Use of the Pupil Premium in 2016/2017

Hollingworth Academy was allocated £311,065 for the academic year 2016/2017. This fund was in addition to the main school budget.

Area Funding Actions Impact

Careers Guidance and Progression Support

£16,271.80

The core of our Careers Education Information and Guidance (CEIAG) provision for 2016/17 was provided by the Positive Steps.  A member of SLT had an overview of this provision and a member of staff co-ordinated the work in this area.  We employ a part-time mentor to support CEIAG at KS3 and KS4.  This role involves inviting in local post-16 education and training providers to speak to our Year 11 pupils about the options available to them after leaving Hollingworth, and rigorously supporting Year 11 pupils in making multiple applications to further their education, employment or training.  Pupil Premium pupils are given extra support in this area.  Support is also offered to other year groups through the options and the school's Careers Fair.

Efforts are made each year to follow up all those pupils who remain not in education, employment or training (NEET). The school's CEIAG mentor and Positive Steps coordinator contact the homes of all pupils in this category and arrange appropriate support.
At the time of writing 98% of pupils who left Hollingworth in the summer of 2017 were in education, employment or training by December 2017.  This is significantly above the national figure. 91% of these pupils stay in education or employment for at least two terms.
In 2016 we achieved the Inspiring IAG Gold Award, which demonstrates the hard work and commitment we have in helping to secure the futures for all our pupils.

KS4 Intervention & Curriculum Support

£67,745.47

Additional classes were timetabled to support achievement in GCSE English and Mathematics.  This enabled targeted support to occur for pupils of different abilities and for Pupil Premium pupils.
The progress of each pupil is carefully monitored by the Year 11 Achievement Team and appropriate intervention strategies are deployed.  This includes mentoring by various members of staff.
In addition, Pupil Premium pupils in Year 11 attended a total of ?? revision sessions.  These took place out of school hours. 

Progress 8 scores:
English – 0.25
Maths – 0.25
Ebac – 0.18
Open – 0.19
English and Maths grade 5 or above – 41%
English and Maths grade 4 or above – 59%

 

Pupil Premium pupils' achievement and progress:
in recent years outcomes for disadvantaged pupils at Hollingworth have been nationally recognised.

The progress 8 score for disadvantaged pupils in the summer of 2017 was 0.21. This is above the national average for advantage pupils (0.11).

61.3% of our Pupil Premium pupils achieved at least one A/A* grade or equivalent (Level 7-9).
94.7% of our Pupil Premium children achieved 5 or more A*-G grades at GCSE grade or equivalent (Level 1-9).

Mentoring

£32,154.70

We employ three mentors who support vulnerable pupils during the transition from primary to secondary school all the way through to when pupils leave us at the end of Year 11.
A significant proportion of their time is spent working with Pupil Premium pupils.
Mentoring schemes were also introduced for Pupil Premium pupils in other year groups.

Progress 8 scores:
English – 0.25
Maths – 0.25
Ebac – 0.18
Open – 0.19
English and Maths grade 5 or above – 41%
English and Maths grade 4 or above – 59%

 

Pupil Premium pupils' achievement and progress:
in recent years outcomes for disadvantaged pupils at Hollingworth have been nationally recognised.

The progress 8 score for disadvantaged pupils in the summer of 2017 was 0.21. This is above the national average for advantage pupils (0.11).

61.3% of our Pupil Premium pupils achieved at least one A/A* grade or equivalent (Level 7-9).
94.7% of our Pupil Premium children achieved 5 or more A*-G grades or quivalent (Level 7-9) at GCSE.

KS3 Literacy and Numeracy

£26,444.84

In order to improve the long term chances of many of our disadvantaged children, a considerable emphasis has been placed on developing pupils' literacy skills.  This starts in Year 7 with literacy intervention with the aim of helping children make considerable gains at Key Stage 3.
A variety of interventions are in place including Lexia, Toe by Toe, Accelerated Reading, and Reading Buddies, which take place at various times in the school day. 
These interventions are arranged by a TLR holder working with a team of Learning and Progress Assistants.

There has been impact in terms of improved reading ages and in the confidence of the children involved.  Progress is tracked to monitor the impact of these interventions.
The introduction of life without levels has required a significant change in how data is managed and progress is tracked.  We are, therefore, cautious about publishing any results until the new system is fully embedded.
To be further developed at KS3.
Systems for accurately measuring progress as we move to life without levels.

KS3 Curriculum
Support

£106,436.60

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.

All pupils, except one, who left Hollingworth in the summer of 2017 and followed the BETA curriculum when they were in KS3, were in education, employment or training at the time of writing.

Attainment and progress of lower ability children at Hollingworth shows results which are significantly higher than national expectations. The Progress 8 score for Low Prior Attainment pupils was 0.6.

Inclusion Unit

£101,897.00

A new extension was opened in January 2017 which contained a purpose built Inclusion Centre. This centre included a multipurpose classroom, quiet room, Mentors 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.
The Inclusion Unit has two full time staff supporting pupils and developing resources.  

A number of children, who would otherwise not have attended school, were able to access part of the curriculum and gain some continuity in their education during times of crisis.

Pupil Premium Tracking and Monitoring

£3,016.62

In order to track and monitor the progress of children including disadvantaged groups, we purchased SISRA analytics software. This is being used extensively across the school.
We have again purchased Mint Class, which enables teachers to arrange seating plans and identify target groups such as Pupil Premium.  This will ensure greater awareness of Pupil Premium pupils by staff and ensure that Pupil Premium pupils are given adequate support in all their lessons.
An Assistant Head carried out meetings throughout the year to track the progression of disadvantaged pupils with subject leaders and pastoral staff.
The Designated Child Protection works with external agencies and internal staff on all child protection cases throughout the year.

There is a greater awareness of different pupil groups and the progress they are making.
Staff have Pupil Premium pupil targets to achieve for their performance management, and department development plans include how the department will intervene to ensure that Pupil Premium children make at least expected progress.

 

 

Barriers to learning are reduced for looked after children and teaching and learning is maximised for these pupils throughout the year.

Other / Additional Funding

£2,850.85

Money has been spent on a variety of individual Pupil Premium pupils to help fund enrichment events, revision guides and other resources for those who required them.

This has enabled some individuals who are in a significant financial crisis get the support they need.

Staffing

£3,073.00

A teacher has responsibility for coordinating the provision for Pupil Premium pupils within the school, providing support and assistance to staff with respect to intervention strategies. 
Mentoring programmes have been refined and training has been delivered to staff regarding tracking of pupils and the use of data.  
Reports were brought to SLT at regular intervals with respect to the progress of Pupil Premium pupils.
Parent information evenings were also introduced.

Staff understand the importance of supporting disadvantaged pupils and the reasons for doing this. 
Staff are making more use of data to inform planning and targeting their support accordingly.