Introduction

The Pupil Premium Grant is paid to schools to maximise the potential of disadvantaged children.

At Ashton Community Science College, our primary aim is to bridge the performance gap between our disadvantaged students compared to non-disadvantaged students nationally. Our expectation is to provide quality first teaching for all our students so that they can fulfil their ambitions, as well as providing a variety of opportunities for students to grow and mature.


Pupil premium strategy statement: 2021-2022

School overview

Metric

Data

 School name

Ashton Community Science College

Pupils in school

789

Proportion of disadvantaged pupils

43.8% (346 students)

Pupil premium allocation this academic year

£301,095

Academic year or years covered by statement

2021-2022

Publish date

April 2021

Review date

December 2021

Statement authorised by

Sharon Asquith

Pupil premium lead

Janet Hoyle

Governor lead

Brian Rollo

Disadvantaged pupil performance overview for last academic year

Progress 8

-0.38

Ebacc entry

7.4%

Attainment 8

39.48

Percentage of Grade 5+ in English and maths

26.9%

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

Progress of disadvantaged students to be in line with that of other students within our school cohort

September 2021

Attainment 8

Achieve national average for attainment for all students

September 2021

Percentage of Grade 5+ in English and maths

Achieve average English and maths grade 5+ scores for similar schools

September 2021

Other

Improve attendance to national average

Reduce % of students attracting a FTE

September 2021

 

September 2021

Ebacc entry

Increase Ebacc entry for all students

September 2021

Teaching priorities for current academic year

Measure

Activity

Priority 1

In-school on entry attainment gaps in English and mathematics are quantified and inform teaching and targeted support

Priority 2

Inconsistencies in achievement of disadvantaged students in different subjects are addressed

Priority 3

A well-structured Personal Development programme supports disadvantaged students to develop an understanding of their aspirations and how to achieve them

Barriers to learning these priorities address

  • Students enter year 7 with suppressed literacy/ numeracy which hinders progress
  • Quality first teaching ensures that learning within the classroom is maximised
  • Seeing the relevance of education and individual subjects for the world of work

Projected spending

£49,853

Targeted academic support for current academic year

Measure

Activity

Priority 1

Disengagement of disadvantaged students through poor behaviour as evidenced by C1-C4 is reduced. The number of FTE for disadvantaged students reduces

Priority 2

Absence and persistent absenteeism of disadvantaged students reduces so that attendance of disadvantaged students is  in line with non-disadvantaged students .

Barriers to learning these priorities address

  • Poor behaviour reduces engagement and therefore chances for academic success
  • Attendance to school

Projected spending

£97,321

Wider strategies for current academic year

Measure

Activity

Priority 1

Strong relationships with families of disadvantaged students are built and sustained

Priority 2

Lack of opportunities for disadvantaged students to extend learning at home especially with regard to remote learning are recognised and engagement with home learning  increases

 

Disadvantaged students develop and maintain strong learning habits and full engagement in their learning.

Barriers to learning these priorities address

  • Increasing parental engagement

Projected spending

£157,555

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Ensuring that quality first teaching is a consistent feature of every lesson thereby addressing all learning needs

Use of INSET time to guarantee that all teachers understand what quality first teaching looks like

Targeted support

Ensuring that systems and structures are in place to enable close monitoring of attendance and behaviour

Staffing structure updated to ensure that colleagues are in posts to be able to support improvements in this area

Wider strategies

Engaging all families and ensuring that students continue to actively engage in learning outside of the classroom

Ensure that students have access to technology

Review: last year’s aims and outcomes (2020-2021)

Aim

Outcome

Progress of disadvantaged students to be in line with that of other students within our school cohort

Not achieved.

 

Achieve national average for attainment for all students

Not achieved

Achieve average English and maths grade 5+ scores for similar schools

Not achieved

Improve attendance to national average

Reduce % of students attracting a FTE

Not achieved

Not achieved

Increase Ebacc entry for all students

Not achieved

 

 

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