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The Fernwood School

"High Achievement with Care and Discipline for All"

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Pupil Premium

Pupil Premium Strategy 2016-17

  • Allocated funding – £232700
  • Catch Up funding – £8000
  • PP funding – £224700
  • Total PP expenditure – £244600
  • PP students in 2015/16 – 223 of 1009 = 22.1%
  • PP students in 2016/17 – 220 0f 1014 = 21.7%

How we spend our Pupil Premium Grant.

We have three main strands to our planned Pupil Premium spending. Strands A and B are aimed at ensuring that attainment and progress gaps are reduced and that our disadvantaged learners perform in line with all students nationally. The Strand C focuses on effective strategic management of strands A and B. The plan is based on maintaining high expectations, stretch and challenge, effective intervention, outstanding pastoral care and outstanding quality first teaching.

Strand A – Quality First Teaching and Effective Intervention.

  • Ensuring through CPD, student voice, coaching and effective monitoring and evaluation that all learning opportunities at The Fernwood School are outstanding. A relentless focus will be placed on student specific information highlighting effective intervention and differentiation and high expectations of our disadvantaged students.
  • Effective mentoring of disadvantaged students which focuses on SMART targets.
  • Embed curriculum changes at KS4 including a Middle Pathway.
  • Review and develop KS3 intervention and curriculum to meet the needs of all learners. Intervention that will be embedded and specifically designed to close achievement gaps.
  • All teaching staff to undertake a research project that focuses on raising the attainment of one specified group of disadvantaged students.
  • Restructure of SLT.

Strand B – Welfare, Attendance, Behaviour and Personal Development.

  • Ensure that effective behaviour intervention and support takes place to improve the opportunities for disadvantaged students and enable them to access the curriculum.
  • Enhance pastoral support to ensure that impactful and specific intervention occurs both in terms of conduct and progress.
  • Maintain the CEAIG provision through PD and outside agencies.
  • Remove individual barriers faced by disadvantaged students through CPD and RAP meetings.
  • Ensure attendance of our disadvantaged cohort continues to improve towards national averages.

Strand C – Restructure of Senior Leadership Team

  • Create opportunities for Associate Assistant Head Teachers with a focus on raising attainment and engagement of disadvantaged students.
  • Appointment of a Deputy Head Teacher – one aspect of the role to line manage Associate Assistant Head Teachers.
  • Assistant Head Teacher with responsibility for Behaviour and Safeguarding – one aspect to line manage Engagement Group and support services within school.
  • Assistant Head Teacher with responsibility for Pupil Progress – one aspect to oversee progress and attendance intervention for disadvantaged students.

Strand A – Quality First teaching and effective intervention.

Objective Strategy / Resources Cost Success Criteria
Using RAP meetings to ensure that all teachers share information on effective T & L strategies for all DS in year 10.

20 minute meetings about all disadvantaged Y10 students.

HOY meets with student to discuss barriers, successful subjects and home issues.

Teachers meet to identify barriers and strategies to overcome them.

Document created and placed on staff desktops.

£6500

This includes all staff attending a 30 minute meeting for every disadvantaged student in Y10   and HOY meeting each student for 20 minutes.

Learning walks show strategies being used.

Seating plans highlight appropriate strategies.

Reporting points show good progress and attitudinal scores.

Student voice activities show students feel there is an impact.

Staff identify DS and create one document with all necessary information.

Annotated Seating Plans (ASP) show students’ barriers, current grades and successful strategies.

ASP is to hand during every lesson and is updated following assessments.

ASP is used to inform planning.

ASP updated following data entry points.

£18700

This incorporates 3 hours to create initial seating plans and 30 minutes per half term to update.

Developmental observations and learning walks show strategies being used.

Seating plans highlight appropriate strategies.

Reporting points show good progress and attitudinal scores.

Student voice activities show students feel there is an impact.

GCSE results for disadvantaged students are improved.

Staff complete information sheet for RAP Provision Plans for all students in KS3 and in Y11

During 4 one hour sessions staff complete information on DS that identifies successful strategies.

HOY meets with each student for 15 minutes to identify barriers and home situation.

Documents created and placed on staff desktops.

£15000

This includes all staff for 4 hours and HOY meeting with all DS students for 20 minutes.

Developmental observations and learning walks show strategies being used.

Seating plans highlight appropriate strategies.

Reporting points indicate good progress and attitudinal scores for DS.

Student voice activities show students feel there is an impact.

Middle Pathway. Appropriate courses for students who are BL4. Three new courses have been developed to enable students who are BL4. BTEC construction, Media and Key Skills included in option choices.

£15500

9 lessons per week.

Students pass subject with a positive residual. Report data shows positive engagement. Student voice.

 

Objective Strategy / Resources Cost Success Criteria
Research Project. As part of this year’s CPD programme all staff have been directed to complete a research project which focuses on 3 DS in one of their classes.

Staff identify an area to research focusing on the progress of DS.

Four 1.5 hour TLC sessions are dedicated to the research, development and analysis of the project.

Staff observe each other carrying out the project and feedback result to whole school using visual displays.

Whole day INSET to feedback to all staff.

 

£47000

This includes 6 hours INSET. 3 hours staff time including 50 minute observation and whole day INSET.

Visual displays are in prominent areas of the school.

Findings and evidence are disseminated to staff.

Staff using findings to inform planning and differentiation.

Evidence is seen in observations and learning walks.

Progress and attitudinal scores for DS students is in line with whole school.

Appointment of Associate SLT members to carry out individual projects focusing on progress of DS students.

3 Associate Assistant Head Teachers have been appointed to carry out a project in the following areas

·         Research Project

·         Appropriate DS intervention

·         Progress and welfare of vulnerable students

£10000

This covers 6 extra free periods per week set aside for AAHT to carry out their projects.

Projects are completed successfully.

INSET and meetings used to inform and direct staff.

Progress and conduct of DS groups who are targeted within each project is improved.

 

Mentoring of DS carried out by SLT and Key Pastoral Staff

Y11 DS students are allocated a mentor from SLT, PTL or TLL.

Staff enter targets for selected students in their classes.

Meetings involve mentors passing on key progress information and monitoring the students as they follow this through.

£10000

Staff data entry and mentoring time.

Mentors get effective information.

Staff receive mentor meeting minutes.

Students complete tasks set.

Progress and attitudinal improvement evident in data reports.

Student voice activities.

Homework Support.

HOY support students in homework sessions.

Students identified through analysis of homework data and through RAP provision plans are encouraged to attend supported homework sessions. Two sessions per week lasting one hour. Staff inform HOY of the work that needs completing. £3500. 2 hours per week of HOY time. DS students identified appropriately. Homework completion amongst referred students improves.

Total expenditure on Strand A – £126200

Strand B – Welfare, Attendance, Behaviour and Personal Development.

Objective Strategy / Resources Cost Success Criteria

Engage Group. Key staff with a proven track record in fostering positive relationships allocated time to mentor students with behavioural concerns.

 

 

The Engage Group uses the PAR Register and liaison with HOY to identify students at risk of FT exclusion. DS given priority. Students are mentored weekly by key staff, monitored closely and rewarded for positive behaviour.

£31000. This includes 12 hours of key staff mentoring. 1 period of meeting per week and 5 lunchtimes per week for drop in.

 

DS students’ behaviour points, internal and FT exclusions reduce. DS students spend more time in lesson. Engagement of DS students increases shown through attitudinal scores in reports. PASS survey shows attitude to school is positive.

Support Staff. 2 Key Workers / counsellors based in school at all times.

 

 

 

Two Key Workers are allocated caseloads of students who have significant safeguarding or mental health issues. DS students are given priority to this service. Students can use this as a drop in or regular weekly appointments. Key workers also offer counselling for bereavement. £42000. This includes the salaries of two Key Workers. Ngage entrance and exit surveys show impact of Key Workers. Attendance of referred students increases. PASS survey shows students’ attitude to school is positive. Report data shows improved engagement in lessons.
CCAT Nottingham. Independent Systemic Counsellor. Students with complex safeguarding issues or mental health are referred to trained counsellors. DS given priority. £8700. Annual cost of two counsellors. Ngage entrance and exit surveys show impact of Key Workers. Attendance of referred students increases. PASS survey shows students’ attitude to school is positive. Report data shows improved engagement in lessons.
Breakfast Club KS3 DS students invited to Breakfast Club. Students with attendance, punctuality and confidence issues prioritised. £6700. This includes cost of food and staffing. Attendance of referred students increases. PASS survey shows students attitude to school is positive.
Attendance Mentoring. Once a term HOY and tutors meet with 2 students to focus specifically on attendance. Using PASS data and attendance data HOY and tutors identify and meet with two DS students who are at risk of falling below 90%. Parents are contacted and targets set. £6000. Includes HOY and tutors meeting with 2 students every term. Selected students’ attendance improves.

Total expenditure on Strand B = £94400

Strand C – Restructure of Senior Leadership Team

Objective Strategy / Resources Cost Success Criteria
Strategic leadership of Strand A Restructure of SLT – Appointment of Deputy Head Teacher to line manage AAHT and coordinate CPD. £8000. Proportion of salary. See Strand A.
Strategic leadership of Strand B Restructure of SLT – Appointment of Assistant Head Teacher to line manage Engage Team and Support Staff. £8000. Proportion of salary. See Strand B.
Strategic leadership of Strand A and B Restructure of SLT – Appointment of Assistant Head Teacher to line manage progress, attendance and intervention. £8000. Proportion of salary. See Strand A and B.

Total expenditure on Stand C – £24000

Total expenditure on Pupil Premium Strategy = £244600

 

Head Teacher – Mrs T A Rees
The Fernwood School, Goodwood Road, Wollaton, Nottingham, NG8 2FT
0115 9286 326 | admin@fernwoodschool.org.uk
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