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.


Barriers to Progress

a) Numeracy, Literacy and Oracy

b) Behaviour of some disadvantaged students

c) Engagement and attainment of students


d) Individual needs of the student

e) Curriculum (KS2-3 transition)

f) Resources

g) Increasing class sizes


h) Staff awareness

i) Individual subject barriers


j) Attendance

k) Punctuality


l) Boys’ Achievement

m) Low student academic aspirations – home/community

n) Low levels of parental support/ability to provide effective parenting

o) Nutrition


Desired Outcomes of our Strategy

  1. Sustained improvement in literacy, numeracy and oracy skills for all disadvantaged students
  2. Sustained progress of all disadvantaged students at Key Stage 3 without limiting the progress of others
  3. Progress gap at KS4 between disadvantaged students and national “other” students to be less than 0.5 of a grade
  4. Increase in the attendance/punctuality of disadvantaged students and the gap to be in line with the national average
  5. Specific focus on the engagement of boys especially disadvantaged boys to reduce the number isolation/exclusion incidents in order to improve attainment
  6. Raised aspirations of all students through a comprehensive CEIAG programme, but especially disadvantaged students.
  7. Increased levels of parental engagement and support to practice effective parenting.


1.  Summary information

Academic Year


Total PP budget


Date of most recent PP review


Total number of students


Number of students eligible for PP

340 (45%)

Date for next internal review of this strategy

March 2020


2.  Current attainment (2019 results)


Pupils eligible for PP (School)

Pupils not eligible for PP (School)

Gap with non-PP (School)

Progress 8




Attainment 8




4+ English and maths




5+ English and maths




% achieving 4+ Ebacc





Desired Outcome


Success Criteria – Responsible for/Monitored by


PHASE 1 KPT (Sept 1

19– Dec 19)

PHASE 2 KPT (Jan 20 –


PHASE 3 KPT (April

’20 – August 20)


1.   Sustained

improvement in literacy, numeracy and oracy skills for all low attaining disadvantaged students.

Transition information gathered for KS2 to KS3 students.

Early identification of Year 7 students’ learning barriers through baseline testing

Key Stage 2 data analysed using Question Level Analysis to identify key areas of weaknesses for specific students.

NGRT reading tests and spelling for Year 7 students to identify any other underlying weaknesses.

Accelerated Reading assessments for all Year 9 students to monitor progress and intervene where necessary in preparation for their option choices.

Nurture group in year 7 established to provide transition between KS2 and 3, to support strengthening of literacy anoracy.

One hour of Accelerated Reader curriculum time in Years 7, 8

and 9 to develop reading, literacy and oracy skills of students.

Targeted students in year 7 access paired reading in form time with year 11 and SLT members. Tracked and monitored by MPN

Promote the awareness application process for FSM to parents/carers through parents evenings, telephone calls, 1:1 meetings, home visits, newsletter

Detailed informatiodisseminated for all Year 7 students to teaching staff. PBW

Seating plans to be used effectively to promote a positive learning environment together with the relevant students’ details available to all staff from SIMS

(All class teachers) Behaviour and attendance monitored through SIMs and PARS to ensure these are not becoming barriers.

(NWY, DBW, Progress Leaders)

Half termly reports to be produced and discussed with HOF/HOD at Middle Leaders meetings


All eligible students are in receipt of FSM.

Hardship cases are known to pastoral staff and support in place

Tracking of students through DC, AR and departmental assessment testing to allow for a tracking of key skills across the curriculum.

(DWK, MPN, CPR, all teaching staff)

Students’ working practices recorded so that during KS3 they are used to any access arrangements applied for GCSEs at KS4.


Students are able to make a more informed choice for their Year 9 options with regards their accessibility to the various subjects available. (CWS, JHE)

Half termly reports tbe produced and discussed with HOF/HOD at progress meetings


Further check of FSM uptake to ensure all eligible parents have applied

Students havfollowed an appropriate curriculum to allow them to progress throughout the year.


Increased students’ confidence in the application of key numeracy, literacy and oracy skills throughout the curriculum.

(All class teachers)

Checks on incoming year 7 students re: FSM and early contact made with identified vulnerable families to ensure FSM and uniform is accessible.

PBW salary


Accelerated Reader


Baseline tests

Additional teaching periods for English and mathematics

Nurture Group salary of CPR 15hrs


Salary of SRS 15 hrs


Accelerated Reader 18 hours teaching staff time

Library capitation


BMN Salary


GBR salary



Desired Outcome


Success Criteria – Responsible for/Monitored by


PHASE 1 KPT (Sept 1

19– Dec 19)

PHASE 2 KPT (Jan ’20 –


PHASE 3 KPT (April

’20 – August 20)


2.   Sustained

progress of all disadvantaged students at Key Stage 3 without limiting the progress of others

Aspirational target setting of

students based on an overall KS2 flightpath and then tailored to each individual subject.


Transition soft data” disseminated to all staff to ensure Year 7 students settle quickly into a positive learning environment.


Show My Homework used to promote independent home learning. Tracking reports used to monitor engagement


Specific interventions to be implemented by HoFs during lessons with the use of an appropriate adult – ITT students/TA/Cover supervisor


HoFs to be able to bid monies to ensure all students are

equipped to learn in every



Deployment of staffing at Key

Stage 3 carefully considered,

All staff understand

the criteria necessary to work towards aspirational targets.


(All class teachers/HoFs)


Students’ workbooks

are used effectively

as a learning resource and high

presentation skills are promoted. Students are confident in recalling prior

learning and can identify strategies they have been taught to do this.

(All class teachers) Parental engagement

using SMHW and

Insight increases – all parents have

Rates of students’

progress in specific subject areas improved by the greater adult/student interactions occurring.



Leaders, all staff)


Tracking data to show areas of greatest progress to ensure best practice is disseminated.


improvement in the progress and attainment at Key Stage 3 for all students.


(DWk, JHE, NWY, all staff)


Use of retention and recall strategies embedded as working practice by all KS3 students.


(MPN, HoFs, HoDs, all staff )


KS3 SoW for all subjects fully embedded.

(HoFs, HoDs) Teaching and

Learning reviews

throughout the year demonstrate

L3 TA for maths



Pupil premium bid fund £6,350


Faculty capitation


Reprographics costings for parental engagement evenings


SMHW £3,015




CPD for all staff 4 days



CPD budget £9,511



especially with the use of ITT



SoW for all subjects reviewed and adapted with regards to the current OFSTED criteria


Termly assessments for all students at KS3 across the subject areas inform planning


Use of possible outside agencies

(Learning emergence)


Restructure of sets in Years 7,8 and 9 to ensure no coasting


INSET focuses on metacognition, literacy

(Quigley) and other strategies to ensure students know more and remember more.

accounts and access



(All class teachers)






KS3 students to be identified at risk of exclusion and trying to increase engagement.


(NWY, JHE, Progress



All staff engage in INSET and adopt a Growing Learners project as part of their professional development. This forms one of their 3 appraisal targets























Growing Learners projects are published on the school blog and all teaching staff comment on at least 1 colleagues project.

evidence of quality

first teaching.

















Teachers practice is affected positively

by Growing Learners projects and lessons are learned for

future practice. Further blogging and projects are concluded.



Desired Outcome


Success Criteria – Responsible for/Monitored by


PHASE 1 KPT (Sept 1

19– Dec 19)

PHASE 2 KPT (Jan ’20

March ’20)

PHASE 3 KPT (April

’20 – August 20)


3.   Progress gap

at KS4 between disadvantaged students and national “other” students to be reduced

Aspirational targeting setting

for all Year 10 students based on a minimum of FFT 20.


Restructuring of setting at KS4 to ensure equal weighting and banding criteria.


KS3 specifications mapped back from GCSE specifications to ensure a smooth transition from KS3 to KS4.


Mentoring scheme to be introduced to focus on disadvantaged students.


Greater number of parental information sessions and workshops to increase engagement in home learning.


½ termly tracking and monitoring for all students in subject areas and twice annual data captures.

All students aware of

their potential grades in all subject areas.

(JHE/HoFs, HoDs) Staff to be asked to

participate in

mentoring, attempt to pair students with staff they appropriate staff. Meet monthly


(All staff)


Parental uptake of information evenings on offer.


(NWY, JHE, Progress



Revision packs/information bulletins/examination timetable available

for all students. (JHE, NKN)

Greater understanding

for students and parents of assessment grades 9-1 given during all mock examinations.

(JFi/HoFs). Effective use of

previous students

GCSE examinations to promote a greater understanding of the depth required to answer specific questions.


(HoFs, HoDs)


Identify parents most likely not to attend parent evenings.

(Progress Leaders) SEMH of students

monitored during

mock examination

GCSE grades

demonstrate that progress and attainment between disadvantaged students and national other” has been reduced.

(All teaching staff) Improvements in

GCSE grades for

targeted subject areas in relation to disadvantaged students.



Half term revision

sessions – part of directed time


JMY salary for SEMH

work in form time



CPN salary £32,742


School counsellor



Parental information sessions – directed time


CLY TLR £1,688



New option choices available

to ensure greater engagement in studies at KS4.


Previous year’s examination papers at differing grades in all subjects bought to identify strengths and weaknesses of students’ responses in GCSE examinations.


Entry level qualifications/Personal Finance, Diggery sessions available for targeted students to support their well-being through positive performance.


Question Level Analysis for targeted subject areas in SIMs


Published timetabled intervention sessions before, during and after school to increase awareness of opportunities to study.


Specific intervention after school provision available to English, mathematics and science then followed by option subjects


period in readiness for

their GCSEs. (CPN, JMY)

Structured after school revision programme implemented.

(JHE, HoFs, HoDs) Question Level

Analysis marksheets in

SIMs allowed for specific individual targeted support.


(ATN. HoFs, HoDs)





Restructuring of specific

students’ options to maximise performance where necessary


Detailed reporting to students and parents to ensure they know what they have been assessed on during all mock examinations, together with over markingof disadvantaged students work.


Use of the Library as a study area to promote independent study.


Specific timetabled support for all subject areas during each half term in 2020 using cover teachers (cover dependent)


SEMH sessions to be delivered through the duration of KS4 especially throughout examination periods via form time and PSHCE.


One of the staff performance management targets to include attainment for a specific class within the faculty,






Desired Outcome


Success Criteria – Responsible for/Monitored by



1 19– Dec 19)


20 – March20)

PHASE 3 KPT (April

’20 – August 20)


4.   Increase in the attendance

and punctuality of disadvantaged students and the gap to be in line with the national average. Improve the attendance at parents evening of parents/guardians of disadvantaged students.

Specific focus from the

pastoral team- weekly meetings on the monitoring of disadvantaged students.


Positive behaviour awarded through PARS. Termly rewards activities driven by Smiley Faces.


Increased use of Insight to inform parents of attendance, punctuality and upcoming events.


Greater unity of form activities to promote a SEMH and values for all.


Extra-curricular activities and extra in school opportunities promoted to inspire attendance


Information regarding trips and visits released early to promote engagement in these activities.

School attendance

in the first term to improve on the previous year.


(NWY, DBW, TWH, Progress Leaders)


Greater parental engagement of students with persistent latecomers with daily phone calls and texts.


(TWH, DBW, Progress Leader)

The in school

attendance and punctuality gap between disadvantaged and others to have decreased from the previous year.


(NWY, DBW, TWH, THH, Progress Leaders)


Attendance clinics held with parents/carers to implement strategies for support.

(NWY, DBW) Attendance gap at

parents evening to

have closed


(Progress Leaders)

Whole school

attendance raised from the previous year.


(NWY, DBW, TWH, Progress Leaders)


Narrowing the attendance gap between disadvantaged students and national other students.


(NWY, DBW, TWH, Progress Leaders)


Increased numbers of disadvantaged students take up opportunities of schools trips and visits (NWY, DBW, TWH, Progress Leaders, LVT)

Attendance Officer’s

time (TWH) £9,446


DBW time £15,495


Attendance capitation £4,344


Pastoral Rewards budget £1,440


Insight £678


THE salary £7,578


Proportion Progress

Leaders time



LVT TLR £4,002


Desired Outcome


Success Criteria – Responsible for/Monitored by



1 19– Dec 19)

PHASE 2 KPT (Jan ’20

March ’20)

PHASE 3 KPT (April

’20 – August 20)


5.   Specific focus on the

engagement of boys especially disadvantaged boys

to reduce the number of isolation/exclusion incidents in order to improve attainment

DHT to explore alternative

opportunities for disaffected students within school. (JHE, NWY)


Remodelling the purpose of FTEC to include learning, SEMH and behaviour support. Isolation and remodelling of behaviour procedures

brought into place to reduce

possibility of exclusion.


Detailed Inclusion provision mapped out for the most vulnerable students and programmes in place to address needs


Further KS4 option choices available to ensure a greater variety and accessibility of courses for students to study.


Break/lunchtime provision available in the Hive, library and with progress leaders to promote positive behaviours


approach to the extra-curricular provision available.




Dedicated space and extra-curricular time to aid transition

from KS2 to Year 7 to promote positive behaviours out of lessons.




Students’ attitude to learning tracked and monitored through PARS




At risk students identified engage in structured programmes to reduce risk of


implementation of new KS4 option choices for specific students and their engagement in other subject areas.




Greater emphasis and promotion of the positive behaviour models, together with the promotion of British values, moral purpose and a greater depth of understanding of

what constitutes

being a good member of the community.



Greater engagement

of students throughout the year in all subject areas.


(All staff)


Greater parental engagement for targeted boys to strengthen school/home coordinated approach to improve behaviours.


(NWY, RUN, Progress leaders)


Most vulnerable students feel safe and secure. They grow in confidence throughout the school year.



3 hours of NWY

time p/w £10,337


SLT time (FTEC



RUN salary £15,304

IFS salary £11,723


FTEC capitation




during unstructured times of

the day.


Positive behaviours monitored through PARS


Wonderful Wednesday to celebrate core values.


Targeted and structured assembly time to focus on key issues to promote a deeper understanding.


Remodelling of ½ termly PSHE sessions focusing on a variety of issues facing students in the modern world.

exclusion (RUN,



Alternative provision

engages targeted students throughout the year.





6.   Raised aspirations of

all students through a comprehensive CEIAG programme, but especially disadvantaged students.

Work experience for all Year

10 cohort pertinent to the students’ interests/aspirations to be implemented


Focussed IAG to targeted students to create an awareness of opportunities available to them post16

All students in year

11 have an individual careers interview and are guided on pathways.


CEIAG is delivered discretely in every subject area, with staff alert to the promotion of careers within their own subject discipline.

Successful IAG

sessions to enable students to work towards their intended future employment pathways.


(CWS, JLG, local colleges)

Successful work

experience placement.


(CWS, JLG, All staff)

CWS TLR £7,626


JLG salary £11,104


Careers budget



7.   Increase involvement

in the community to assist parental and student engagement

Increase the number of

community events held to at least one per term, including social and fundraising, to allow students and families to engage


Formalise the structure around parental meetings and triggersfor CAF. Difficult conversations are had with parents and appropriate agencies are involved to support gap in skills.


Grow the magic breakfast provision so that all students have access to free breakfast at 2 points of contact (Hive and Dining Room)

Attendance and

involvement with 3 events during the term.




Ashton Café offers opportunities for social, recreation and community activities.


All students at risk of disaffection for a variety of reasons are known and supported through

external and internal means via CAF and TAF


Magic breakfast is run by students and supported by staff each morning

Attendance and

involvement with 3 events during the term. Attendance to last events tracked to allow for targeting of new people.


Students at risk of disengagement are known and support is in place to re-engage them. Parental attendance to meetings is reliable and strategies proposed are implemented at home.


involvement in the annual fundraiser D2D from 2019 attendance.


Magic breakfast crew established and

ready to train next crew in September as they move onto

other student


Staff duty costs for

magic breakfast


Capitation for

Magic Breakfast


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