Summary: Impact Statement 2015-16 The following table summarises the attainment and progress gaps over the past two years by the new national performance measures. National data is not yet available and will be added at a later date. Attainment 8 Progress 8 2015 NA 2015 2016 2015 2016 All 4.46 4.81 4.89-0.4-0.08 PP 3.78 4.41-0.77-0.33 NPP 4.81 5.15 5.06-0.21 0.01 Gap(insch) -1.03-0.65-0.34 The Gap in Attainment 8 between PP students at Altrincham College, compared with NPP narrowed significantly from 2015 to 2016 (1.03 to 0.65) This is a marked improvement as the table also demonstrates that attainment of both PP and NPP students increased. The attainment gap at A*-C English and Maths, between PP and NPP students has narrowed slightly between 2015 and 2016, however not as much as desired or expected (28% in 2016 vs 31% in 2015). This gap was expected to be smaller still, however outcomes in English for all pupils were lower than expected at A*-C and this created a larger gap. The following table demonstrates the gaps by each of the Progress 8 Elements (English, Maths, English Baccalaureate and All other subjects) broken down by their prior attainment. This clearly shows the impact of English on overall gaps. Progress 8 Overall English Maths EBACC Open All -0.08-0.5-0.13 +0.08 +0.07 LPA -0.09-0.46-0.39 +0.31-0.03 LPA PP -0.56-1.10-0.56-0.38 +0.09 LPA NPP -0.06-0.26-0.34 +0.52 +0.06 MPA -0.01-0.47-0.04 +0.21 +0.09 MPA PP -0.37-0.85-0.31-0.18-0.28 MPA NPP +0.15-0.23 +0.09 +0.39 +0.26 HPA -0.31-0.66-0.25-0.47 +0.06 HPA PP +0.14-0.57 +0.45 +0.07 +0.46 HPA NPP -0.39-0.68-0.38-0.57-0.01 The most able pupil premium students actually made better progress than the most able non- pupil premium in every element except English, evidence that teaching, learning and intervention had a very positive effect on these students. PP students achieved approximately half a grade lower in English, compared with NPP students and a similar gap is apparent in Maths. However, in Maths PP students made better progress overall in 2016 (-0.33 compared with -0.77 in 2015). PP students made the most improved progress in the EBACC element in 2016, a large increase from - 1.35 in 2015 to -0.17 in 2016. The progress of girls in Maths was weaker than that of boys, particularly for PP girls (-0.66 PP girls vs - 0.18 NPP girls). Most of the initiatives outlined in the PP action plan have demonstrated that they have a positive impact on outcomes for pupils and these strategies will be utilised moving forward. Other strategies outlined will be refined and monitored closely throughout 2016-17, while others will not be used as they are proven to be of little value.
A. Curriculum/Student Engagement Altrincham College Pupil Premium Action Plan 2015-16 Focus Time/ Lead Expected Outcomes Chosen Strategies Cost Progress Impact Improve students attainment and progress through quality first teaching and assessment. Improve the tracking and monitoring of Gaps at Key All Staff Class Teachers/TA s MHR/PRN Proportion of PP students making good or exceptional progress at Key Stage 3 is in line with or better than NPP students (±3%). Progress 8 Estimates for PP students in line with or above NPP students at Key Stage 4. Interim Homework Scores increase for target students between progress reviews. SLT links to departments able to Teaching staff to give additional verbal feedback to students to support the written feedback in books. PP students who are not able to engage effectively with homework to be directed to Homework Club on a Tuesday and Thursday. PP students provided with free access to the late bus on a Tuesday and Thursday Appoint 2 additional LSA s to support quality 1 st teaching. Increase the number of teaching groups in English, Maths and Science at Key Stage 4 to allow better teacher-student ratios. Look for evidence of quality first teaching in lesson observations and work scrutiny. SISRA Data Package purchased in May 2016. Time 7,500 7,600 53,434 49,968 500 initial Some progress Not yet implemented Some progress Implemented Insufficient evidence of impact at this stage. Needs further refinement. Homework club consistently attended by PP students. However, greater emphasis on encouraging vulnerable PP students to attend is needed. Progress 8 for PP students increased from -0.77 to -0.33 between 2015 and 2016. This represents a significant improvement and reflects the increase in average Grade for PP students from D to C in the same period. The Gap to NPP students within school decreased by 40% from 0.56 t0 0.34. This is now in place and a program of training for
Stage 4 so that earlier intervention is possible. Improve PP students attainment through better preparation for external examinations. Increase student engagement and motivation by providing a broad and varied curriculum. Increase students aspirations and motivation HODs/Finance Office ABN JSN /APN MHR/RJY act on data within 2 weeks of progress review capture. Gaps addressed in each department with an intervention plan for vulnerable PP students. GCSE grades for PP students increase by an average of 1 compared with predicted grades from Progress Review 1 of Year 11 Increased A2L scores for students engaged in the programme. Improve attendance of PP students to extra-curricular provision Reduction in lunchtime referrals for poor behaviour. NEET figures for PP in line with NPP and National Statistics after leaving Year 11 Department link meetings calendared to coincide with data capture. All PP students provided with free revision guide by November 2015. Weekend and Holiday Booster sessions Implementation of the Pixl Form Group to address attendance, motivation and learning skills. Appoint Challenge Education Co- Ordinator February 2016 PP students provided with free access to the late bus on a Tuesday and Thursday Extra-curricular provision in place at lunchtimes to engage students and prevent poor behaviour. All PP students to receive an early Connexions Interview for vulnerable PP students in Year 9 and 10 to enable them to make 1,995 annually 2,664 8,970 250 15,000 7,600* 2,300 No yet in progress middle leaders in in progress. This has already helped to identify potential gaps for Y10 into 11 students, such that intervention, for example in Science have already been initiated for the start of Y11 in Autumn. See above for impact on Progress of PP students. 85% of the Pixl Form Group improved their A8 score, in some cases significantly. 96% of the group improved their P8 Score compared with projections in the Autumn. Appointed and vulnerability groups already established to try and improve the engagement of PP students. Program of events and initiatives now in place for the start of 2016-17. 10,944 On-Going. The same students to have follow up meetings in the Autumn Term of Year 11.
better guided choices for future careers and a better understanding of what needs to be achieved during their time at school. Increase PP students development of skills to support learning, including oral communication, as well as raising self-esteem. Increase in well-being and coping strategies for PP students so that they may access the curriculum more successfully. Increase progress of PP students through peer mentoring. ACK/PBS ABR//PBS MHR KBN PP students complete the course in peripatetic musical tuition. Increased levels of progress in music and other subjects from the beginning to the end of the course. PP students increase their A2L scores from the beginning to the end of the course. A2L Score increases in the specific subject from the beginning to the end of the programme. Targeted students make good or better progress towards their MEG. PP students receive free instrumental tuition. Access to free Professional Counselling for all students. Appointment of SEAL co-ordinator Purchase PASS surveys from GL Education. Assign Y12/13 students as mentors to target students in Year 7/8 from September 2017. Mentors receive training to help them support learners in the best way. 10,260 Limited data to evaluate the impact of this strategy on progress. However, students have 9,800 4,469 2,000 Implemented September 2016 Insufficient evidence to report on impact. A number of PP students accessed counselling at various stages of the year and this is regarded as a valuable strategy for maintaining well-being and mental health. Implemented for the start of 2016-17 Academic Year. Mentors trained.
B. Attendance/Parental Engagement Focus Raise the attendance of PP students Increase attendance of parents to parents evenings. RJY ABN AED NED Time/ Lead HOLPD Expected Outcomes Increase % attendance of PP groups so that the % PP/NPP gap in each year group reduces by 20% Increase the attendance of parents to parents evenings in all year groups so that the PP/NPP gap is reduced by at least 20% in 2017 Chosen Strategies Cost Progress Impact EWO Funding Attendance Panel meeting between SLT, Parents, Students and EWO of target students. Monitoring system in place for students with attendance lower than 90% with actions taken every two weeks. 1:1 Interviews for all vulnerable students who have poor attendance and negative progress scores at PR 1. Analyse Y6-7 transition data to identify vulnerable PP students prior to September start. Introduce a Parents Evening Timeline/Plan which encourages greater attendance of PP students. Consider transport for parents who have difficulty attending otherwise. 4,455 Time Time Time 1,000 See Appendix with analysis of attendance by year group PP/NPP over the past 2 years. Gaps have not reduced by the margins intended, despite the interventions outlines in the strategies column. There is some evidence that the gap is narrowing for current Y8 and Y9, while the gap for current Y10 is widening, although mainly due to the poor attendance of a small number of PP students which skew the figures significantly. Attendance figures to parents evenings in 2016 were used as the benchmark to measure the impact of this initiative over the next academic year. The strategies put in place already show that the gap in attendance to Y11 Parents evening have reduced.
C. Literacy/Numeracy Focus Improve the literacy levels of PP students to allow better access to the curriculum and attainment in GCSE. HMY Time/ Lead Expected Outcomes Increase in reading age of targeted students to a standard in line with their chronological age. PP students make good or exceptional progress in English which is broadly in line with NPP students. Chosen Strategies Cost Progress Impact Implement the LEXIA reading scheme for students with a reading age between 9.5-11yrs. 1:1/Small group catch up sessions for students with a reading level below 4. Implement additional Literacy lesson to the Y7 curriculum for September 2016. 5,042 13,162* Year 7 September cohort: 67% of students improved their reading age; 54% at 1 or more years ; 63% were reading at 11 plus by February 2016.( 6/9 Pupil Premium reading at 11 plus) Years 8-10 September cohort: 71% improved their reading age; 50% at 1 or more years ; 57% reading at 11 plus ( 5/8 reading at 11 plus) Key English Staff attend Literacy ladder training at Lime Tree Primary School June 2016 130 Year 7 February cohort: 91% of students improved their reading age; 64% at 1 or more years and 46% reading at 11 plus by July 15. (0/2 reading at 11 plus Harvey Dawson and Chloe Davies both SEN) Years 8-10 February cohort :100% of students improved their reading age; 65% at 1 or more years and 47% reading at 11 plus by July 15. (3/5 reading at 11 plus) Year 7 Cohort. 13/17 made progress since the start of the year. 6 Students met their EOY aspirational target.
9/17 students increased their reading score. 8/17 increased their spelling score. 10 students began the year with a reading age below 10, of which all of them improved their reading age by the end of the year. 7/7 students with a spelling score below their chronological age, improved their score by the end of the year. Literacy lessons in place from Sept 2016. Improve the numeracy levels for students HMY Increase the numeracy levels of targeted students so that the proportion PP students making good or exceptional progress in Maths is broadly in line with NPP. 1:1/Small group catch up sessions for students with a KS2 Maths level below 4. PBH has shared training with dept and there is a dept target to use a planning strategy with classes over the next few weeks. 13162* 13/19 met their min exp target 68% 15/19 made good progress between their autumn assessment and their summer assessment
D. Whole School Focus Time/ Lead Expected Outcomes Chosen Strategies Cost Progress Impact Improve the implementation, monitoring and impact of specific PP initiatives Improved qualitative/ quantitative data to evaluate impact of specific PP initiatives Appointment of PP Champion. 9,138 The narrowing of the gap in 2016 in terms of attainment and progress 8, demonstrates the early impact of this strategy, while more significant improvement to the attainment and progress of PP students will be anticipated in 2017. Date of Final review: