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Pupil Premium Report

Introduction

50.23% of pupils in The Farnborough Academy are disadvantaged (PP). This means that they are currently entitled to free school meals, have been entitled to free school meals in the last 6 years, have parents in the armed forces, are looked after or have been adopted from care. The Farnborough Academy is in the top 20% of secondary schools for PP pupils. The funding for PP in 2016/17 is £935 per pupil and £1900 for looked after children (CLA). There are currently no CLA. The total funding for 2016/17 is £341,275.

Pupil Premium 2015/16 Impact

In general the impact of the pupil premium spending can be seen in the improvement in behaviour and attendance. Although PP pupils performed better than in 2016 in both the A*-C English and maths measure (8.2% to 14.3%) and the progress 8 score (-1.79 to -1.1), the gap between PP and non-PP pupils widened. However, in Y10 the PP gap narrowed to 4.5% (English and maths) with a P8 gap of 0.3. PP pupils were making similar progress to their non PP peers in Business, Food, Graphics, I-Media, Product Design and Textiles.

At KS3 the progress of PP pupils in year 9 in Computing, German, French, Geography and RE was almost 2 levels from KS2 and the gap was narrowing in English and Technology. In Year 8 the PP/ non PP gap narrowed in English, Art, French, German, Music, PE and RE. In Year 7 PP pupils made very good progress in science and computing. The PP to non-PP gap narrowed in Art, German, History, RE, Music, PE and Technology.
The table below details the impact of the various interventions.

 

Nature of provision 2015/16 (£330,055) Justification Impact
PP Learning mentor £25,916 To mentor pupils.  EEF toolkit evidence shows mentoring +1 month impact. Improvements in behaviour and attendance of 82% of pupils mentored.  Evidence In PP data base.
Internal inclusion centre £33,000 EEF toolkit evidence shows behaviour interventions can have a +4months positive impact Separate case studies which are available for pupils accessing the Orchard Centre, show the impact on the individuals.
Contribution to Assistant Year Leaders £65,500 EEF toolkit evidence shows behaviour interventions can have a +4months positive impact.  Social and emotional strategies can add +4 months Number of days lost due to Fixed Term Exclusions (FTE) fell from 134.5 days in HT2 to 78 days in HT6.  The number of days lost due to internal exclusion also fell from 78 days in HT1 to 38 days in HT6
INSET £19,000 To improve the quality of teaching; focus CPD on strategies for improving outcomes for PP pupils An improvement in the quality of good or better lessons from 71% to 81% 2015/16 compared with 2014/15.  All inadequate teaching has been eradicated (4% to 0%)
Careers £10,000 To ensure PP pupils have clear career aspirations,  work experience opportunities and employability skills 1.5% NEETs (PP) compared with national average of 8% (National statistics June 2016)
Literacy Support £45,000 Reading comprehension strategies can have 5+ months impact.  Oral language interventions 5+ Still awaiting results from NGRT tests to evidence any impact in KS3
Testing (reading) £3,335 To measure impact of literacy strategies See above
Enrichment £15,000 Providing opportunities to improve cultural capital All PP pupils took part in at least one visit in the 2015/16 academic year. 
Contribution to attendance team £18,000 PP pupils need to be in lessons, if outcomes are to improve Attendance for PP has improved.  From 90.73% in 2014/15 to 91.34% in 2015/16.  Persistent absentees are below the national average of 10.9% at 5.7% (Raise)
In faculty support £34,000 Using qualified teachers to support 

In faculty support was available in technology, computing and science.  PP gap narrowed in KS3 in technology in Y7 and Y9.  77% of PP pupils in Food achieved a grade C or above in 2016.

39% of PP pupils in Y11 achieved a grade C or above in science in 2016 compared with 24% in 2015

Contribution to Social worker and counsellor £25,000 EEF toolkit evidence shows behaviour interventions can have a +4 months positive impact.  Social and emotional strategies can add +4 months Number of days lost due to Fixed Term Exclusion (FTE) fell from 134.5 days in HT2 to 78 days in HT6.  The number of days lost due to internal exclusion also fell from 78 days in HT1 to 38 days in HT6
Alternative Provision £23,304 To mentor pupils.  EEF toolkit evidence shows behaviour interventions can have a +4months positive impact Pupils either at risk of permanent exclusion or with severe mental health and emotional difficulties which make progress difficult.  Individual case studies for all pupils in alternative provision
Biddable fund £13,000

To support PP pupils with resources to enable them to participate fully in lessons.

To provide revision guides and revision study programmes

Difficult to measure impact.  Money was spent on supporting visits, uniform and equipment.

More work needs to be done to track the impact of the biddable fund.

Pupil Premium Strategy 2016/17

Disadvantaged First

PP pupils will take priority in all aspects of school improvement. They will be the key focus for raising achievement, improving the quality of teaching and learning and improving behaviour in the Academy.

Key Actions
Action plan 2016/17

  • A Pupil Premium steering group will be established to agree PP spending. This group, (the Head Teacher, Governor, Finance Manager, Deputy Head responsible for PP), will meet regularly to review spending and interventions
  • All half- termly Quality Assurance will be focused on disadvantaged pupils. This includes evidence from learning walks that PP pupils are engaged and questioning is targeted at PP pupils. All work scrutiny will focus on PP books and the focus of the data review will be PP progress. The actions identified from the QA will inform the faculty CPD.
  • All training will focus on improving teaching and learning with a focus on improving literacy, the quality of marking and feedback and collaborative learning. The Education Endowment Fund (EEF), Sutton Trust Toolkit identifies these strategies as being most effective at improving progress of disadvantaged pupils.
  • Academic Boards; which include the Head of Year, Assistant Head of Year, Attendance Officer, Pupil Premium Mentor and Deputy Head responsible for achievement meet after every data point to discuss the progress of Pupil Premium pupils and to identify suitable interventions. The impact of the interventions will be reviewed at the next data point.
  • Pupil Panels will consist of disadvantaged pupils and a group of Year 10 PP pupils will be trained as peer tutors to support the reading of PP pupils lower down the school.
  • Master classes will take place in KS4 and KS3 in maths and English for PP pupils to narrow the gap between their progress and non-PP pupils.
  • The attendance team will prioritise the reduction of persistent absence of disadvantaged pupils above non PP pupils.
  • The pastoral team will prioritise PP pupils for mentoring and other interventions with a view to reduce FTEs and permanent exclusions amongst this group.
  • The careers team will prioritise PP pupils for work experience, careers advice and careers related and aspiration visits.
  • All teaching staff will use the Pupil Premium profiles for Y10 pupils to inform their teaching and to ensure PP targets are met.
  • Pupil Premium Profiles will be in place for all PP pupils by the end of the academic year.

To support the strategy outlined above, the 2016/17 PP budget will be allocated as shown in the table below. The justification for the spending is based on evidence from the Education Endowment Fund (EEF) who have developed a teaching and learning toolkit.

Nature of provision

 2016/17

(£341,275)

Justification Intended impact
PP Learning mentor £25,916 To mentor pupils identified through the Academic Boards.  EEF toolkit evidence shows behaviour interventions can have a +4months positive impact.  Also coordinating the peer tutoring programme (5+ months impact) Reduction in FTEs for PP pupils.  To reduce the behaviour points of PP pupils being mentored.  An improvement in the attendance of PP pupils. Improvement in progress of mentees.
Internal inclusion centre £57,000 EEF toolkit evidence shows behaviour interventions can have a +4 months positive impact.  To reduce the percentage of PAs for the PP group.  An improvement in progress of pupils in OC through small group teaching.  To reduce the number of PP pupils who are permanently excluded.
Contribution to Assistant Year Leaders £85,500

EEF toolkit evidence shows behaviour interventions can have a +4months positive impact

Social and emotional strategies can add +4 months

Reduction of FTEs for PP pupils through targeted intervention.  Improved attendance of PP pupils. 
INSET £19,800 The core CPD programme will focus on improving the quality of teaching and learning but with a particular focus on effective feedback, collaborative learning and oral language interventions.  The EEF toolkit shows that feedback can lead to +8 months gain, collaborative learning +5 months gain and oral language interventions +5 months. Improvements in PP progress in both KS3 and KS4.  An improvement in the number of good+ lessons.
Careers  (contribution towards cost of careers provision) £10,000 To ensure PP pupils have clear career aspirations,  work experience opportunities and employability skills No NEETs amongst PP pupils
Literacy and numeracy (including learning links and numeracy lessons in KS3 and literacy leadership) £42,000 Reading comprehension strategies can have 5+ months impact.  Oral language interventions 5+ Improved reading ages at KS3 and an improvement in attainment 8 ( like for like ) at KS4
Testing (reading) £3,335 Used to measure the impact of literacy strategies. NGRT used to measure reading ages for all KS3 pupils.
Enrichment - sporting and other £3,500 Sporting participation +2 months. To develop character in PP pupils Improved attendance and a better cultural understanding in line with Non PP pupils. 
Contribution to attendance team £28,400 PP pupils need to be in lessons, if outcomes are to improve. Reduction in the number of PP pupils who are PA.  An improvement in PP attendance.
Contribution to Social worker and counsellor £25,000

EEF toolkit evidence shows behaviour interventions can have a +4months positive impact

Social and emotional strategies can add +4 months

Reduction of FTEs of PP pupils and improved attendance.  Removing barriers to learning
Contribution to leadership of PP strategy £13,520 To ensure the disadvantaged first strategy is implemented and outcomes for PP pupils improve. PP outcomes are in line with national averages, demonstrating real improvement in outcomes.
Alternative Provision £23,304 To ensure that PP pupils who are at risk of permanent exclusion have access to appropriate provision Contribution to the cost of alternative provision for PP pupils at risk of permanent exclusion
Biddable fund £4,000

To support PP pupils with resources to enable them to participate fully in lessons.

To provide revision guides and revision study programmes

Improved PP progress in Technology, PE and Art.

Improved outcomes for PP Pupils

Y7 Literacy and Numeracy Catch Up Funding

The Farnborough Academy received £16,500 for pupils who entered Y7 with KS2 SATS levels below 4 in English and Maths in September 2015.
The funding was spent to support 21 pupils to meet the expected standard in literacy through a catch up reading programme. 50% of pupils met the expected standard by the end of the year. Where pupils were significantly below the expected standard, 33% made 3 levels of progress in English over the year.
The strategy to have smaller maths groups in each year half for the 25 pupils who failed to meet the expected standard in maths led to 20% of pupils making the expected standard by the end of the year. In response to this Numeracy has been added to the KS3 curriculum.