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Pupil Premium Plan 2019-20
15% of students at the Weald are eligible for the Pupil Premium Grant and for the 2019-20 academic year the total pupil premium grant allocation amount is projected to be £199,950.
The main barriers to progress for these students are:
|A||Attendance of disadvantaged students is lower than for their peers|
|B||Behaviour incidents recorded are disproportionately high for pupil premium students|
|C||Cultural capital deficit leads to low levels of aspiration and engagement for some students|
|D||Disadvantaged students are behind their peers in literacy and numeracy on entry|
|E||Expense of equipment/extracurricular activities can be a barrier to participation for some|
|F||Family engagement and aspirations can be lower for some disadvantaged students|
How the pupil premium allocation will be spent in 2019-20
Quality first teaching (£7,998)
|Example Action||To address||Intended outcome|
|Embedding evidence based techniques (metacognition & responsive teaching) into SoW||C, D||Improved outcomes and progress: quality first teaching has been shown to have a particularly significant impact on disadvantaged students by EEF|
|Focus on PP students in subject reviews, work scrutinies||D, F||Know students better. Identify specific barriers to progress or engagement and enable early and targeted intervention.|
|Impact measured by: P8, Student voice, House point and ATL data|
Specific support (£191,952)
|Example Action||Intended outcome and rationale||To address||Impact measured by:|
|Leadership (SLT/inclusion manager)||
Promote culture of positive discrimination and oversee PP plan. Identify the needs of individual students and support as appropriate.
Reporting on house points behaviour ratios.
|A-F||Implementation of that detailed below.|
|Pastoral: HoH support, form tutor daily checks, mentoring during Friday assembly. Contact prior to parents’ evening||Better relationships with PP students and families. Understanding of barriers to progress and implementing actions to remove barriers. Greater Parental engagement at parents evening.||A,B,F||Mentoring logs, student voice, behaviour data, parents’ evening attendance data|
|Intervention groups||Improved progress and outcomes.||D||Outcomes, student voice and P8|
|Learning mentors and TA support||More confident students, removal of barriers.||D||Outcomes, student voice and P8|
|Priority for 6th form tutoring||PP students prioritised for tutoring by 6th form tutors||D||Student voice from tutors and tutees. Exam data.|
|Wellbeing and Attendance||Improved engagement with families and attendance by PP students||A,B,F||Student voice, behaviour and safeguarding data|
|Curriculum equipment and revision guides||Improved engagement with course by removal of barrier||E||ATL data, outcomes, student voice, staff voice|
|Music lessons for GCSE Students||All GCSE students supported with funding for music lessons - improved progress and outcomes in GCSE||A,B,C||Reports by teachers, student voice, outcomes by music students|
|Subsidised trips, opportunities and visits such as school production, trips and work experience||Improved engagement and enjoyment. Wider participation in school community.||A,B,C||Data for trip attendance, student voice|
The projected P8 score for the current year 11 PP cohort is -0.4. In 2018/9 it was -0.42
The date of the next review of the school’s pupil premium strategy is June 2020