PUPIL PREMIUM

CPL

PP PriorityAim - Focus on 4 pp students aiming to boost

confidence in Physics by regular visits and encouragement in lessons. Also concentrating on

these students with regard to detailed feedback about their work during lessons and how they could

improve answers etc.

Outcome - I feel my relationship with all 4 has improved with greater contact. The female student has especially gained some confidence in the subject.

Annette Issaks

Intended impact - hopefully improved grades for all 4 students in end of topic test/s. (Test not yet

done, so evidence inconclusive at present).

Persistant 

absence 

students

students that 

are PP but 

have now left

Surname 

Forename

Gender

Reg GroupPupil Premiu

m Indicator

SEN StatusGifted/Talented % Attendance

Bfl Average (Spr 2) Y8 

Spring 2BfL Average 

(Spr 1) Y8 

Spring 1BfL Average 

(Aut 2) Y8 

Autumn 2BfL Average 

(Aut 1) Y8 

Autumn 1Progress 

(Spr1 to Spr2) Y8 

Spring 2

context

provision/intervention

impact

ALEM'NEH 

Shanti

F

8AIS

Y

T

91.8

3.5

3.43

3.21

3.07

0.07attendane is an issue

raising aspirations

ALLFREY‐JONES 

Sasha

F

8MHS

Y

96.5

3.29

3.21

3.43

3.14

0.08sigle parent family

raising aspirations

BYRNE RichardM

8ETD

Y

S

89

2.62

2.54

2.77

2.69

0.08

Hard to reach parent, mum is 

supportive of intreventions being 

put in place but dad is less 

supportive and leave 

paernting/school to mum. Big age 

gap between mum and dad with 

dad being older. is on the SEN 

register SLD statmented, DAF in 

place, EWO involved, CAMHS 

involved. Older brother was also 

statemented. Mum not dad work 

mum does a lot of car boot sales 

on sundays

Helen Fraser, DAF, 

EWO, report, CAMHS

CHAMBERLAIN 

Thea

F

8CHS

Y

K

100

3.87

3.8

3.71

3.64

0.07

very anxious at times, does 

struggle with her confidence, 

mum an be over protective, Lives 

with mum as single parent 

family. loves her drama and 

dance, does struggle with her 

literacy. tries really hard at 

everything she does

THRIVE SEN 

intervention raising 

aspirationsdidn’t attend 

the last element of the 

raising aspirations 

course

HAYMAN Jake

M

8CHS

Y

K

75.9

3.25

3.12

3.2

3.13

0.13

Older siblings have behaviour 

issues, Jake is a very timid young 

man who has suffered with 

anxiety regarding school, left to go 

to south dartmoor for a while, is 

mothered by his mum and oldest 

sister, mum has been known to 

walk him to hs tutor room until 

she was asked not to due to safe 

guarding. there are attendane 

conerns. mum has had help from 

PSA in the past. CP issues 

surrounding family.

SEN intervention, fast 

track in place. ESO put 

in place by EWO, time 

out card

attendance has 

improved and 

mum has 

stopped walking him to 

tutor room

PUPIL PREMIUM

CPL

PP informationAim: For all staff to have information on the background and pastoral

interventions for each PP student in the year group.

Intended impact: For staff to know why students are PP and what interventions are in place for them pastorally, this will hopefully lead to a deeper understanding of the barriers to learning for individual

students

Outcome: This is a working progress being carried out by all heads of year. Currently it has not gone whole school as its needs to be checked over for sensitive information. What we would also like is that any other interventions from subject areas for PP students to also be logged on the google doc. This will enable everyone to have an overall picture for all of the PP students. This will then

lead to a deeper understanding of these students which will result in us knowing them better and supporting them in a classroom

environment. This is an ongoing working progress that I hope to go whole school.

Abi Newman

PUPIL PREMIUM

CPL

360 FeedbackAim - The aim was to create a focus where the student was supported from all sides. The

focus was to create an opportunity for parents to give a brief amount of feedback as to how they felt their young person was progressing with presentation and commitment to work. The students were sent home with the task of explaining what a purple pen

was used for (developing and catching up) and asking their parents to complete a small paragraph. A (T) was used in a circle on pages where they had not completed the task in

lesson so that it was clear.

Outcome - This will not work for every group! Not everyone can be trusted to take books home as we well know. This could however work for small tasks, exam questions and with groups that are reliable or copies could be made of work in books on a periodic basis, if there was concerns over students losing books. There is also the potential that parents could write more than students so it is important for a space or box that can limit the feedback so it is concise and focused on what ever is the chosen focus for that time. This had a very positive impact on the students in my class and the feedback from PP parents was every bit as useful as that of other students parents and in some cases actually drove those students to work harder to try and impress or be concerned with

what their parents may say!Dan Gillard

Intended impact - The intended outcome was for parents to become part of the feedback process and to support students with positive praise as well as giving feedback on any concerns they may have based on my comments and the work that is being produced.

This was built up for a period of four weeks and the hope was that the work rate and ap-plication of students would improve so that they could show a positive amount of work to

whoever is at home.

PUPIL PREMIUM

CPL

PP Project Murray

Aim - To get Marley Murray a Photogrpahy GCSE! I chose to focus on my most underperforming PP student and to design support that

would directly impact her and other underperforming students in the class

Outcome - I found it incredibly challanging to engage Marley on this project in lesson time so finally settled on using Lunchtime Catch up sessions. Through the use of questionaires and coaching we established Marley’s main barriers regarding her GCSE in photogrpahy and set up stratagies to tackle them. These inclded dedicated win school work books and the contuined use of a lunchtime catch up session. The stratagies are nothing new or groundbreaking but I have noticed a marked imporvemnet with Marley’s engagement in lesson and her ownership of her work. I also applied this individualised approach with most of my underperforming studnets with generally positive results.

Nick Rangecroft

Intended impact - The overall intention was to get Marley to engage in Meta Cognition and then design practical solutions collaboratively

Photo: M Murray

PUPIL PREMIUM

CPL

PP ResponsibilityAim - To engage 10 pupil premium students in gymnastics

by giving them extra responsibility during lesson time. Pupils were allocated a leadership role which included: fitness

coach to plan and lead warm ups, skills coach to analyse and feedback quality of individual skills and performance coach to

evaluate sequences and quality of movement.

Outcome - boys really embraced the role of leader and not only did the added responsibility give them greater focus in lessons it helped them to grasp a greater understanding of movement and

an eagerness to help and support others.Sam Lyndon

Intended impact - in an activity area travditionally unpopular with boys the inclusion of the leadership roles helped to

engage and motivate the students.

PUPIL PREMIUM

CPL

Growth Mindset Marking

Aim - We marked books on effort to encourage a positive experience for the students especially for the pupil premium students who really value the

recognition and appreciation of hard work. Using statements like ‘great effort’, ‘you have clearly worked hard here’ or even just ‘thank you for your hard work’

helps to change students mindset and subsequently try harder.

Outcome - I think myself and Terri both feel our students have gained confidence in the maths ability and I am happy that mine are starting to accept that it is ok to get something wrong as long as we can learn from it, look back at it and solve it through effort. The added success of this will hopefully be that they will spend more time looking to the questions independently on exam papers etc and be

able to solve problems in a more effective way.Dan Harmer

Intended impact - . By changing the focus of the marking, the students feel valued for their hard work and not just their ability, allowing the student

(again especially PP) to feel like they can succeed through hard work and not just give up if they feel as though they do not have the ability. For example in maths I will often say to the pupil premium students ‘I would rather they did

3/4 questions really well with workings etc than rush through 15 questions just scribbling down an answer. This means they then try harder over the next few

weeks.

PUPIL PREMIUM

CPL

Kagan seating plan

Aim - Use of Kagan seating plan. Sits students in groups of High, medium high, medium low and low abilities thus allowing side to side and face to face working between pairs. This can be used when your tables are either in groups or in rows. I use this in collaboration with

questioning, as they don’t know who is going to be asked on their table they all need to make sure they fully understand the topics.

Outcome - I change mine every term to ensure refocus and widen their friendship group. My students confidence have improved and it has created a good working atmosphere within my classrooms. To improve it, I’m going to number it 1 - 4 and have all my pp students sitting in the same seat number. This also means if I have any student issues they can

swap with the same number. Terri Ridings

Intended impact - Allows collaborative working across peer groups and uses the high students to bring up the lower students. It has also helps to draw out the shyer students as they will talk to their group.

I have noticed that it does help with confidence across the whole group as they are all willing to help each other out.

Series 1 – Tuesday 3rd MaySeries 2 – Tuesday 7th June

05

101520253035404550

How much do youenjoy your Spanish

lessons?

Our lessons arevaried and fun

I get lots of usefulfeedback from my

teacher

I know what I needto do to improve

my work

I enjoy working ingroups and learning

from peers

I feel confident thatI can be reallysuccessful inSpanish

I am making goodprogress in Spanish

Student Voice Survey

5 Pupil Premium Students

Series 1 Series 2 Column1

A positive shift in opinions in the first two and last two areas, addressing their enjoyment and confidence, however a perplexing dip in the two responses relating to feedback. This may be due to the work being particularly challenging over this unit of work and a few students not quite reaching the Level 5 first time. The class spent a considerable amount of time actively improving their work during DIRT time, however I now know that I need to revisit their purple penadditions and feedback.

PUPIL PREMIUM

CPL

Student Voice Feedback

Aim - To harvest honest and anonymous student feedback on their learning and adapt teaching and feedback accordingly. The information that the

first student survey provided, informed a change in teaching and feedback style accordingly. Lessons included many more of the types of activities that

students enjoyed and an increased focus on group work. Whole class and individual feedback focussed on building confidence in this challenging unit

of work

Outcome - Students are enjoying lessons more and feel that they’re more fun and varied. They agree more firmly that they’re making progress than before, but the most marked increase has been in their enjoyment of group tasks and

learning from peers. All five students went up by at least one sub level, with all now working at L5.2This is a work in progress and I will continue to address the issues presented in the student survey. Next steps for me are to develop the dialogue using purple pen to acknowledge immediate improvements that students make to their work

so that they see the value in DIRT. Anne Law

Intended impact - More personalised lessons leading to increased engagement

Increased confidence, addressing barriers to learningIncreased enjoyment of lessons and more rapid progress