B2B February 2019 web versionContents include: Friends of Bourne, first Fashion show, STEAM students visit new Tech Park, Cyber Girls
Pupil Premium Strategy Statement: Bourne Community College 2017-18
“’Disadvantaged pupils’ are those who attract pupil premium funding, meaning pupils claiming free school meals at any point in the last six years and pupils in care, or who left care through adoption or another formal route. Evidence shows that the progress and achievement of disadvantaged pupils is normally lower than that of ‘other’ pupils.” Ofsted Data Dashboard.
The government allocates this funding to schools and it is our responsibility to ensure that it is used effectively to support disadvantaged students and narrow or eliminate the gap between the achievements of disadvantaged students and those who are not. At Bourne Community College, we track and monitor all spending of PP funds and ensure that the impact is strategically monitored to ensure it is being used to maximum effect.
|1. Summary Information|
|School||Bourne Community College|
|Academic Year||2017/18||Total PP budget||£140,000||Date of most recent PP review||Oct 17|
|Total number of students||720||Number of students eligible for PP||204||Date for next internal review of this strategy||Oct 18|
At Bourne Community College:
“Disadvantaged pupils are now making similar progress to their peers and to other pupils nationally.” Ofsted Report 2016.
The gap between attainment of students who receive PP funding and those who don’t widened in 2016 but “Current gaps are closing rapidly or have closed across year groups and subjects, because leaders ensure that pupils’ achievement is tracked rigorously and effective support is given swiftly when pupils are in danger of falling behind.” Ofsted Report 2016.
At Bourne, we aim to ensure the following are in place for disadvantaged students:
- High expectations reflected in aspirational target grades.
- Effective quality first teaching and targeted wave one intervention.
- Widening cultural capital by provision of extra-curricular opportunities.
- Rigorous tracking and monitoring of student progress and providing wave two and three interventions where necessary.
|2. Disadvantaged Students 2017-18|
|Year Group||Number of PP Students||Number of PP students as a % of the year group||Number of PP students with SEN||Number of PP students with high prior attainment|
|3. Outline of Pupil Premium Funding|
|Financial Year||Total Pupil Premium Income||Number of students||Catch up premium|
(included in Total PP)
|Number of students|
|4. Barriers to future attainment (for students eligible for PP)|
|In-school barriers (issues to be addressed in school)|
|A.||Literacy skills entering Year 7 are lower for students eligible for PP funding than for Global students, which prevents them from making good progress at KS3.|
|B.||Narrowing the progress gap between disadvantaged students and Global students from KS2 to KS4.|
|C.||Narrowing the attainment gap between disadvantaged students and other students in English and Maths.|
|D.||Behaviour data – 2016/17|
Net behaviour points
FSM Students 539.3
Non-FSM Students 956.3
PP Students 539.7
Global Students 612.5
Total number of PP exclusions = 26
Total number of FSM exclusion = 23
Total number of Global exclusions 35
|External barriers (issues which also require action outside school)|
|E.||Improving the attendance of PP students: currently 92.5 (Global = 93.2%).|
|5. Desired outcomes|
|A.||100% of students to make expected progress at KS3 English & Maths (based on end of year data).||• Observation data showing Wave 1-3 interventions to be effective.
• All staff to be aware of individual student needs and be able to evidence how they provide for these students.
• 100% of PP students to meet end of year targets in years 7, 8 and 9.
|B.||100% of disadvantaged Year 11 students to make good progress across a range of subjects.||• More disadvantaged students to be entered for EBacc (measured through exam entry data).
• Wave 1-3 interventions to be targeted and impactful (measured through observation data and progress data).
|C.||Reduce the attainment gap between disadvantaged students and national figures||• Narrowing or elimination of the current gap of -6 in Attainment 8 score of PP/Global students.
• Percentage of grades 5 + above at GCSE in English and Maths to be in line with other students (narrowing the current gap of 8.7%).
|D.||Behavioural issues addressed. Reduce the number of exclusions.||• Staff to use behaviour policy consistently and fairly (measured through observation data and staff Monitoring Review summary documentation).
• Students to fully understand the impact of their behaviour on Teaching and Learning.
|E.||Increased attendance for PP students in line with or exceeding whole school targets.||• PP attendance data to be at or above 95.8% (based on cumulative data at time of review).
• Attendance data for PP students to be tracked independently and appropriate interventions quickly identified and implemented (monitored through attendance records and interventions on G4S).
|6. Intervention and Support Strategies for 2017/18|
|Curriculum-based support||Impact and Review Statement|
|A renewed Quality Assurance system to monitor the standards of teaching and learning and ensure that disadvantaged students are receiving quality first teaching and effective wave one intervention. The focus will be on CPD.|
|Specific tracking and data recording for PP and CLA students.|
|Additional revision support for KS4 students. This is provided through a timetable of tailored early morning and after-school revision sessions, plus regular holiday revision sessions.|
|The continued use of the Accelerated Reader programme for KS3 which is run by the school librarian in conjunction with the English department|
|Revision Guides and equipment necessary to complete practical subjects such as ingredients for Food Technology are provided for students.|
|Students identified as in need of support with Numeracy at KS3 & 4 are given targeted intervention by members of staff in small groups.|
|Students identified as in need of support with Emotional Literacy at KS3 & 4 are given targeted intervention by trained members of staff in either 1-2-1 sessions or in small groups.|
|Students identified as in need of support with Social Skills at KS3 & 4 are given targeted intervention by members of staff in small groups.|
|Students identified as in need of support with Language skills at KS3 & 4 are given targeted intervention by members of staff in either 1-2-1 sessions or in small groups.|
|Students identified as in need of support with Social Communication at KS 3 & 4 are given targeted intervention by members of staff in small groups.|
|Students identified as in need of support with Literacy at KS3 & 4 are given targeted intervention in either 1-2-1 sessions or in small groups.|
|Students identified as in need of support with Life Skills at KS3 & 4 are given targeted intervention in small groups.|
|Students identified as in need of support with Speech and Language at KS3 & 4 are given targeted intervention by trained members of staff in either 1-2-1 sessions or in small groups.|
|Students identified as in need of support with Exam Preparation at KS4 are given targeted intervention in either 1-2-1 sessions or in small groups.|
|Pastoral and extra-curricular support||Impact and Review Statement|
|Our student support managers (a dedicated member of staff for years 7 & 11, one for year 8 and one for years 9 & 10) provide emotional guidance for students and monitor their wellbeing. This is overseen by an Assistant Headteacher for Behaviour and Welfare who coordinates additional behavioural and/or welfare support for students.|
|Designated member of the Senior Leadership Team responsible for the progress of Pupil Premium students and the implementation of the strategy.|
|Designated member of support staff to offer one-to-one/small group support to ensure that any barriers to achievement are reduced or eliminated.|
|One-to-one behaviour support is provided where necessary through a specialist behavioural intervention worker.|
|We have a designated Think Family support worker who works with students and their families to provide tailored support.|
|A school counsellor is employed who works with students and their families where a need is identified.|
|Where appropriate, subsidising extra-curricular events and enrichment activities, such as music tuition, school trips and fieldwork trips.|
|The tutor group system is used to provide mentoring and support for students and the tutor is often the first port of call for pastoral support. Targeted sessions are carried out which centre around academic resilience and emotional wellbeing.|
|Nurture programmes such as Fire Break training.|
|7. How the money will be sprent in 2017/18|
|Monitoring of attainment and progress|
|One-to-one and small group support with exam preparation.|
|Literacy intervention programme|
|Revision sessions for KS4|
|Nurture programmes and support for educational school trips|
|Revision materials and equipment to carry out practical tasks.|
|Attendance monitoring and support|
|Think family support worker, school counsellor and student support managers|
|Staff to specifically track and record data for PP and CLA students.|
|Accelerated Reader programme for KS3 students|
|8. 2017/18 Review|
|Desired Outcomes||Review against success criteria|
|A.||100% of students to make expected progress at KS3 English & Maths (based on end of year data).|
|B.||100% of disadvantaged students in Year 11 to make good progress across a range of subjects.|
|C.||Reduce the attainment gap between disadvantaged students and other students.|
|D.||Behavioural issues addressed. Increase in Net behaviour points gained.|
|E.||Increased attendance for PP students in line with 95.8% target.|
|9. 2016/17 Year 7 Literacy and Numeracy catch-up premium|
|How the premium was spent||Impact on the students|
|Literacy Intervention Teacher||Raised the reading and spelling ages of at least 90% of the target group by 6 months + above expected growth|
|Literacy Intervention Learning Support Assistant x 2||Enabled students to be withdrawn in small groups for targeted literacy to boost confidence and attainment.|
|Numeracy Intervention Learning Support Assistant||Enabled students to be withdrawn in small groups for targeted numeracy to boost confidence and attainment.|
|10. Summary information for Year 7 Literacy and Numeracy catch-up premium|
|School||Bourne Community College|
|Academic Year||2017/18||Total Premium||None|
|Total number of students||How this will be spent|