Detail

Data

School name

Co-op Academy Swinton

Number of pupils in school

1003

Proportion (%) of pupil premium eligible pupils

 41%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

3-year plan

Date this statement was published

Sep 24

Date on which it will be reviewed

Aug 25

Statement authorised by

Steve Brice

Pupil premium lead

Nathan D’Laryea

Governor

/ Trustee lead

Asif Hussain

Detail

Amount

Pupil premium funding allocation this academic year

£407,052

Spending on PP             £408,820.72

Recovery premium funding allocation this academic year

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£407,052

Year Group

Cohort Size

Boys PP

Girls PP

SEND/EHCP PP

Total PP

% PP

7

201

47

35

15

82

41%

8

191

34

44

22

78

41%

9

209

50

41

26

91

44%

10

194

40

25

22

65

34%

11

208

38

53

22

91

44%

Challenge number

Detail of challenge

1

Too many Pupil Premium students do not achieve a 4 in Maths and Science.

2

Too many Pupil Premium students do not make as much progress as non-Pupil Premium students from KS2-KS4.

3

Pupil Premium students to have literacy skills in line with their peers.

4

Pupil Premium students to have attendance in line with non-pupil premium students and for the academy to be striving to achieve national average.

5

Pupil premium behaviour climate data to be in line with non-Pupil Premium

Intended outcome

Success criteria

To ensure more Pupil Premium students  achieve a 4 in Maths and Science.

• Improve achievement for PP students in core to widen opportunity.
• All PP students achieve a Grade 4 in English, Maths and Science.
• The gap between PP progress in each bucket to reduce overtime.
• Pupil premium students have access to high quality intervention sessions after school in year 11 to aid in their learning. Students to self regulate to attend this intervention and take responsibility for their own learning
• All underachieving pupil premium students to have access to high quality tutoring both in and outside of school time
• Students to build up self-confidence and resilience with strategies to overcome challenges and see these as positive experiences
• PP students to have targeted support from pastoral team with a focus on vulnerable students

Pupil Premium students to make progress in line with non-Pupil Premium students from KS2-KS4.

• All students to achieve high quality learning experiences
• Implementation of standardised routines and systems to raise the standards of behaviour for learning in the classroom
• Pupils become culturally enriched and can converse about topics that are not in the current community
• Pupil premium students have access to high quality intervention sessions after school in year 11 to aid in their learning. Students to self regulate to attend this intervention and take responsibility for their own learning
• All underachieving pupil premium students to have access to high quality tutoring both in and outside of school time
• All class teachers and HODS to track the progress of pupil premium students and liaise with parents and students where underachievement is indicated by internal assessment from year 7-11
• Dedicated continued professional development time is given to staff to enable them to collaboratively plan and pre-empt misconceptions before the students encounter them.
• Curriculum Review’s to have a continued focus on the Pupil Premium provision within each subject to ensure all students are accessing a high quality curriculum
• HODs and class teachers to ensure that the intervention applied is accurate and effective
• Class teachers and HODs will have evidence of building parental relationships to involve all stakeholders in support for effective intervention in order to improve progress

Pupil Premium students to have literacy skills in line with their peers.

• Reading ages - 95% of year 7 students to be at expected reading age by the end of the academic year
• All Pupil Premium students will have access to high quality vocabulary in lessons and through the STRIVE time vocabulary session
• PP students targeted for early reading intervention
• Through the school’s use of curriculum comprehension strategies PP students will show an understanding of key texts used in the classroom and will develop their vocabulary.
• Pupils can read fluently as evidenced in reading ages
• Pupils are confident in their reading and writing abilities
• Pupils are confident in communicating with their peers and teachers in all situations. Pupil premium students have a key role in curriculum student voice
• Carefully curated curriculum that is knowledge based that is regularly assessed allows for students to have the opportunities to use high level vocabulary when communicating

Pupil Premium students to have attendance in line with non pupil premium students and for the academy to be striving to achieve national average.

• All year groups to be attending in line with National Average
• Attendance for the school to be at National Average
• PP students targeted for early intervention and support packages around attendance
• PP will be highlighted for first day phone calls and home visits to completed by 11am
• PP students will be prioritised for EWO, FHP and Bernardo’s support
• Improved whole school Progress 8 in line or exceeding National Average for Vulnerable groups and PP students
• PP students will have access to Behaviour Mentors to engage and address any attendance concerns and remove any barriers to attending the academy
• Letters and mailshots will be prioritised to PP students regarding the importance of regular attendance and information on strategies for improvement
• Manchester United Foundation targeted mentoring for PP students to increase attendance
• Increase of PP students attending rewards trips based on attendance and financial support given to parents/carers who may need it.
•  The Family help practitioner to work with specific families identified by the attendance team, with a particular emphasis on PP students.

Pupil premium behaviour climate data to be in line with non-Pupil Premium

• Implement a highly effective behaviour curriculum, that is routine driven, based on high-quality modelling, that creates a culture of excellent behaviour for all, including PP students.

• exclusion rates are reduced so that they are in line with non-PP students.
• exclusion rates for PP students are below national figures for all students.

• Embedding standardised routines and systems to raise the standards of behaviour for learning in all aspects of school life.

Activity

Evidence that supports this approach

Challenge  addressed

Appointment and retention of VP, Lead Practitioners / Senior experienced teaching staff in Maths, English and Science

Sutton Trust’s 2011 report revealed that the effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds. Our least successful learners are not always gaining maximum benefit from the excellent teaching and high quality curriculum that we provide for them and the approach outlined above addresses this. Given that variation often exists in students’ cognitive skills according to their level of disadvantage, it is important that our teachers have the knowledge and understanding to address this through their teaching..

• LPs and senior post holders are experts in pedagogy; their role is to exemplify and disseminate the most effective practice.
• Vice Principal with responsibility of pupil premium progress and quality of education
• In turn, this means PP students benefit from the most effective practice consistently across the Academy.
• High quality learning experiences to be planned to benefit all students, in particular pupil premium students and our most vulnerable students, resulting in accelerated progress for all.

1,2,3

Funding basic ingredients for Food Technology lessons

Students will engage in the subject from year 7 through to GCSE as basic ingredients are funded. Eliminating daily barriers such as this will ensure students are successful and the curriculum is inclusive and accessible to all. More PP students will select to study this subject st GCSE.

2

Literacy

The development of an effective literacy skillset - speaking, listening, reading and writing - is fundamental to the achievement of a rich and fulfilling life. These skills are used daily to communicate with the world around us. The more successful we are at these skills, the more we can succeed in life.

Literacy skills must be constantly practised to improve student’s understanding, self-esteem and motivation, as well as increased attainment. It is our aim at Co-op Academy Swinton that all our students can access the full curriculum offer by developing their accuracy and automaticity of reading, subject specific and conversational vocabulary and confidence and precision when speaking.  At the heart of our whole school approaches to reading and literacy are the whole-school curriculum principles and a desire to remove barriers for our disadvantaged cohort.

Our priorities:

• Provide high quality literacy interventions for struggling students
• Prioritise ‘disciplinary literacy’ across the curriculum
• Provide targeted vocabulary instruction in every subject
• Exploration through literacy

Provide high quality literacy interventions for struggling students

This area focuses on the use of appropriate, measurable and research based intervention to improve literacy skills, vocabulary, comprehension and decoding skills. In order for all students to achieve their potential, intervention strategies must be used to improve literacy skills and ensure that all students can make significant progress, regardless of their entry point to the secondary phase.

It is our mission for all students to leave the Academy with a reading age in line with their chronological age.

Prioritise ‘disciplinary literacy’ across the curriculum

Literacy is not a bolt-on. Instead we think hard about what it means to be literate in each discipline/subject and build the necessary skills into our curriculum. Disciplinary literacy covers the academic reading, writing, spoken and multi-modal skills used within each subject area. Understanding disciplinary literacy essentially means mapping, understanding and supporting the individual needs for literacy within each curriculum area. Unlike primary study, secondary education is delivered by a range of teachers with different subject specialisms, many of whom are not experts in reading or literacy. Disciplinary literacy seeks to help classroom teachers understand the needs within each subject area, the crossover between subject areas and how literacy can best be supported across the curriculum.

Expectations:

• Heads of department have worked with departments to consider:

             -What are the unique reading skills in my subject?

             -What are we reading?

             -When do we read it?

             -How do we read it?

• ‘Read like a ……’ posters produced by every subject area e.g. read like a Geographer
• High quality texts weaved through the curriculum and added to medium term plans
• Consistent approach to reading in classrooms- activating prior knowledge, identifying challenging vocabulary to teach, modelling fluent reading and summarising
• Resulting in all students having the skills and understanding to access subject specific texts and make progress

Provide targeted vocabulary instruction in every subject

Research suggests that students need to understand 95% or more of the words on a page to have a strong comprehension of a text. Even students with comprehension as high as 90% can struggle to decipher or ascertain the meaning of the unknown 10% of words on a page.

Why is vocabulary important?

• Becker (1977) identified poor vocabulary knowledge as the primary cause of academic failure of disadvantaged students.
•  Children from a low socioeconomic background typically have a smaller vocabulary than children from higher socioeconomic backgrounds, and that gap widens as children get older, Beals (1997), (Sutton Trust Report 2010)
• Disadvantaged students show declining reading comprehension as their limited vocabulary constrains what they can understand from texts, Chall et al. (1990)

Whilst the teaching of subject specific vocabulary is important, it is of equal importance to develop students’ spoken or written vocabulary to include more complex but still common words. This ensures that students will have a proficient understanding of most exam questions, ‘articles, documents and other types of media.

Expectations:

• KS3 form tutors deliver tier 2 vocabulary instruction once a week in STRIVE time. Students are regularly quizzed on word definitions and have opportunities to use the words in context
• Tier 3 vocabulary is listed on medium term plans and is on knowledge organisers with definitions for each topic
• Tier 3 vocabulary is explicitly taught and practised in lessons
• As a result all students, particularly pupil premium, expand their vocabulary and therefore their understanding

Exploration through literacy

Exploration through literacy is the opportunity to see the world through literature. It is a focus not just on the number of books in our libraries or classrooms, but the variety, how appropriate these choices are, how engaging they are and how much they open the eyes of our students to the world around them. Co-op Academy Swinton serves a diverse community in terms of local culture and heritage. We believe that all students should have the opportunity to see their culture represented in the books they read.

Reading for pleasure has been associated not only with increases in reading attainment but also with writing ability, text comprehension, grammar, breadth of vocabulary, attitudes, self-confidence as a reader, pleasure in reading in later life, general knowledge, a better understanding of other cultures, community participation, a greater insight into human nature and decision-making (Clark & Rumbold, 2006; Howard, 2011; Wigfield & Guthrie, 1997). A recent government report highlights this, noting that once decoding has been mastered, mature reading skills are ‘best developed by instilling in children a love of literature’ (Reading: The Next Steps; DfE, 2015, p. 4).

KS3 pupils follow a ‘read aloud’ curriculum once a week where their form tutors read aloud to them and thereby model fluency and improve their reading comprehension skills:

‘The act of reading aloud to the class from a challenging text can support the development of the children’s spoken language comprehension and therefore contribute to their reading comprehension skills’ EEF 2020

Books are chosen to be age appropriate but challenging. The books we choose also compliment the English curriculum. Links can be made to the knowledge we want them to know and remember. We aim to build on the cultural capital of our students, discussing, describing and showing them places they may never have visited or even heard of.

Alongside the reading aloud teachers use reciprocal reading strategies of predict, clarify, question and summarise to check student’s understanding and engagement with the text.

3

CPD time to ensure all staff are outstanding practitioners teaching The Swinton Way

Staff are teaching to ensure students know more and remember more. Staff are teaching using the ‘Swinton Way’ which  ensures that all powerpoints are presented in the same way to help reduce students cognitive load, which includes retrieval, guided practice, modelling, independent learning and curriculum progression. Lessons are scaffolded for success with pedagogy underpinning learning. Progress reflections are completed to a high standard and used for next step planning.

To ensure we are able to employ the latest pedagogical techniques within our lessons to further support our students alongside bespoke departmental meets, there are CPD sessions embedded throughout the year during lunchtime assembly slots and morning staff briefings throughout the year. This gives us the opportunity to present new research to staff, breakdown small steps and respond to CPD needs highlighted from Curriculum Reviews and Curriculum Walks.

• Evidence shows that teachers benefit from time together focusing on the curriculum and how to deliver it, bringing together a wealth of expertise
• We will continue to commit 90 minutes per week of directed time to this end.
• This will ensure that teachers are able to ensure the curriculum and pedagogy are adaptive and responsive to students’ learning.  
• Collaborative planning will continue to take place within the curriculum, to ensure that staff are able to plan 5 or 6  high quality lessons in a week rather than 20 mediocre ones. Time has been given back to departments to allow them to work together to plan high quality lessons, that have been collaboratively planned to ensure that the same content, vocabulary, procedural methods and challenge is delivered to every child in that subject ensuring a consistent approach that can be carried forward each year, used in interventions with different teachers and ensuring a secure subject knowledge.
• There is a dedicated induction program for new staff joining the academy overseen by SLT alongside an ECT program delivered by Teach First. This ensures students are receiving high quality lessons from the outset.

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge  addressed

Personalised Academic interventions to accelerate progress

EEF recognises the progress made by students who have small group (1:3) and 1-1 tuition

https://educationendowmentfoundation.org.uk/the-tiered-model/2-targeted-academic-support/

EEF- Teaching and Learning toolkit

We have a very experienced Science teacher who tutors our KS4 students once a week. These students are primarily PP students who have been identified as underachieving by their end of year 10 exam results. The tutor targets identified areas in science, in conjunction with the head of science,  where the students are losing marks.

In Maths we have planned masterclasses with a very experienced maths tutor which will take place at key points throughout the year for year 11 students. PP students are our key target across different ability ranges. We also have been able to timetable a very experienced maths teacher to work with key groups of year 10 and 11 students  throughout the year to boost their progress.

In English we currently have been able to plan timetabled intervention sessions for 11T and 9s students to boost PP students progress. We aim to extend this provision during the year if we are successful in appointing a new member of staff.

At key stage 3 in both English and Maths students access sparx Maths and English to boost their progress. We ensure that all pp students have the equipment to use this facility. We also provide homework clubs after school to aid students in completing their work.  

1,2

Targeted Reading interventions to ensure every child reaches their expected reading age

Students in years 7-10 receive targeted reading interventions which are appropriate, measurable and research based. All students complete an Access Reading Test (ART) which gives us a Normed Referenced Standardised Score (NRSS). This is an age-standardised score that converts a student's “raw score” to a standardised score which takes into account the student's age in years and months and gives an indication of how the student is performing relative to a national sample of students of the same age.

The NRSS is used to assign a reading intervention wave:

Wave 1- NRSS <85

• Fresh Start Phonics program and small group intervention with SEND/literacy team

Wave 2- NRSS 85-97

• Reading Plus program with literacy team twice a week in STRIVE time
• Peer reading mentoring. Year 10/9 students to work with Yr 7 students once a week in STRIVE time

Wave 3-NRSS>97

All teachers in the classroom to:

• Use the ‘I do, We do, You do’ modelling approach to reading fluency and decoding exam questions
• Use curriculum comprehension strategies-activating prior knowledge, identifying challenging vocabulary to teach, modelling fluent reading and summarising
• Use a consistent approach to introducing new vocabulary
• Weave opportunities for reading into the classroom (Present information via text rather than PowerPoint, use textbooks and workbooks, develop accountable reading routines, Oral or echo reading routines and set accountable reading tasks for homework)

Those students who are identified as struggling readers will receive an individualised programme based upon their Normed Referenced Standardised Score (NRSS). Students with a score of below 85 will receive intensive reading intervention in a small group format alongside the use of the Fresh Start phonics program. Students with a score of 85-97 will receive intervention using the Reading Plus program that will take place during STRIVE time twice a week.

Students are regularly tested to see progress and all students will complete a second ART test towards the end of the academic year. Classroom teachers will have access to the NRSS on the critical data spreadsheets that are used across the Academy. They will receive regular CPD on how to support and promote reading in their subject area.

As a result of these targeted interventions all students will reach their expected reading age and improve their academic outcomes

1,2,3

Teaching Assistants are SEND trained and the team is led by our SENDCO.

Teaching assistants are deployed strategically to support children within the SEND cohort.  Teaching assistants work closely with teaching staff to support children and ensure they make academic progress in lessons as well supporting their social needs.  Teaching assistants are assigned to specific year groups which helps to build strong, trusting relationships with both pupils and parents and help complete the triangulation between pupil, parents and school.

Teaching assistants attend the Academy CPD program and are therefore well versed on ‘The Swinton Way’ of teaching. They have received CPD on retrieval, guided practice (modelling, questioning, hunting not fishing etc), progress reflections and literacy and as a result are just as knowledgeable about how this teaching pedagogy supports our disadvantaged students. All Teaching Assistants also attend all Salford Local Authority training throughout each academic year.  Training has ranged from information on specific areas of need like SEMH and communication but also included practical techniques and therapies that can be implemented in the school setting to aid pupils' wellbeing and ability to access the curriculum.  This has led to groups of children taking part in lego therapy and art therapy in both curriculum and extra curricular time.

Out of the current SEND cohort 54% are  Pupil Premium.

Correlational studies looking at the impact of TAs providing general classroom support have shown broadly similar effects. One of the most recent studies, conducted in England, suggests that on average low attaining pupils do less well in a class with a TA present, compared to a class where only a teacher is present. More recent intervention studies, including two randomised controlled trials conducted in England in 2013, provide a strong indication that TAs can improve learning if they are trained and deployed carefully. Given the limited amount of existing evidence, these studies made a substantial contribution to the overall evidence base, changing the overall average impact from zero to one additional months' progress.

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/teaching-assistants/?utm_source=site&utm_medium=search&utm_campaign=site_search&search_term=Teaching%20assistants

1,2,3

Improve attendance aspiring to achieve national average

Department for Education: Supporting the attainment of disadvantaged pupils: articulating success and good practice

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/473975/DFE-RB411_Supporting_the_attainment_of_disadvantaged_pupils_brief.pdf

Updated attendance Guidance DFE August 2024

From the articles above it specifies the importance of robust attendance data tracking and monitoring systems in schools, to address attendance issues. This allows patterns of absence to be scrutinised and then targeted interventions to be put in place. It also allows schools to monitor the effectiveness of any interventions they are putting in place to improve attendance and re-adjust as

necessary. This is far more effective than general approaches to improving attendance.

The point is made that to really sustain an improvement in attendance at an individual level, there needs to be support for targeted students. This allows schools to understand and address the specific issues that are blocking individual student attendance and intervene when they start to show signs of falling off track. To support this, students who are at risk of and are persistently absent will be targeted through intensive interventions and employ a monitoring system to allow for a forensic overview of attendance.

1,2,4

Recruitment of an Academic Head of Year 11 to improve year 11 mental health and outcomes

In order to support Year 11 further in their outcomes and well being, the role of Academic Head of Year 11 has been created. This is in order to:

• Further engage with year 11 students and families on the importance of independent learning and preparing for their exams.
• Support teaching staff and students to ensure coursework deadlines are met, students attend revisions sessions and ensure they remain positive, engaged and motivated to achieve.
• Have an expert in understanding the requirements subjects have over Y11s final year. They will then tailor these requirements to support our most vulnerable students.
• Support at each data point in targeting key students and work in cohesion with staff to ensure a personalised plan is in place.

This will help us to further diminish the gap for our PP students and improve subject outcomes.

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge addressed

JEP Counselling working with students

• Mental Health and wellbeing lead and working party appointed to ensure all students are supported
• JEP counselling recruited 2 days per week to support and work with key vulnerable families
• Attendance team and Barnardos family liaison officer to support  mental health and reduce student absence

There is much research on the ramifications of poor pupil behaviour on the school learning environment. It is one of the most difficult tasks that both experienced and new teachers have to contend with in schools and one of the perennial issues that affects teacher retention. Education Endowment Foundation 

Knowing and understanding our pupils is important to support their holistic development. Every student should have a supportive relationship with a member of staff.

https://educationendowmentfoundation.org.uk/public/files/Pupil Premium Strategy 2020-21

Publications/Behaviour/EEF_Improving_behaviour_in_schools_Report.pdf

As such, we aim to provide the conditions for learning behaviours to develop by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning by increasing the number of positive experiences students receive through the introduction of the Pupil Premium Promise. One of the best bits about childhood is doing the things you enjoy outside the classroom – joining a football team, learning to dance or playing the drums. Dame Martina Milburn Chair, Social Mobility Commission The breadth of extra-curricular activities, spanning the musical, artistic, social and sporting domains, are widely considered valuable life experiences that should be open to all young people, regardless of background or where they happen to live. Activities such as being a member of a sports team, learning a musical instrument, or attending a local youth group are thought to be enriching life experiences. Apart from their inherent value, it is often claimed that young people can also develop positive tangible outcomes from these experiences of interacting and working with others through organised extra-curricular activities, which could benefit them in later life.

https://assets.publishing.service.gov.uk/government/upload

s/system/uploads/attachment_data/file/818679/An_Unequal_Playing_Field_report.pdf

MUFC Foundation gives students a variety of opportunities to be involved in,  for example a STEM conference, football tournaments, museum tours, mentoring programs and community involvement.

2,4,

Uniform hardship fund

Breakfast provided to all students

Equipment “Ready to learn”

• Provide all students with a free hot breakfast each morning and a warm space to sit from 7.00am
• To provide struggling students with uniform, pe kits, shoes and winter coats to ensure they arrive ready to learn
• To provide students missing equipment at the student entrance in the morning to remove any barriers to learning

It starts with awareness that the school experience is a costly one. The Children’s Commission on Poverty: Cost of the School Day Inquiry says that 70% of parents have struggled with the cost of school.

1. We can’t make assumptions about what people can afford. Understanding issues related to the impact of socio-economic deprivation on the experiences of children and young people in school is paramount.
2. This is about being tuned into how school structures, policies and practices affect children from low income households and where difficulties and financial barriers to participation exist throughout the school day. It is essential to go under the bonnet and see if your school’s policy and practice doesn’t inadvertently discriminate or stigmatise pupils whose families have less financial resources.

https://blog.optimus-education.com/have-you-poverty-proofed-your-school

1,2,4

Manchester United Foundation

Manchester United Foundation uses football and the inspiration of Manchester United to deliver bespoke programmes to support the learning, life skills and wellbeing of young people in educational settings from primary school to further education and beyond. We use the power of football and Manchester United to help young people make positive choices in their lives. A future where all young people are empowered to achieve their goals and communities are improved.

https://www.mufoundation.org/en/About-Us

In collaboration with the MUF Hub Office , the bespoke SLA for Co-op Academy Swinton are the following:

Outcome 1: To embed the attendance League outcomes within the school pastoral update. The HDO  will be responsible for promoting the initiative within the school, collating the attendance data,  maintaining and updating the attendance league results. The HDO will work in partnership with  the Co-op Academy Swinton’s attendance officer.

Outcome 2: Facilitate mentoring for students who have attendance concerns and identify underlying causes through the The Reds Approach. Support students for a minimum of 2 terms.

Outcome 3: To work with CAS pastoral team to identify and support disengaged students each term  through MUFoundation leadership and mentoring programmes. The SPO is introduced to the pupil during wave’s 2 & 3 of the behaviour protocol, where they will provide the appropriate  interventions for the remainder of the term. Each cohort to be of manageable size relating to  coach student ratios.

4,5

Educational psychologist and an

Occupational Therapist

We have sourced an Educational Psychologist to visit us one day per half term. This will support our SEND team and T&L team and further enhance the provision we offer in school.Occupational therapist to visit 1 day per half term to support students with anxiety.

4,5

CPD time for implementation of our Behaviour Curriculum

• All of the evidence clearly shows a well conceived and executed behaviour curriculum supports students to self-regulate and make the right behavioural choices.
• Further, it contributes to a positive culture in which all children can achieve and thrive.
• To deliver on our ambition to reduce exclusions for PP students, and bring them below national figures by the end of this plan, we will:

• Ensure that there is a clearly structured behaviour curriculum that is implemented throughout school
• Invest time into the CPD of staff in order to upskill them with the most up to date and effective behaviour management strategies
• Utilise time in assemblies and life learning in order to help pupils understand and value good behaviour
• Track and monitor the behaviour of pupils and respond accordingly to their needs
• Continue to invest significantly in both recognising the rewarding good behaviour

5

Student experiences beyond the classroom

Rewards

In depth extra-curricular timetable is now available for all students. PE department focusing on PP attendance

An increase in trips for PP students to enhance their cultural capital. Across all key stages, students are offered the opportunity to participate in a variety of trips, for example a London residential and an overseas trip to Valencia. Students are supported with the costing of the trips.

Student rewards to focus on PP progress and achievement, attendance and conduct in the academy. Evidence suggests that PP students are more likely to receive sanctions than their non PP peers which is a trend we want to avoid. Staff are prompted to reward a true representation of the school demographic.

A rigorous and comprehensive rewards system has been embedded and will continue to be developed in order to promote positive behaviour within the academy. Pupils will be recognised in various ways e.g.

• Pizza parties
• Reward trips
• Prize raffles
• Queue jumps

Data to be analysed each half term on the number of PP students in receipt of rewards to ensure a fair representation.

1,2,3,4,5