year groups.
• Some PP have been removed from specific curriculum areas to receive more literacy based interventions.
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 run by Assistant Headteacher for Core subjects from Y7-11, after each assessment data entry point.
• HPA mentors in Y11 and Y7 to ensure disadvantaged pupils are making progress across curriculum all areas. Mentoring system in place for those requiring additional support.
• 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. PP can often drift through sets.
• To monitor progress of disadvantaged pupils in RAT meetings to ensure intervention is put in place to ensure progress.
• There is still a gap in Core subjects between PP and non-PP. This focus aims to remove this gap.
TLR holders Maths, English, Science
• Morning intervention groups run by KC and newly appointed numeracy coordinator JG. KC has focussed on Y11 Pupil Premium whilst JG has focussed on lower school Pupil Premium. This has resulted in less PP moving down sets in Maths in KS3.
• Results for Y11 will be analysed in August 2019. The Y11 group is predominantly made up of pupils in set 3 on either side of the year group. The results for these 31 pupils are:
PP in tutor group
5+ in Maths = 50%
4+ in Maths = 94%
Average increase in grades from EOY 10 to EOY 11 is 1.1 grades.
• Intervention has been placed on the class teacher and is now monitored during half termly departmental RAT meetings in Maths (similar to those in English) where evidence is shared. This is new and will be embedded fully next year.
• All TLR holders must now meet with Deputy Head i/c of Curriculum when potentially moving disadvantaged pupils between sets. List of intervention strategies must be provided.
Action Intended Outcome What is the Evidence and Rationale for this Choice? Staff Lead When Will You Review Implementation?
Literacy and Numeracy • Strategic appointment of Assistant Headteacher with focus on developing literacy across the academy.
• 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 Y7&8 to have paired reading with Y10 leaders.
• Disadvantaged to read with form tutor on 1:1 basis at least one per half term.
• Y9 form tutors to trial guided class reading with set texts.
• Staff CPD to focus on developing form tutor skills in literacy.
• Disadvantaged pupils in Y7 & 8 to formally present to SLT and forms on termly basis about A2L reports.
• Importance of literacy and reading to be promoted at Y6 Information Evening June 2018.
• Literacy non-negotiables to be implemented in all curriculum areas.
• Numeracy ninjas to be run in all tutor groups from Y7-9. Data to be analysed by TLR holders and intervention put in place for disadvantaged pupils.
• Numeracy intervention classes introduced during morning tutor time for KS3 PP who are below expectations.
• Revision tutor class introduced from September for Y11 PP, run by HOD to increase attainment.
• 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.
• To increase reading ages of PP so that they match chronological age.

• Increase numeracy skills in Y7-9 so that the gap between PP and non-PP decreases.
• Although Maths does have a +P8 score for both PP and non-PP, a gap still exists. It is intended that these interventions reduce this gap.
JM/KC • Termly through RAT meetings and Reading Age data.
• Reading ages have improved over the course of the year due to form tutor interventions. In Y7 – 69% reading at chronological age and above compared to 62% in September.
• Y8 – 70% reading at chronological age compared to 67% last year. However, there are more disadvantaged pupils reading above their reading age (63% compared to 60% in September).

• Numeracy intervention tutor groups are being run for primarily disadvantaged pupils (other pupils included where necessary). Numeracy Coordinator role created to improve the impact of this.
• When pupils are proficient at Numeracy Ninjas, they move on to Master booklets. Currently, 22% of all PP students are on the Grand Master Booklet in year 8, compared to 34.5% of all the NPP students.
• 42% of all PP students are on the Grand Master Booklets in year 9, compared to 50.8% of all the NPP students.
• This shows that there is a gap, which we will look to address next year.
• Used SS to do a morning tutor group with Y10 Pupil Premium as she became available once Y11s went in to subject specific tutor groups from February.
• The trial of numeracy ninjas has been successful with all pupils. The lead in Maths has identified those pupils who achieve an average of less than 23/30. Additional booklets are put in place for those pupils who score higher for additional challenge.
Progress Mentors • The Progress mentors aim to:
o Increase reading ages
o Improve A2L and A2H grades
o Raise aspirations of Russell Group universities for HPA PP

• Employment of 4 additional Progress Mentors to focus on:
o Disadvantaged HPA in Y9&10. (1 role)
o Disadvantaged pupils in Y8-10. (3 roles)
o Progress Mentors to liaise with TLR holders in core subjects; monitor attendance at revision sessions and enrichment events/clubs.
• Data shows reading/A2L/ homework/attendance) that the gap between disadvantaged and non-disadvantaged begins in Y7 and grows throughout the years. Targeted intervention at a younger age aims to halt and reduce this gap.
• Two groups will focus on developing A2L (Y8&9); 2 groups will focus on HPA disadvantaged pupils and raising aspirations through ‘The Brilliant Club” in conjunction of University of Manchester (Y9&10); one group focus on low reading ages (Y10).
• Additional 3 pastoral mentors will be employed this year. One of these will focus on improving attendance. PP will be a focus for this role. There is a gap between attendance for PP and non-PP (5% in Y11 2017-18).
MK/JD/PB/AB/SG/SS • Targeted intervention ran by 5 mentors over the course of the year. Impact of groups focusing on A2L and reading. Reading was completed during tutor time with Assistant Headteacher monitoring implementation of the scheme.
• Year 8: Data taken from impact of intervention groups from JB. The A2L mentoring showed some impact, although it is difficult to measure progress when we don’t know what would have happened if they had not been mentored. Y8 intervention group showed progress had improved more than PP who were not mentored. The attendance of the Y9 mentored group was higher than the attendance of PP who were not mentored, but lower than non-PP and all pupils.
• Year 9: The data shows that progress of the intervention group was less than all groups, and that A2L was better for the intervention group than other PP. Their attendance was less than all the groups.
• Year 10: The progress was better than PP, but less than the other groups. Their A2L was worse than all pupils, but their attendance was higher.
• Impact of Brilliant Club: all pupils achieved a course submission and completed the programme. No pupils dropped out.
o Three pupils achieved a 1st; 7 achieved a 2:1; 2 achieved a 2:2 and 1 pupil a 3 (due to late submission).
o Pupils and parents attended graduation ceremony at The University of Manchester.
• Overall for all year groups: The intervention groups’ progress fell by less than the PP group, whereas the non-PP and all pupils made more progress. This shows that although there was a dip in progress, this was not as significant as all PP pupils.
• Evaluation of current strategy suggests a sharper focus on attendance, to be run from June 2019. This will require more specific and targeted resources, with a clearer programme of implementation with specific days for mentoring and chasing up. More parental involvement is required and HOY to have more contact with the parents when the pupils are absent.
Revision Support Sessions • Assistant Headteacher to target disadvantaged pupils and ensure intervention tutor groups are put in place for January 2019 onwards.
• Assistant Headteacher to monitor attendance at after school revision sessions from February 2019.
• Priority is given to disadvantaged pupils when composing the groups for tutor times, to ensure areas in need of greater intervention are addressed.
• Attendance sessions after school are voluntary but Assistant Headteacher and Deputy Headteacher will target specific pupils to ensure they attend more relevant revision sessions.
MK/AS • HODs identified PP who had not bought revision guides. All requests were approved.
• All PP attended 4 hours of additional revision sessions per week from February. Some individual cases were exempt due to personal family circumstances, these were approved by HOY.
• All PP in form tutor revision groups, targeted for intervention from data analysis. Particular focus on securing Maths and English.
CEIAG in Y10 &11 • Y10 & 11: All disadvantaged pupils receive additional support from Positive Steps advisor for completion of personal statements and application forms for FE/Apprenticeships.
• Y10 & 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 sixth form/college.
• Y10 & 11 parents to be contacted by text message regarding open days/events over the calendar year.
• Disadvantaged HPAs in Y10 & 11 to visit RSFC to discuss future aspirations with
• 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.
MK/LL • All Y10, including PP, have attended RSFC and OSFC in 2018/19.
• All Y10 PP children have had a 1:1 interview with Positive Steps advisor regarding post 16 destinations. They have also had a session on researching colleges and apprenticeships.
• All enrichment activities must include same proportion as PP children in school (30%). In RE, pupils in Y10 visited University of Manchester for RE (16 pupils) Insight into theology, and for History (18 pupils) for Cold War lecture.
• All Y11 pupils have submitted an application for either a college place or an apprenticeship, and all have an offer to take up for September. Positive Steps advisor has checked all application forms for PP children.
CEIAG in Y7-9 • Spring term 2018 all pupils to receive Pathways assembly.
• Sixth 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 Sixth 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.
MK/LL • All Y7 attended The University of Manchester visit in April 2019, including all PP.
• The Y9 scholars group, which has 30% PP, have attended study day and research skills at UofM. Also attended 6 lectures at Manchester Grammar school. Cambridge academic interviewing session for these pupils.
• Y8 scientists (6 PP) attended a 2-day workshop at UofM as part of annual Science week.
• The Manchester Grammar lectures also ran for 30 Y7 & Y8 scholars (30% PP). This group also had a Cambridge mock interview by Assistant Headteacher from Oldham 6th Form (with resp for Oxbridge programme) and a Hollingworth Alumni (studying Psychology at Cambridge).
• Pupils (30% PP) from Y7-9 attended Physics academic workshops at The Cavendish Laboratory, Cambridge University.
CEIAG in Y10-11 • All disadvantaged pupils in Y10 & 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.
• To ensure PP are well resourced so that they can access lessons effectively.
• HODs audit general equipment and purchase of revision guides through school online system. Pupils who have not accessed resources are provided with free ones through PP funding.
MK/JD • Departments applied for finance and provided PP pupils who needed it with a revision guide, Food Technology provided ingredients, Maths, MFL and Computing provided revision guides.
• Parents were sent text messages regarding the revision sessions.
• Calculators and geometry sets were provided for PP who had not already purchased them.
• Disadvantaged pupils provided with revision resources such as booklets and stationary.
Homework Club • HOY to target disadvantaged pupils with poor A2Hs and intervention put into place.
• Lead Learners to monitor attendance of disadvantaged pupils at The Base.
• Disadvantaged pupils assigned a member of SLT for mentoring to focus on a range of barriers. Meet frequently to review attendance/A2L/A2H.
• Deputy Headteacher to speak to all disadvantaged pupils who are underperforming on a range of issues. Marginal gains session to be held with those pupils.
MK/CH • Disadvantaged pupils were targeted following a data analysis to identify pupils struggling to complete homework. High ability Y9 & 10 pupils were selected by the Maths Department to support these pupils with maths homework and then other homework once maths was completed. The sessions ran on Wednesday mornings during registration. Pupils stated that they found the sessions helpful and the pupils providing the support said that it was helpful in terms of Maths revision.
• Mentoring of disadvantaged pupils took place on a range of issues. Analysis of the data showed that this had not had the impact we had expected. Deputy Headteacher did speak with a key number of pupils regarding A2L, attendance, and other issues.
Enrichment Days/Events • A series of enrichment events to be developed so pupils have access to various educational experiences in Y7-9.
• 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.
BL • Numerous enrichment activities and school trips have taken place throughout the school year, including:
o CIEAG trips to Hopwood Hall
o Apprenticeship days
o Y10 Oldham and Hopwood Hall taster days.
o Study skills days for all year groups
o Be the Best Conference for Y11, which is a number of workshops aimed at increasing independent learning with a guest motivational speaker.
o Visits to local and regional Engineering companies. KS3: • Y8 visit to Cambridge with 30 pupils who attended taken from PP to reflect the school PP cohort.
• Prison Me No Way for Y9 aimed at motivating pupils and helping to understand the impact of antisocial behaviour on their life outcomes.
• Y9 Business and Media enrichment for all pupils to encourage pupils to understand creative possibilities in the world of work.
• Y8 Geography field work trip to look at coastal defences in Blackpool
• Y9 Science enrichment day with session leaders from industry and universities.
• Y9 Battlefields trip to Belgium
• Y7-11 study skills days with parental information evenings took place for each year group throughout the year with sessions focusing on Maths, English, independent study skills, revision and electronic learning.
• Eurogamer trip (computing): all Y9 & 10 disadvantaged pupils.
• Auditing attendance at enrichment clubs has proven difficult this year. A new system that uses the SIS has been created to be implemented next year.
Cultural capital • To ensure that all disadvantaged pupils in Y7&8 over 2 years:
o Attend a theatre production/play.
o Attend a major sporting event.
o Have the opportunity to play a musical instrument.
o Attend an external school or residential visit.
o Formally present to their peers on a termly basis.
o Visit Central Library or John Rylands library in Manchester.
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. MK/JD Progress Mentors • Numerous enrichment events took place that aimed at increasing cultural capital, included:
o Performing Arts Group - the Beatles Story
o Cross Country events at school and attending Rochdale and Manchester Championships.
o Entered numerous PP pupils into the Rowing competitions in Rochdale and Manchester.
o Attendance at the Shakespeare Festivals including the Met at Bury.
o Evening of Music and an Evening of Dance in which the pupils performed and all were invited to attend with parents.
o Afternoon of Piano where a number of pupils played.
o Evening of Voice where numerous pupils took part in an evening performance that they had planned and organised.
o Y9 Performing Arts enrichment day and an Arts production took place.
o Y11 theatre trip to see Dr Jekyll and Mr Hyde.
o Rochdale Performing Arts and Drama Society
o Art Showcases.
o All pupils in Y7 & 8 played a variety of instruments and pupils are invited to attend one to one lessons. Peripatetic teachers come into school to support pupils with a range of instruments and singing. Where a particular talent is identified, pupils are excused from normal lessons to attend the sessions.
o All pupils in Y7 & 8 present to their peers in the Edge lessons on a range of topics, from subjects of their choice and expertise to politics and society.
Total budgeted cost for targeted support: £203,176
Total budgeted cost: £394,845


PP Stratergy Evaluation of 2018-19