Ercall Wood Technology College

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Pupil Premium Spending

Pupil Premium 2016-2017

“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
55
9
59
10
48
11
38
Total
270/750=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 2016-2017 (£197 270) 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 and additionally during Holiday 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 intervention mentoring programme for Y11 targeted PPG 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, music lessons 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

93.92

2014-2015

92.01

95.53

3.52

94.44

2015-2016

92.29

96.21

3.92

95.17

2016-2017

92.80

96.22

3.42

94.99


There is still a significant attendance gap between PPG and Non-PPG students, but it is reducing and although small increments PPG Student attendance is improving, and improving faster than overall attendance. In order to address this disparity a rewards programme was introduced to encourage PPG students who had an attendance rate lower than PA (90%) to attend more regularly, this programme will be continued in the coming academic year with alternative rewards being offered to students. The programme will be targeted at very specific individuals and families with whom it is felt the greatest impact can be achieved.

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 outcomes of those PPG students who regularly attended additional intervention sessions was also shown to have been positively affected by their involvement in the revision programme and this information was tracked, monitored and fed back by the Intervention Co-Ordinator.

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 showed a decrease from 2015 with 23% of students achieving 5A*-C including English and Maths. This dramatic increase in 2015 in attainment meant that the gap between the disadvantaged students and other students reduced from 33% in 2014 to 7% in 2015. The gap increased again in 2016 to a 23% difference, but with a rise in those gaining 5 GCSE’s including both English and maths in 2017 this gap has decreased to 17.5%.

Attainment (5A*-C including English and Maths)

The percentage of pupil premium students who achieved 5A*-C including English and Maths increased in 2017 to 38% compared to 23% in 2016.

 % of PP gaining 5A*-C inc EM

Attainment (basics)

The Basic measure refers to the percentage of pupils achieving an A*-C grade in both English and Maths (9-4 Grade in 2017). The percentage of pupil premium students achieving this measure increased by 13.5% in 2017 to 40.5% compared to 27% in 2016.

 % of PP gaining Basics

Progress

The Progress 8 measure for our Pupil Premium students improved in 2017 which has therefore considerably narrowed the gap between the progress of our Pupil Premium students and other students are Ercall Wood.

 Progress 8

Progress gap

2017 KS3 data

The graph below shows the average grade for the KS3 year groups.

 Average grade