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Page | 1
SCHOOL PROFILE as at 17.6.2021
Year 5 Year 6 Year 7 Year 8 All Years
Pupils of this school 190 2 spaces 175 17 spaces 173 19 spaces 185 7 spaces 723 45 spaces
% % % % %
Male 111 58.4 88 50.3 94 54.3 94 50.8 387 53.5
Female 79 41.6 87 49.7 79 45.7 91 49.2 336 46.5
Year 5 % Year 6 % Year 7 % Year 8 % All Years %
Pupil Premium 31 16.3 34 19.4 36 20.8 34 18.4 135 18.7
Non-Pupil Premium 159 83.7 141 80.6 137 79.2 151 81.6 588 81.3
SEN 32 16.8 25 14.3 21 12.1 16 8.7 94 13.0
Non-SEN 158 83.2 150 85.7 152 87.9 169 91.3 629 87.0
LAC 2 1.1 0 0 0 0 2 1.1 4 0.6
EAL 4 2.2 2 1.1 4 2.3 2 1.1 12 1.7
SUMMARY INFORMATION
Pupil Premium Strategy Plan
CURRENT PUPIL INFORMATION Sept 2020 June 2021
Total number of pupils: 725 723 Total pupil premium budget: £137610.00
Number of pupils eligible for pupil premium: 120 (16.9%) 135 (18.7%) Amount of pupil premium received per child: KS2 = £1345
KS3 = £955
Pupil premium strategy
Page | 2
2017 (172 pupils) 2018 (182 pupils) 2019 (185 pupils)
2019-2020
(173 pupils)
Mock 2 PC3 Expected
(No.) %
Nat
%
Higher
(No.) %
Nat
%
Expected
(No.) %
Nat
%
Higher
(No.) %
Nat
%
Expected
(No.) %
Nat
%
Higher
(No.) % Nat % Expected %
Higher
%
Reading All 120 70% 71% 35 20% 24% 143 79% 75% 62 34% 28% 131 71% 73% 49 26% 27% 71.5% (75%) 18.0% (18.9%)
PP 17 63% 71% 3 11% 23% 32 71% 60% 8 18% 4% 21 62% 62% 6 18% 17% 69.4% (73.5%) 11.1% (11.8%)
Non PP 103 71% 32 22% 111 81% 77% 54 39% 11% 110 73% 78% 43 28% 31% 72.1% (75.4%) 19.9% (20.8%)
Writing All 141 82% 76% 26 15% 15% 156 86% 78% 64 35% 20% 159 86% 78% 46 25% 20% 60.5% 7.0%
PP 18 67% 79% 0 0% 18% 34 76% 66% 13 29% 10% 26 76% 68% 4 12% 11% 44.4% 0%
Non PP 123 85% 26 18% 122 89% 81% 51 37% 21% 133 88% 83% 42 28% 24% 647% 8.8%
Maths All 138 80% 75% 37 22% 23% 134 74% 76% 46 25% 24% 147 80% 79% 39 22% 27% 62.8% (68.8%) 15.7% (17.2%)
PP 22 81% 75% 4 15% 20% 26 58% 63% 8 18% 13% 24 71% 67% 4 12% 16% 47.2% (51.5%) 5.6% (6.1%)
Non PP 116 80% 33 23% 108 79% 80% 38 28% 27% 123 81% 84% 35 23% 31% 66.9% (73.4%) 18.4% (20.2%)
Combined
R/W/M All 107 62% 61% 14 8% 9% 118 65% 64% 31 17% 10% 122 66% 65% 26 15% 11%
45.3% (49.7%) 5.2% (5.7%)
PP 14 52% 60% 0 0% 7% 24 53% 67% 4 9% 4% 18 58% 51% 2 6% 5% 36.1% (39.4%) 0%
Non PP 93 64% 14 10% 94 69% 48% 27 20% 11% 104 69% 71% 24 16% 13% 52.9% (58.1%) 6.6% (7.3%)
OTHER DATA
2019-20 2020-21 (June)
PP Non-PP PP Non-PP
Attendance data 95.5% 96.55% 94.06% 95.92%
Behaviour data 379 469 474 625
Safeguarding referrals Red Forms – 182 Red Forms – 203
Page | 3
BARRIERS TO FUTUTR ATTAINMENT
ACADEMIC BARRIERS (PARTICLARLY IN LIGHT OF THE COVID-19 LOCKDOWN:
A. Lack of fluency in reading and comprehension of language – Reading ages below and in some cases significantly below chronological age
B. Lack of fluency in Maths (e.g. lack of confidence relating to times tables)
C. Low aspirations/ learner self-regard /increased social, emotional and mental health difficulties
D. Behavioural issues/ removal from lessons
ADDITIONAL BARRIERS (including issues which also require action outside school, such as low attendance rates)
E. Lower attendance rates leading to lower progress and achievement
F. Limited access to a wide range of life experiences due to limited social mobility
G. Gaps in knowledge due to transfer of pupils from other models of education and more specifically due to lockdown
H. Lack of parental support/engagement
Page | 4
LONG-TERM PLAN (3 YEAR TIMESCALE):
INTENDED OUTCOMES SUCCESS CRITERIA
A Established ‘quality first teaching’ and appropriately targeted interventions
Link to 2020-21 Strategic Review and Action Plan Quality of Education 1.1, 1.3, 1.4, 1.5,1.6, 1.8, 1.10, 1.11, 4.5
Pupils to make expected or better progress.
Teacher assessments and GL end of year tests demonstrate no significant difference between disadvantaged and non-disadvantaged pupils.
B Diminish the difference between average PP attendance and that of others
Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.1
Targeted support/interventions will enable the gap between PP and other pupils’ average attendance to diminish to within 1 percentage point.
C Disadvantaged pupils with SEMH needs have additional bespoke interventions
Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.6
Assess, Plan, Do, Review demonstrates improving
attitudes/self-esteem.
Reduction in accrued behaviour points/ increased Respect points.
D Pupils will express higher aspirations and demonstrate an understanding of journey towards their goals
Link to 2020-21 Strategic Review and Action Plan Behaviour and Attitudes 2.8, Leadership and Management 4.7
Pupil voice demonstrates an increase in aspirations from the measured starting point to the end.
E Parental Engagement
Link to 2020-21 Strategic Review and Action Plan, Behaviour and Attitudes 2.3
A greater percentage of disadvantaged pupils’ parents attend parents’ evenings; events, such as dyslexia training, will be offered to targeted parents to attend as part of a parent education programme; homework support is available for targeted pupils; increased attendance of PP pupils at homework club.
These may be conducted online whilst social distancing restrictions are in place.
Page | 5
1. Planned expenditure
Academic Year 2020-21
i. Action Intended
outcome
What is the evidence
and rationale for this
choice?
How will you ensure it is
implemented well?
Staff
lead
When will you review
implementation/ Impact?
Cost
a. Continuing CPD to ensure
first quality teaching in Maths
at KS 2 and 3.
Improved Key Stage
results, particularly in
KS2 SATs (greater
depth) and KS3 High
Ability.
Improvements in quality first
teaching have the greatest impact
on pupils’ progress.
https://educationendowmentfound
ation.org.uk/school-themes/staff-
deployment-development/
https://www.suttontrust.com/research-paper/great-teaching/
Identified courses
Book looks comparing PP with Non-
PP
Climate Checks
Lesson Observations
Measure of pupils’ progress and
attainment at designated data
collection points.
DH/ST Each data collection point
KS3 data shows an overall increase
and is above national according to the
recent GL Assessments.
CPD has continued over the summer
with staff using online courses.
The Talent Enhancement process has
facilitated the ability of staff to choose
to research different aspects of CPD to
help the department improve many
areas of progress and attainment,
particularly PP.
Climate Checks are ongoing and the
Maths Deep Dive has been completed.
Staff are being given feedback both
with regard to concerns and exemplary
practice.
KS2 SATs cancelled
Page | 6
b. Improved transition with
regard to Maths across
feeder schools, particularly
high schools.
Collaborative curriculum
development with feeder
high school re transition to
GCSE syllabus.
Smooth transition,
increased problem
solving skills and
ability to work
independently.
Shared good practice
between specialist
subject teachers.
Clear links between KS
3 and 4 curriculum
ensuring smooth
transition towards
GCSE.
https://educationendowmentfound
ation.org.uk/tools/guidance-
reports/maths-ks-2-3/
Minutes meetings
PP voice re-evaluation of activities.
Parent Voice
Reviewed and amended curriculum
ST
Remote collaboration with Westwood
College has been completed.
Collaborative Transition plans have
been postponed in light of COVID;
however, virtual plans will be
investigated re proposed teaching
activities.
Maths Talent Enhancement goals this
year were based on visits to primary
schools, with a focus on curriculum
and differing teaching strategies
employed. This was again delayed due
to COVID restrictions.
Collaborative days to be planned for
next year focusing on PP pupils from
St Edward’s Academy and feeder
schools to build confidence and share
successful strategies and barriers to
learning.
Proposed deep dive collaboration.
Page | 7
ii. Action
a. English and Maths
Primary Specialist
teacher to lead small
group provision in
school supported by TA
Diminished gaps in progress and attainment of PP pupils and that of others in line with national average.
Small Group Tuition in English and Maths: 4 Months additional progress https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/small-group-tuition/
Climate Checks
Lesson observations
Book looks
Measure of pupils’ progress and
attainment at designated data
collection points.
Key Stage 2 results
ST/AS/VC COVID-19 impact:
In both English and Maths, Key Stage
2 are demonstrating increased gaps
between PP and that of non-PP.
In order to address this issue, there
will be whole school training relating
to closing the vocabulary and read
gap. There will also be whole school
Maths inset time focusing on
supporting Maths across the
curriculum
Target questioning of vulnerable
pupils is another strategy that will be
used.
NQT primary Maths specialist to small
Maths support groups.
Identified PP pupils have and will
receive NTP additional tuition – see
Catch-up plan
Page | 8
b. Teacher led targeted
boosters in English
(reading strategies) and
Maths at Key Stage 2
Diminished gaps in progress and attainment of PP pupils and that of others in line with national average.
Targeted reading strategies On average, reading comprehension approaches deliver an additional six months’ progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/
Climate Checks
Lesson observations
Book looks
Measure of pupils’ progress and
attainment at designated data
collection points.
Key Stage 2 results
At the moment, there are no booster
lessons per se, rather JE is team
teaching/supporting identified classes
in YR 6 where there is an identified
need with regard to English and CB is
doing the same in Maths. With regard
to YR 6, Mocks 2 will provide evidence
of impact.
This will be reported on in September
GL assessments were one of the tools
used to identify Lower ability PP NTP
intervention
c. Further development of
Accelerated Reader
across the Academy
d. TA run Better Reading
Support Programme
Diminished difference
between reading age
and chorological age,
particularly with regard
to PP and early readers
(lowest 20%).
Increased reading age
of high ability readers,
particularly with regard
to PP.
Positive reading culture
within the Academy
Increased reading age
of all pupils
Targeted reading strategies on average, reading comprehension approaches deliver an additional six months’ progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/
Accelerated reader reports
demonstrate diminished gap
between chronological age and
reading age.
Impact of phonics interventions
clearly demonstrates progress.
Provide support for teachers
seeking effective
resources/practices/ strategies to
enhance whole class and guided
reading sessions through CPD in
the form of staff meetings, informal
observations (sharing
and modelling of best practice)
Opportunities for teachers’ CPD are
offered through courses, modelled
practice and networking
opportunities with other schools.
PJ / AS
Use of Accelerated reader to identify
lowest 20% identified and shared with
house leaders/SEN to update re
pastoral interventions. This has then
been circulated whole school.
According to AR, average reading
ages are as follows:
Oct 2020 March 2021
YR 5 9.16 years 9.38
YR 6 10..6 years 10.53
YR 7 11.36 years 11.65
YR 8
11.95 years 11.94
GL Assessment data demonstrates
that there is a higher concentration of PP Sandard Age Scores in 2020 ((67%) compare to 2019 (55%). Notably, the PP Above Average and Very High indicators show a considerable drop from 15% in 2019 to 4% in 2019. There is very little difference in the Below Averavge/ Very low category (1%).
Page | 9
e. Further develop Maths
across the curriculum
f. Investigate gaps in PP
and offer support to
pupils.
Diminish difference between PP and Non-PP with regards to mathematics in all abilities. Research from GL has shown the is gap increasing due to COVID
From the GL, pupils have gaps in knowledge due to COVID. Practice of key arithmetic skills and operations, which would happen daily in school, have been underused during the pandemic.
Network with other school leaders to
explore effective practice and
management of reading.
Assess, plan, do, review process Create a mathematical program that will run across the school to engage pupils in mathematics. Teachers to be given mathematical prompts in CPD training in Jan 2020. Small groups identified and teacher given key points for each pupil. Staff to write barriers for learning and successful strategies to help.
AS/ST
ST
See chart at the end of the document
Meeting with MP re English Middle
School’s update and sharing of good
practise –scheduled for 5.3.2021
Ongoing - Middle school leaders –
liaise with Westwood J Dunn
Middle school update meetings
attended by both AS and ST
Refocus in September via CPD
Staff training was postponed until May
2021. The Maths action plan and
numeracy strategy has been shared
whole school.
Contact has made with first schools
and meetings will be timetabled for
September 2021.
All PP pupils have been given
mathematical equipment in
preparation for return after lock-down.
All PP pupils were surveyed to discuss
potential barriers for learning and/or
Page | 10
successful strategies.
iii. Action
a. RADY (Raising
Achievement in
Disadvantaged Youth)
Project
Increased attainment and progress of identified pupils in comparison with national measures and internal school measures for all other pupils.
Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months’ progress when successful. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/
RADY training for staff
Climate Checks
Lesson observations
Book looks
Measure of pupils’ progress and
attainment at designated data
collection points. Key Stage 2
results
PASS analysis
Monitoring of seating plans and
teachers’/teaching assistants’
planning and support for specific
learners
PP and SEND fortnightly focus
Spread sheet formulated re pp
intervention strategies
AS/NW Each data collection point (three times
a year)
RADY update re COVID/potential
training by Louise Blackburn being
investigated by NW.
PP barrier spread sheet has been
compiled and shared whole school via
CPD.
Additional training via CPD competed
by NW.
b. Whole school teaching
staff awareness and
development of
techniques to address
individual and general
barriers to learning.
Improved PASS
results/attendance/beh
aviour for learning of
identified pupils in
comparison with
national measures and
internal school
measures for all other
pupils.
Page | 11
c. Increase the number of
pupils who attend clubs,
take on leadership roles,
access trips and music
lessons
Pupil will be able to
articulate knowledge of
their educational
journey and aspirations
relating to careers,
university and further
education.
Aspiration interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/ Outdoor Learning: 4 months’ additional progress when
Pupil voice on experiences and
PASS analysis and self-esteem
questionnaires
JS/HLs See PASS analysis results. Intervention implemented where appropriate.
Page | 12
d. Career/enterprise days
Skills fairs
Family learning sessions
Raising aspirations –
post 16 options
Increased attainment and progress of identified pupils in comparison with national measures and internal school measures for all other pupils.
successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/outdoor-adventure-learning/ Arts Participation: 2 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/arts-participation/
Affiliated Boards of Music certification, participation in music lessons and concert events inside and outside of the Academy Records of career focussed activities and pupil voice Careers questionnaire after careers events / wellbeing/self-esteem questionnaire Records of attendees to family learning sessions, Parent and pupil voice – where possible via zoom.
JI
RR
JS/RR
VC/LB
Online peripatetic lessons continuing
Compass plus website, which records all career related activities/ careers provision against the Gatsby Benchmarks. This in turn is linked to SIMS and includes dates /curriculum Tear 7 English Crime Unit – PCSO’s visit – careers focus YR 8 Stoke City Marketing activity with support from our business advisor JS where pupils planned out their own business using pre-set data from the football club
Adaptation of Skills fairs/Family learning sessions for all year groups via home learning. Use of parent/carers careers’ videos discussing routes to jobs, e.g., NHS and engineering
Careers linked to curriculum in Maths and English (YR8) completed Raise profile of careers provision – training for link trustee RR attendance at Staffordshire Middle Schools Careers Lead Meetings to share good practice Young Leaders planned Christmas Fayre PSHE – teamwork, communication and collaboration sessions (employability
Page | 13
skills) embedded in SOL for all pupils Year 8 session on local colleges and post 16 pathways/GCSE options Enterprise Challenge Day for all pupils in June 2021 Inspirational learning group: KS2 Primary National Challenge KS 2 tackling racism in football – linked to European Cup
Page | 14
e. Challenge 50 – to
enhance cultural capital
for all pupils. Cultural
Learning being defined
as the ‘active
engagement with the
creation of our arts and
heritage’ (Cultural
Learning Alliance)
Pupils are able to think
about concepts outside
their narrow experience
Pupils have access to
powerfully rich cultural
knowledge
Pupils are able to
critique what they have
learned
Diminished gap in
attainment between PP
pupils and that of
others
For 15 years, the Sutton Trust has highlighted social selectivity in high-performing comprehensive schools. Too often, access to places is down to a family's financial resources and cultural capital https://www.suttontrust.com/our-priorities/comprehensively-fair-making-school-admissions-work-for-everyone https://culturallearningalliance.org.uk/about-us/cultural-learning-key-terms-and-definitions/
Progress in competition of challenge 50 on a half termly basis. Sign up to the National Theatre On Demand in Schools website to access free broadcasts of national theatre productions. Give pupils responsibility for leading key school routines. Consider introducing leadership accreditation schemes Organise regular visits to local libraries. Ask the librarian to lead workshops and sessions e.g. how to use the library. Contact universities. Many offer free or subsidised widening participation events, lecture experiences, drama & music Develop structured enrichment programmes and career advice and experiences within school to PP eligible pupils Contextualise the curriculum with real life examples, tangible/visual cultural artefacts, experiences and external partnerships Provide opportunities for pupils to be involved in public speaking. Consider introducing public speaking accreditation schemes Rename classrooms after key cultural figures. Develop information boards about their contributions and achievements.
RR
Christmas Panto Live (Dec 2020) for all
pupils
Not completed due to COVID
adaptations
School Council
Anti-bullying ambassadors
Prefects
Young Leaders
Travel Ambassadors
Delayed due to COVID restrictions –
will revaluate in September 21
YR 8 Virtual Uni day (completed during
the Careers’ week)
COVID adaptations – Parliament UK
live interactive sessions for all pupils
focusing on the role of MPs
PSHE Enterprise skills - ongoing
Severn Trent session re water aid /
environmental impact – all Years
Y8 Set 1 English and Maths to trial
careers lesson from Stoke City
Purchase of Virtual Careers Enterprise package for all year groups to be used from Jan 2021 – focus on leaderships, teamwork, work-based skills – completed 25.6.2021 Membership of The Careers and Enterprise Company (Compass + Tool), which allows tracking and evaluation of progress against the Gatsby Benchmarks.
Page | 15
COVID adapted display due to
restricted pupil movement around the
Academy – St Edward’s Courageous
Advocates – consisting of 24 heroes
linked to collective worship, equality
and diversity
iv. Action
a. Continued use of
attendance clinics
together with bespoke
SEMH interventions
specifically targeted
towards vulnerable
groups (PP and SEND)
Diminish the differences between PP pupils and all others against key pastoral and academic national measures.
Reduction in the number
of removals from lessons
Reduction in the number
of behaviour related
incidents
Effective communication between the pastoral and curriculum teams to ensure sharing of knowledge and ensure early identification of those pupils who require interventions, particularly PP and SEND
Behaviour Interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/ The EEF maintains that interventions are often ‘most effective when adapted to meet the needs of the individual’ https://educationendowmentfoundation.org.uk/public/files/Publications/Behaviour/EEF_Improving_behaviour_in_schools_Report.pdf
Attendance and Pastoral data reviewed, weekly, half termly, termly and annually.
Review of pastoral and
attainment/progress data each data
collection point – minutes of
meetings
Assess, plan do review updated
paperwork to record and evaluate
interventions
PASS survey Oct 2019 and May
2020
Progress/behaviour of identified
pupils
Lesson observations/ Climate
Checks
Minutes of meetings
JS/CM/HM/
LM
Update attendance letter for pupils
falling below 97%.
Relevant changes developed in light of
COVID-19. X and C code pupils exempt
from attendance process.
Pastoral report updated and will be
collated every HT instead of PC.
Weekly HT commendation to stop after
Christmas, HL commendation to be
amended
PASS 1 completed
PASS 2 ongoing
b. Termly meetings with
pastoral and SEND
team, and faulty
leaders for English and
Maths to review data
and monitor pupil
progress
Page | 16
c. Parent training re
Maths and English
Parent forums
Parents will engage more actively with school and their child’s education
Parental Engagement Strategies: 3 Months additional progress https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/
Parent feedback questionnaires re
dyslexia training
Attendance at parents’ evenings via
zoom/ other medium
Attendance at parent training
sessions
Parent voice
Additional feedback from training
events
AS/ST
Attendance at parents’ evenings so far
has been encouraging.
SATs English and Maths evenings
complete and received positive
feedback
d. Development of
academic and
pastorally focussed
visits to the main
feeder first schools to
meet and engage with
parents and pupils
ahead of transition to
Key Stage 2
Effective sharing of information to ensure smooth transition to reduce the number of internal house transfers due to SEMH issues
Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months’ progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/
Timetable additional transition
periods for staff to visit feeder
schools (both first and high)
Pupil voice
Parent voice
SIMs records
DH/JS/
House
Leaders
Virtual ‘meet & greet’ events where
DH/HL held Q&A sessions with Y4
pupils and their teacher
Virtual ‘Transition Evening’ on zoom
held by TH
Small socially distanced Tour of
school for a Parent & Y4 pupil in the
first week of the Summer Holiday
Parent Voice completed to link in with
the Y5 Settling-In Evening in the
Autumn Term
e. Support at home with
homework tasks
Provision of equipment for school
Go for Schools
Increased attendance at homework clubs, particularly PP and SEND. Reduction in the number of entries on Sims related to failure to complete homework.
The EFF states that evidence shows that the impact of homework at secondary level, on average, is five months' additional progress. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/homework-secondary/
Purchase of SATs revision guides
Teacher to supervise vulnerable
groups during homework club
Measure of pupils’ progress and
attainment at designated data
collection points
Faculty
Leaders
Revision guides purchased
Investigation of homework portal for
teams
Training for staff and pupil on class
notebooks and assignments on teams
Page | 17
Pupils make effective use of homework time and complete set tasks
Similarly, at primary level, the EEF states that impact is 2 months if successful. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/homework-primary/
KS 2 SATs results
Reduction in number of entries on
SIMS relating to completion of
homework.
JS/House
leaders Homework incidents sept – June = 148
Page | 18
f. Key leadership role to
develop Pastoral and
SEND collaboration
across the Academy
and in turn improve
pastoral measures
g. Key leadership role to
develop Teaching,
Learning and
Assessment and in
turn improve academic
outcomes
Consistency and rigour in policy and system application, staff training and pupil and parental awareness to raise the profile of disadvantaged learners in the Academy.
Behaviour Interventions: 3 months’ additional progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/ Aspiration Interventions: knowing our pupils as individuals and tailoring support to meet this, additional 3 months progress when successful https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/aspiration-interventions/
Pastoral key measures for individuals and disadvantaged learners as a whole Pupil and Parent Voice PASS test Lesson observation feedback Staff support programmes outcomes Leadership development programmes Academic Outcomes Internal assessment data
JS
DH
Internal assessments for all Year
Groups which will inform planning.
Analysis of Progress Check 1 data to
highlight pupils who need extra
support/intervention.
All Year Groups sat the GL Progress
Tests in English & Maths in
October/November to show current
attainment, progress and predictions
for KS2/GSCE. For Years 6, 7 & 8 this
should show any ‘Covid-19’ gap.
This process will be repeated in 21-22
HT1 HT2 HT3&
4 HT 5
Year 5 44 41 49 49
Year 6 57 74 47 73
Year 7 69 79 25 82
Year 8 115 142 49 103
Whole School
285 336 170 307
SEN 29 108 57 72
PP 133 147 75 119
Non-PP 152 190 95 188
Page | 19
ENGLISH YEAR 5 GL The table below shows the distribution of all Year 5 pupils compared to the national average in Sept 2020 The mean standard age score for all pupils is significantly lower than the national average. The spread of standard age scores for this group is significantly lower than the national average. This is in comparison to the 2019 cohort as seen below, which according to their KS1 predictors, is very similar to the 2020 cohort. The table below shows the distribution if all pupils compared to the national average in Sept 2019
The mean standard age score for all pupils is significantly higher than the national average. The spread of standard age scores for this group is not significantly different from the national average.
Page | 20
The table below shows the distribution of scores for PP pupils compared to Non-PP against the national average – Sept 2020
The table below shows the distribution of scores for PP pupils compared to Non-PP against the national average – Sept 2019
The GL data demonstrates that there is a higher concentration of Average Sandard Age Scores in 2020 ((67%) compared to 2019 (55%). Notably, the Above Average and Very High indicators show a considerable drop from 15% in 2019 to 4% in 2019. There is very little difference in the Below Averavge/ Very low category (1%). Additional strategies to address the gap in both reading and vocabulary have been addressed in the English Faculty Action Plan.
Page | 21
MATHS YEAR 5 GL The table below shows the distribution of all pupils compared to the national average in Sept 2020
The mean standard age score for all pupils is significantly lower than the national average. The spread of standard age scores for this group is not significantly lower than the national average. This is in comparison to the 2019 cohort as seen below, which according to their KS1 predictors, is very similar to the 2020 cohort. The table below shows the distribution if all pupils compared to the national average in Sept 2019
The mean standard age score for all pupils is not significantly different than the national average. The spread of standard age scores for this group is not significantly different from the national average.