Here at Coppice we want to ensure that our disadvantaged pupils are treated equally and as favourably as others and that the additional funding is used well to address the challenges they face.  The school will use the additional funding to promote the achievement and progress of all entitled pupils, paying particular regard to effectiveness of ‘quality first teaching’ for all vulnerable groups, including those pupils eligible for the Pupil Premium.  Through wise use of the additional funding we are fully committed to ensuring that the individual needs of each child are met.  The challenges that children face are varied and there is no ‘one size fits all”.

Through the additional funding our ultimate objectives are:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
• To support our children’s health and well being to enable them to access learning at an appropriate level.

• ACooper done reading tests with PP KS3, Lexia support for all who are under
• HG presentation and work across depts to look ate responses and extended writing. Book trawl done on 2^nd May, evidence of good extended writing across History and English.  Some in Geography.
• Year 9 pen pal writing club set up, with school in USA.

• Close the reading age gap between PP and Non-PP students.  Students reading age to be in line with their chronological age.
• Pupils will have the skills to tackle challenging texts suitable for their chronological age and end of key stage assessments.  Evident across multiple subjects.
• Work scrutiny and learning walks show evidence of extended writing in line with age related expectations.

• Evidence from ‘external’ visists highlight positive attitudes towards learning, although some work still to do in terms of independent learners.
• Partiticipation in ex-curricular clubs increasing slowly after the pandemic – excellent attendance in performing arts and PE.

• Pupils are confident, independent learners, with positive attitudes to learning as evidenced in quality assurance (pupil & staff voice and work scrutiny)
• Increased participation in extra-curricular activities
• Increased proportions of pupil premium pupils progress to a range of higher education establishments, employment or training – reduce NEAT PP students.

Current PP 87.12% Non PP 92.93%

Persistent absence PP 46% Non PP 19%

Figures still low due to pandemic

• Attendance is above 95% for disadvantaged pupils
• Persistent absence is in line with non-disadvantaged peers.

HoY worked with form tutors to ensure at KS4 all PP students have access to laptops.  PP students prioritised for equipment.

Staff delivered support lesson on how to access Google Classroom, with support also given to parents.

ALL staff using seating plans in their purple folders, highlighting strategies to be used for individual students.  Evidence seen in SLT lesson observations as staff asked for purple folders and seating plans.

Some evidence seen of staff using the strategies to support learning in the classroom,  Seen through the observations and book trawl (2^nd May) Every member of staff seen with focus on T&L

PP students sat in ‘high traffic’ areas so as to encourage more frequent live marking of their books in lessons.

Book trawl showed no obvious difference in quality of work between PP and Non-PP students.

• Lessons are accessible so that pupils are supported and challenged, including remote learning for students who are self-isolating.  Reduce the ICT gap, ensuring PP students have access to ICT equipment out of school hours.
• Staff use the seating plans effectively so that they focus on PP pupils in each lesson adding reading ages to seating plans, alongside other useful information including targets and SEN status which can be used to inform teaching strategies. Consistent use of these strategies to support Quality first teaching will close the attainment gap.  Evidence seen through learning walks, book scrutinies, data collections and Voice of the learner.
• In relation to marking and feedback, PP students done as a priority, so that students consistently make progress as a result of a dialogue with the teacher.

• Lessons must include recall for the first 15mins, PP students often don’t have access to revision space/time at home.
• Splitting lesson into smaller chunks (Knowledge-application-test) repeat these cycles allows students to commit more to long term memory and help build schem
• Responsive planning is essential to enablebetter planned lessons and ensure better progress, PP students identified in this.
• Pupil voice highlights pupils perception that quality of teaching has improved across the school.

• Use of external tutoring programmes to enable students to close the gap. (for example My Tutor and the National Tutoring Programme)
• Use of extra-curricular time e.g. before and after school, and holiday time, so there is little impact on the delivered curriculum.

Post mock intervention has been shown to target less pupils to a higher degree

Allowing PP students to work in smaller groups, and break down peer pressure, increases self-confidence and self-esteem.  It also allows for much greater targeting of specific challenges and weaknesses.

Maths, English and Science have used support staff to provide 1:1 sessions with underachieving students at KS4 as identified in RAT meetings.

Interevntion across depts before school, after school and during Easter hols

Inset day end of Feb (6 sessions) CPD:

• Questioning
• Meta cognition
• Retrieval practice
• Stretch and challenge
• Phonics
• AFL
• Science oflearning

Recent evidence published in the EEF research shows that it is important to develop the subject knowledge of the teachers but also focusing on teachers’ pedagogical content – knowledge of how to teach the particular subject.

• Use of accelerated reader and other resources to promote and improve literacy e.g. book boxes.
• CPD for staff on helping pupils to think about how they construct their written responses more explicitly particularly focussing on the reformed GCSE’s and the use of vocabulary including subject specific (improving literacy sessions in conjunction with the local authority)
• CPD for staff on reading comprehension strategies to support pupils to access challenging reading texts/extracts.
• Encouraging greater and more frequent discussion/CPD lead by language experts – within the SEN department, for example – to understand more fully how children learn language.

Research from the EEF supports a teaching approach which focuses on teaching writing as an explicit skill.  Students who are able to write extended responses – with greater accuracy and structure – will be able to access higher grades at GCSE.

Research suggests that, across all GCSE subjects, the average reading age for texts/questions used in exam papers is 15 years and 6 months: currently, many of our more disadvantaged students have reading ages which are way below this, denying them the same level of access as their peers.  We need all teaching staff to be more confident in the application of teaching strategies which are designed to raise students’ reading ages.

We want to encourage all pupils to become ‘word rich’ through reading and acquiring a broad vocabulary.  Research shows that those pupils with a wider vocabulary out-perform their peers

AC done work with year 7 in particular.  Introduced new reading app to wholeschool

Application in place for letterbox club for Y7&8 PP student cohort.

CPD session in February delivered to all staff from T Dodd – find out name

SEN briefing led by H Morris/C Woods weekly – A Evans delivered on ASD

(copies of PPT?)

• reviewing current models and comparing these to those curriculum models adapted by the most successful departments within the school, and across the Trust
• After each data trawl departments to analyse the progress of PP students against non-PP students. This to then be broken down into individual classes allowing staff opportunities to readdress their ‘purple folder’ in order to evaluate and modify the strategies they use with disadvantaged students – by, for example, examining seating plans, feedback practices, etc.

Curriculum is being reviewed at KS3 ensure it meets NC.  Also to ensure it is focused on students enjoyment of a subject and to build cultural capital.

Teachers should have an awareness of the barriers to achieving potential for each pupil in their class, and know specific and individualised ways in which they support these pupils in their classroom. Research suggests that seating plans which are thoughtfully constructed, which contain reference to current data (including reading ages) and which are regularly updated as part of the assessment and monitoring cycle contribute positively to improved pupil performance.

See LW

RAT meetings with LL where data shared with SLT and identified underperforming PP students.  LL then target intervention and support within department.

Staff use of DDT time to address and change their Purple Folders.  Purple folders a working document and ever changing to meet the needs of the students.  Some copies sent to MD as evidence.

Pastoral team worked to ensure PP students have access to laptop, especially at KS4.  Some work to do at KS3 but most issues met.

Whole school use of Google Classroom, Maths Watch and Doddle to support students with online work.  Staff also created distance learning folders where students can access resources from home.

KS4 PP students given free revision guides.

Homework club currently offered at lunctime, evenings and before school

ALL PP at year 11 given 1^st connexions interviews, then follow up session with GP where needed.  VM then identified any extra support with college applications etc for PP students.  Also use of the new PSHE programme in tutor time for tutors.

A high proportion of PP students receive daily negative points at Coppice, highlighting low level behaviour patterns which in turn affects their progress.

See data table below to identify differences in average number of negatives and positives.

3 cases studies carried out on students and no obvious issues identified

3 R’s reintroduced into school assemblies.  Behaviour system tweaked and shared with staff and students.

Retention of school counsellor (S Hughes) who has worked with students across all year groups.

VM/LS work across all years through assemblies and small group work.

Wolves foundation working with group of year 10 to look at effects of lockdown, as identified by HoY.

• dedicated support staff and year leader focus on monitoring pupils and following up quickly on absence.
• LA attendance officer, family liaison officer to work with hard- to- reach pupils;
• Where it is deemed necessary the school nurse to support in managing extended periods of absence due to illness.

Current attendance wholeschool:

PP – 87.1%

Non PP – 92.91%

Yr 7 Gap = 3.46%

Yr 8 Gap = 5.91%

Yr 9 Gap = 7.01%

Yr 10 Gap = 5.1%

Yr11 Gap = 7.45%

Attendance been hit by effects of lockdown and Covid.  Instill contunuiing home visits to check on attendendees.

Connexions and G Peace work closely with all year 11 students to ensure they have high quality careers advice and follow up sessions.

Boys2men programme run in Yr 11 for approx. 45 lads – mentored by male staff.  Trip out through this to MMA activities, guest speakers, Boxing dance company worked with Flexus, Art and Cooking competitions.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?