Pupil Premium Strategy Statement 2021-2024
Co-op Academy Swinton
Pupil Premium Strategy Statement 2021-2024 (3 year plan)
*Projections are based on 2022 - 2023 academic year
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that spending of pupil premium funding had within our school. In line with the DFE recommendations we will implement these strategies over a 3 year period.
In planning our new pupil premium strategy, we evaluated why activities undertaken in previous years had not had the degree of impact that we had expected.
We triangulated evidence from multiple sources of data including assessments, engagement in class book scrutiny, conversations with parents, students and teachers in order to identify the challenges faced by disadvantaged pupils.
We looked at a number of reports and studies about effective use of pupil premium, the impact of disadvantage on education outcomes and how to address challenges to learning presented by socio-economic disadvantage. We also looked at a number of studies about the impact of the pandemic on disadvantaged pupils.
We used the EEF’s implementation guidance to help us develop our strategy and will continue to use it through the implementation of our activities.
We have put a robust evaluation framework in place for the duration of our three-year approach and will adjust our plan over time to secure better outcomes for pupils. We will constantly review and make refinements where needed so that we maximise the impact of our chosen strategies. Our pupil premium plan is a priority focus on our academy development plan and has been and will continue to be over communicated to staff.
School overview 2021-2022
Detail | Data |
School name | Co-op Academy Swinton |
Number of pupils in school | 982 |
Proportion (%) of pupil premium eligible pupils | 41.9% (412 pupils) |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 3-year plan |
Date this statement was published | September 2021 |
Date on which it will be reviewed | July 2022 |
Statement authorised by | Ian Burchett |
Pupil premium lead | Zarina Ali |
Governor / Trustee lead | Andrew Hay |
School overview 2022-2023 - Funding Based on 21/22 PP Numbers
Detail | Data |
School name | Co-op Academy Swinton |
Number of pupils in school | 1030 |
Proportion (%) of pupil premium eligible pupils | 40.1% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 3-year plan |
Date this statement was published | September 2022 |
Date on which it will be reviewed | July 2023 |
Statement authorised by | Ian Burchett |
Pupil premium lead | Zarina Ali |
Governor / Trustee lead | Andrew Hay |
School overview 2023-2024 - Funding Based on 22/23 PP Numbers
Detail | Data |
School name | Co-op Academy Swinton |
Number of pupils in school | 1016 |
Proportion (%) of pupil premium eligible pupils | 38.1% |
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 23 |
Date on which it will be reviewed | Sep 24 |
Statement authorised by | Ian Burchett |
Pupil premium lead | Simon Rigby |
Governor / Trustee lead | Andrew Hay |
Funding overview 2021-2022
Detail | Amount |
Pupil premium funding allocation this academic year | £399,667.50 |
Recovery premium funding allocation this academic year | £50,181 |
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 | £449,848.50 |
Funding overview 2022 - 2023
Detail | Amount |
Pupil premium funding allocation this academic year | £384,643 |
Recovery premium funding allocation this academic year | £56,695 |
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 | £441,338 |
Funding overview 2023 - 2024
Detail | Amount |
Pupil premium funding allocation this academic year | £400,545 |
Recovery premium funding allocation this academic year | £106,812 |
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 | £507,357 |
Part A: Pupil Premium Strategy Plan 2021-2024
Statement of intent
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Ensuring all data collected is accurate resulting in timely and effective intervention for all students to ensure progress made by pupil premium students allows them to achieve their target grades or better. |
2 | 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. |
3 | Pupil Premium students 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 | To poverty proof the academy for a barrier free learning experience for all our disadvantaged students, ensuring all students regardless of their background are empowered to embrace their daily learning experience. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Ensuring all data collected is accurate, resulting in timely and effective intervention for all students to ensure the progress made by pupil premium students allows them to achieve their target grades or better. |
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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. |
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Pupil Premium students to have literacy and numeracy skills in line with their peers |
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Pupil Premium students to have attendance in line with non pupil premium students and for the academy to be striving to achieve national average. |
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To poverty proof the academy for a barrier free learning experience for all our disadvantages students, ensuring all students regardless of their background are empowered to embrace their daily learning experience |
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Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £64,644
Activity | Evidence that supports this approach | Challenge number(s) addressed | |||||||||
Teaching and learning resources – curriculum books and revision tools | Books bought to develop further knowledge and understanding of our curriculum and pedagogy principles and the mechanics of planning. Having a greater understanding of the knowledge staff deliver and how to deliver can have a significant impact on progress / learning. Science have purchased Educake which is a low stakes quizzing platform providing rapid feedback to students, enhancing strengths in knowledge and providing the understanding on how to close gaps. | 1 , 2 and 3 Approx. 500 students | |||||||||
All pupils from Years 7 to 10 experiencing daily, high quality reading | Develop a framework to evaluate impact, including pupil and teacher voice, so we can robustly assess the impact of this investment. Review choice of texts and continue to invest in additional resources, including support and training where needed. There is an extensive range of evidence to suggest that reading comprehension strategies focus on the learners' understanding of written text. Strategies include: inferring meaning from context; summarising or identifying key points; using graphic or semantic organisers; developing questioning strategies; and monitoring their own comprehension and identifying difficulties themselves. Considering such strategies and approaches must be delivered explicitly and consistently, through the Academic Forum training will be offered for staff to support implementation strategies. Introducing knowledge organisers and strategies including regular low stakes quizzing - such quizzes, provide multiple exposures to complex subject specific vocabulary, before applying this vocabulary in use; for example, in essay writing. Selecting tier 2 and 3 vocabulary and challenging students to use this in their responses across all lessons. 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. The reading programme addresses the inequality in exposure to high quality reading materials and the impact of the 30 million word gap’ and cultural literacy. It also improves consistency. The introduction of the read aloud curriculum helps students learn how to use language to make sense of the world; it improves their information processing skills, vocabulary, and comprehension. Reading aloud targets the skills of audio learners. Research has shown that teachers who read aloud motivate students to read. | 1 , 2 and 3 Approx. 980 number of students | |||||||||
Funding basic ingredients for Food Technology lessons to ensure this subject is accessible to all | 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. | 5 Approx. 500 students | |||||||||
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 offered 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 The new curriculum at KS3 has a key focus on vocabulary and the use of knowledge organisers both in the classroom and in form time develops key knowledge in order to achieve. Provide high quality literacy interventions for struggling students This area focuses on the use of appropriate, meaningful and measurable 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. All students entering in year 7 at below expected reading age get immediate intervention in small group settings. 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:
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 IDL Literacy Intervention which is a speaking-computer based multi-sensory system which supports struggling readers. 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. Reading Plus features an assessment placement test which gives granular data to help understand pupil literacy needs and the most suitable strand of the intervention package. Students are measured on engagement with reading, vocabulary and comprehension to give an overall reading proficiency score. Students select extracts or texts to read based on their own interests and work their way through the course. The choice of reading material makes the programme appealing as students have more ownership over the order in which they complete the course. Reading Plus includes texts of varying difficulty levels up to the academic reading ability of a KS5 student. 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. 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?
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. Vocabulary is a broad topic that can be broken down into the following categories: · Tier 1 vocabulary The most basic every day words, most notably simple nouns, connectives, sight words, adjectives and early reading words such as ‘girl’, ‘dog’, ‘and’, ‘it’ and ‘good’. Where students struggle with tier 1 vocabulary, they will need wave 1 intervention · Tier 2 vocabulary Vocabulary used by more mature and proficient readers/writers. These words are commonly known and understood by native speakers of a language but are complex enough to require explicit instruction e.g. Required, beneficial, maintain and approximate. · Tier 3 vocabulary The subject specific vocabulary taught within a specific discipline. These words are complex and, outside of an academic environment, rarely utilised, therefore these words need to be explicitly taught within subjects. Tier 3 vocabulary can include words such as ‘trigonometry’, ‘iambic pentameter’, ‘osmosis’ and ‘omniscient’. Expectations:
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. Two members of staff were given a TLR responsibility in September 2022 for overseeing Reading Plus Intervention/Vocabulary and the Read Aloud Curriculum | 3 Approx. 600 students | |||||||||
Numeracy | Knowledge of the common errors and misconceptions in mathematics can be invaluable when designing and responding to assessment, as well as for predicting the difficulties learners are likely to encounter in advance. Teachers with knowledge of common misconceptions can plan lessons to address potential misconceptions before they arise, for example, by comparing examples to non-examples when teaching new concepts. All Key Stage 3 students have a 25 minute numeracy time in form to consolidate their learning, boost progress. Students are provided with high quality differentiated resources. These tasks are designed to support and challenge students. Key Stage 4 students have knowledge expert lessons focusing on numeracy on a rotation with English and Science. This is completed in strive time. In year 11 there has been a focus on intervention groups based on yr10 data and are now receiving targeted intervention via our strive curriculum. Groups are strategically selected to ensure gaps can be identified and rapidly closed to support progress being made. Focused intervention groups have been identified and a Maths tutor is provided for smaller group intervention. Data is focused on year 10 and year 11 end of year examinations. Sep 23 has seen the roll out of the ‘Sparx’ homework platform which all students will have access to. This provides instant feedback and highlights areas for development for each student. PP students to use specific calculators in line with examiners report to help raise performance in key subject areas of Maths and Science | 3 Approx. 600 students | |||||||||
CPD | ‘Teaching should be the top priority, including professional development, training and support for early career teachers and recruitment and retention’ https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/ Quality first teaching is one of the key factors that improves the outcomes of PP students. By providing staff with tailored and high quality CPD that covers the aspects of quality first teaching such as targeted questioning, checking for understanding, feedback, strategic seating plan etc we equip them with the necessary skills for all students to succeed. There is a dedicated induction program for new staff joining the academy overseen by a member of SLT alongside an ECT program delivered by Teach First. September 2023, building on the work being done with knowledge organisers, staff in the academy will start to look at modelling in their lessons as part of the EEF ‘seven step model’ to develop independent learners. Further CPD given to staff using Tom Sherrington & David Goodwin ‘Five steps to’ evidence informed practice. Successful modelling is essential to help secure student progress. The challenge is bridging the gap between showing students how to do something and the students being able to do it themselves. Quality first teaching is highlighted by the EEF as the most important lever schools have to improve pupil outcomes. To ensure that all students have access to this collaborative planning has taken place for all lessons 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. Where needed staff are able to scaffold using a variety of pedagogical techniques to make the lesson bespoke to the needs of their class and the students within it to ensure progress is made and misconceptions and gaps are closed. Departments are able to use briefings and faculty time to discuss issues, decide the small steps to break each topic into, and discuss common misconceptions and the difficulties students might face prior to the lesson being taught. Through collaborative planning staff are able to use their time to actively prepare lessons for the students they teach thinking about bespoke knowledge gaps and errors they are required to close creating knowledge experts through expert teaching. It is key that students have a consistent approach to their lessons so that they are able to concentrate more on the subject matter within lessons and get the best out of them and use the time effectively. This is generated by employing “The Swinton Way” of teaching. The Swinton Way ensures that all powerpoints are presented in the same way to help reduce students cognitive load, that each lesson follows a bespoke progression pathway of retrieval, guided practice, deeper thinking and independent practice with the lesson ending with an opportunity for students to reflect on the learning journey they have made by answering their big curriculum question for the lesson. How to teach the Swinton way. 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. | 2 All students | |||||||||
High quality careers provision within the academy to meet the gatsby benchmarks and ensure Pupil Progress students progress to the next level of their education. | https://www.gatsby.org.uk/education/focus-areas/good-career-guidance 1-1 high quality guidance interviews for all PP students. Colleges visit school to allow all students to view a range of providers. Apprenticeship meetings are arranged in school for all students who express an interest. PP students to attend college visits to ensure effective transition into further education. The school tracks college destination data with the local authority to ensure that we maintain a very low number of NEETs. Students in years 10 and 11 have a dedicated form time each week to careers All students in year 10 are to complete a virtual work experience programme over the course of a half term with high quality providers. Pupil Premium students to have the opportunity to apply to complete a week of in person work experience at Co-op, Angel Square in order to experience the world of work in a motivational setting | 5 Approx. 500 students |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £89,316 plus £26,797 recovery funds = £116,113
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Academic mentors via the NTP scheme | 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 By using high quality academic mentors via the NTP scheme the academy can provide pupil premium students with access to 1:3 and 1:1 support in English and Maths. The Co-op will also be providing 1:3 tutoring in Maths for 15 year 11 students who need support with their learning via the Tutor Trust. This will take place outside of maths lessons to provide additional support. Funded by the Co-op Academies Trust. Sep 23 has seen additional funding for this allocated by Chris Tomlinson. 10 Pupil Premium students with SEN who are making limited progress will have access to 1:1 support by My tutor. | 1 and 2 Approx. 400 students |
Saturday morning interventions | EEF evidence consistently shows the positive impact that targeted academic support can have, including for those students who are not making good progress across the spectrum of achievement. To boost the impact of intervention sessions for year 11 students and to aid their revision skills in a settled, quiet environment Saturday morning sessions will be run by academy staff in the core subjects. | 1 and 2 Approx. 170 students |
Easter Revision | To aid year 11 students in their revision prior to the GCSE exams, Easter revision sessions will run over the two weeks in all subjects. Students will work in small groups with subject specialists delivering high quality sessions QA by the HODs. | 1 and 2 Approx. 170 students |
TAs | Research which focuses on teaching assistants who provide one to one or small group support shows a stronger positive benefit of between three and five additional months on average. Often support is based on a clearly specified approach which teaching assistants have been trained to deliver. Though comparisons with qualified teachers suggest that teaching assistants tend not to be as effective in terms of raising attainment (achieving, on average about half the gains), studies suggest that benefits are possible across subjects and at both primary and secondary level. 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 and 3 Approx. 200 students |
Improve attendance towards national average | Targeted support for struggling pupils should also be a key component of an effective Pupil Premium strategy; as well as strategies that relate to non-academic factors, including improving attendance, behaviour and social and emotional support. https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/ Consider how to help students to catch up on learning following absence. Key pastoral staff deliver frequent interventions with identified students and explore different ways to have daily contact with identified students to develop relationships and improve motivation eg: ‘nudge texts’ to parents and carers. Investigate strategies that encourage a collective commitment to the group (rather than individual incentives) Include identification of and intervention for students whose lateness to school impacts on their attendance of lessons and tutor time. Department for Education: Supporting the attainment of disadvantaged pupils: articulating success and good practice From the article 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. | 4 Approx. number of students 120 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £326,600
Activity | Evidence that supports this approach | Challenge number(s) addressed |
JEP Counselling working with students 3 days a week
| 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 PP students will be targeted by youth engagement and behaviour mentors in the form of group work around collective issues and barriers, but also an individual tailored programme for targeted PP students on a 1-1 basis. This will enable students to build resilience to access engagement activities indicated above. MUFC has given students a variety of opportunities to be involved in, for example a STEM conference, football tournaments, museum tours, mentoring programs and community involvement. | 2 and 5 Approx. 700 students |
Mental health and wellbeing and an attendance officer to support our drive to reduce absence. | ||
Revision material is provided to students | EEF evidence informed practice recommendations The aim of the skills and approaches discussed in the rest of this report is to develop learners that are able to manage their learning independently. The phrase ‘independent learning’, rather like metacognition, is commonly used in schools, but perhaps our understanding is not so commonly shared. Put simply, independent learning is when pupils learn with a degree of autonomy, making active choices to manage and organise their learning, while deploying metacognitive strategies in the process. Research emphasises the need for guided practice, in which the teacher provides support, prompts, and scaffolding, particularly during the initial stages of practice. Independent practice can play an important role in developing self-regulation and metacognition provided that tasks are sufficiently challenging, build on firm pupil subject knowledge, are realistic, and are suitably guided and supported by the teacher. https://educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf All Pupil Premium GCSE students are provided with revision guides to aid in their studies. 69 students with 8 subjects £2,760 | 5 Approx. 200 students |
Stationary and equipment is provided | 5 Approx. 500 students | |
Uniform hardship fund Breakfast provided to all students Equipment -Ready to learn | 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.
https://blog.optimus-education.com/have-you-poverty-proofed-your-school | 5 Approx. 500 students |
Parental Engagement | Provide parents with additional support materials - There is an established link between home the learning environment at all ages and children’s performance at school. Education Endowment Foundation. Well-designed school communications can be effective for improving attainment and a range of other outcomes, such as attendance. Using weekly texts sent from school to parents, and short, termly letters support our communication and impact on focused outcomes (attendance and behaviour). EEF evidence informed practice recommendations For young children, promoting shared book reading should be a central component of any parental engagement approach. Tips, support, and resources can make home activities more effective. Support parents to create a regular routine and encourage good homework habits. Parents can support their children by encouraging them to set goals, plan, and manage their time, effort, and emotions. This type of support can help children to regulate their own learning and will often be more valuable than direct help with homework tasks. Initiatives to encourage summer reading. | 1,2,3,4,5 Approx. 600 students |
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: Output 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 COOP Academy Swinton’s attendance officer. Output 2: To deliver an effective transition program for entry and exit from Coop Academy Swinton. The HDO will be supporting KS2 to KS3 transition, promoting The Swinton Way, alongside the MUF values. The HDO to support students emotionally and academically which will result in every student being able to realise and achieve their full potential. Outcome 3: Deliver sessions to support the emotional and academic welfare of students in year 11 to achieve their full potential. | 5 Approx. 600 students |
Nurture - unit for vulnerable and SEN students has been relocated to become fully inclusive Educational psychologist | Create a positive and supportive environment for all pupils, without exception. Complement high quality teaching with carefully selected small-group and one-to-one interventions. The relocated SEN nurture room has been relocated to allow access for all students including wheelchair users. Now in its own separate building, students do not need to go through the main building to access. It has been fully refurbished to create a positive and supportive learning environment. Here high quality one to one interventions will take place Reflecting on year 1 and the ever increasing need to support our most vulnerable pupils, 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. | 1,2,3,4,5 Approx. 50 students |
Mental Health Trained Mental health first aid trained staff Continued subscription to National Online Safety | Increase the capacity of in-house mental health support for students within the academy. Training pastoral staff in the mental health first aid programme enables staff to support students with mental health issues
https://www.mind.org.uk/about-us/our-impact/ To educate all students on how to keep safe online in line with KCSIE 2021, by providing regular updates and courses for staff, students and parents/carers https://nationalonlinesafety.com/ | 5 Approx. 250 students |
Student experiences beyond the classroom | Liverpool Gallery and Museum trip project with Salford charity I4YP.org.uk. All Y10PH students have produced work for the project set by the charity. This work becomes coursework and students have achieved approximately 5 extra raw marks in AO1 (working with an artist). -All students will experience a photography shoot on location and meet y13 A-Level Photography students and view their exhibition. (MediaCity Salford tour) - 8 PP students benefit by visiting live artwork in-situ. -Winner will have their artwork on 5 billboards across Salford. Celebrating their work and promoting our Academy. -18 students will have postcards printed out and distributed in Town Hall, shops, school etc. -All students will have at least 1 piece of work exhibited in school. -2 PP students are taking part in the promo video to raise support for the project (consent forms completed) -artwork and projects promoted via school social media. Hub officer has worked with 410 PP students outside of the classroom. These students have been given a range of opportunities such as STEM conference, football tournaments, museum tours, mentoring programs and community involvement. The SLA has been updated to ensure that the number of PP students involved in opportunities will increase over the next academic year. There is a calendar of events that have been agreed with both MUF and CAS, students will be identified by SLT. Hub officer has worked with the feeder primaries and helped to establish Transition Ambassadors, which has given students the opportunity to learn new skills and apply them to real life context. In depth extra-curricular timetable is now available for all students. PE department focusing on PP attendance.PE Timetable | 2, 5 31 students |
Total budgeted cost: £507,357
Part B: Review of outcomes in 2020 - 2021
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Our Pupil Premium Strategy for the last academic year was to ensure all students could continue to progress academically despite the pandemic. Co-op Academy Swinton was affected significantly by the number of students and full year groups that were regularly isolating. There were several year groups and classes who had to isolate more than 4 times outside of the national lockdown. We ensured the safety of all our students including Pupil Premium students by maintaining consistent lines of communication with the pastoral team, supporting them with technology to access their home learning and allowing them to attend and learn in the academy. We worked tirelessly to ensure food parcels were distributed to the households that needed it the most and have supported families in the broadest sense possible. In addition, we provided every PP student with weekly Co-op vouchers for local stores to ensure that all PP students received lunches and food. Manchester United Football Foundation donated 40 food bags a week for 6 weeks to pupil premium families. Our leaders in the academy have been regularly remapping the curriculum to ensure learning gaps were addressed and key concepts covered in the classroom with a teacher. This was then completed at a microscopic level as the classroom teacher was aware of individual learning needs and those that were isolating. Academy staff worked extremely hard to ensure all pupils were safe and mental health concerns were picked up immediately. The academy has worked with programs such as Strengthening Minds, MIND and BeeWell. Following Pupil Voice we commissioned work from the Youth engagement programme one day a week, to facilitate group sessions around various mental health and emotional wellbeing topics. The success of this has led to the academy commissioning the youth engagement programme two days a week which will also incorporate 1-1 bespoke support for students. Post Covid we assigned staff to complete a return to school interview with students focused on their wellbeing and mental health and the impact that Covid had on this. After reviewing the feedback we have deployed 1-1 intervention and group programmes to support the more vulnerable students and offer support to parents/carers. We produced mental health support guides for students which contain coping strategies and support that students can access, this information is highlighted and available 24 hours a day via the school website. The academy has also created dedicated training time for staff on issues relating to mental health and wellbeing and spotting signs of students having difficulty around their mental health. The academy pledge for literacy is that 95% of students in year 7 will have a reading age of 10.5 or above by the end of the academic year (if they entered the academy by February half term). For the last 8 years that we have been running this programme, we have achieved this pledge with our year 7 cohorts through intervention, in class teaching and the curriculum. In the year 20-21, despite the pandemic and the effect this had on the students’ learning and time in school we still achieved 85.5% of students with a reading age of 10.5. All students in year 7 were bought a reading book by the school which they chose to promote reading. All year 7 and 8 students are also expected to have a reading book in their bag at all times. Form book boxes are also provided so that they have a choice of reading material if this is not available at home Pupil Premium students were a key target group for our work with the National Tutoring Programme. Identified underachieving students from years 7-11, who were primarily pupil premium students,were provided with high quality 1:3 tutoring in English, Maths and Science. A key priority for us was to ensure that our year 11 cohort for 2021 achieved in line with expectations. We did not want a pupil premium gap when compared to non-pupil premium. Once Ofqual released their guidance, leaders in the academy worked with pupil premium students to ensure they were not disadvantaged with the process. The modular assessment approach has benefited our pupil premium students allowing them to demonstrate their ability better. Below is our CO2021 data: Average Progress 8 Cohort 2021
Average Progress 8 score Pupil Premium Vs Non-Pupil Premium
L4+ English and Maths
L5+ English and Maths
Manchester United Football Foundation have worked tirelessly with the academy to help and support students through this pandemic. Impact is in the table below.
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This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
Year 11 GCSE ResultsCohort Size: 167 Pupil Premium: 65 Non Pupil Premium: 102 Attainment 8 Cohort: 43.88 Pupil Premium: 36.85 Non Pupil Premium: 48.36 Progress 8 Cohort: -0.40 Pupil Premium: -0.76 Non Pupil Premium: -0.16 4+ Maths and English Cohort: 105 (62.9%) Pupil Premium: 37 (56.9%) Non Pupil Premium: 68 (66.7%) 5+ Maths and English Cohort: 74 (44.3%) Pupil Premium: 20 (30.8%) Non Pupil Premium: 54 (52.9%) Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all of our subject areas to varying degrees. As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure, which was aided by use of online resources such as those provided by our teachers and Oak National Academy.High impact GCSE results (Pupil Premium):
Through the implementation of academic mentors via the NTP scheme, we have closed the disadvantaged gap compared to 2019 (the last period of national examinations). The biggest impact has been for our pupil premium boys (in comparison to non-pupil premium boys). Although overall attendance in 2021/22 was lower than previous years at 89%, just below national average. There were significant periods of absence due to covid. At times when all pupils were expected to attend school, absence among disadvantaged pupils was higher than their peers. These gaps are larger than in previous years, which is why attendance is a focus of our current plan.Our assessments demonstrated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach in the second year of our 3 year plan.The academy pledge for literacy is that 95% of students in year 7 will have a reading age of 10.5 or above by the end of the academic year (if they entered the academy by February half term). For the last 9 years that we have been running this programme, we have achieved this pledge with our year 7 cohorts through intervention, in class teaching and the curriculum.Intervention programme The main internal intervention for Key Stage 3 was delivered by our Maths and English tutors and our own staff. Intervention in form time was also delivered to KS3 students with low literacy and in strive for SEN students and EAL students. Every student in school encountered a ‘catch up’ recovery curriculum through our strive programme. Impact of Intervention programme:
By comparing the autumn ranking for year 7-9 to the summer ranking on the internal monitoring data shows the following for PP students:
Careers and Employment Every student has encountered multiple careers and employment experiences throughout the year. The provision has ensured there is targeted intervention for every year group and all students have the opportunity to be well informed about their next steps. This was noted during our recent ofsted visit. Pupils are well informed about their next steps. They benefit from a wide range of opportunities to help them to make appropriate decisions about further education, employment and training. For example, pupils in Year 8 meet with a careers adviser to discuss the suitability of their GCSE option choices before they make these decisions in Year 9. There are a range of opportunities for pupils in Year 11 to speak with representatives of local colleges and training providers. Ofsted 2022 This year we have further enhanced our reading programme and every child will experience our read aloud curriculum for 75 minutes per week. Texts are challenging and engaging. CPD time has been dedicated to training our staff on how to read to students. We have also planned drop down sessions through our strive curriculum to focus on key national events that link to the books being read resulting in a deeper understanding and enthusiasm for reading. Behaviour remained a focus throughout the year with additional capacity added to the pastoral team. Ofsted commented on their recent visit …pupils are happy and proud to attend the Co-op Swinton Academy. Supportive relationships with teachers help most pupils to feel safe in school. Leaders have improved the overall standards of pupils’ behaviour. Most pupils arrive at school ready to learn. Older pupils told inspectors that the behaviour of their peers around school and in classrooms has improved markedly as a result of leaders’ actions. Many pupils follow teachers’ instructions and listen attentively in class. Ofsted 2022 Leaders have established clear systems to help staff to manage pupils’ behaviour, both during lessons and around the school. These systems have helped to secure some improvements in pupils’ behaviour during lessons. Ofsted 2022 As in the previous year, quality of education is at the forefront of our whole school and pupil premium strategy. Over the last 12 months leaders have worked tirelessly to ensure our curriculum offer is rich with knowledge and sequenced to ensure students have the best chance to know and remember more. Over the last 12 months, senior leaders have taken decisive, appropriate and effective steps to improve the quality of education for pupils. This includes ensuring that the curriculum is ordered logically and that it is suitably ambitious. Subject leaders are clear about the knowledge that pupils should learn. Teachers are increasingly aware of what content they should be delivering and when this should be taught. Ofsted 2022 Continuing our partnership with Manchester United foundation has allowed us to continue our identified focus on the personal development of our students. MU Foundation mentored, delivered interventions and educated students on the wider whole providing many opportunities to acquire additional skills. Term 1 Mentoring / Intervention impact:
Term 2 Mentoring / Intervention impact:
Term 3 Mentoring / Intervention impact:
Mentoring sessions focused on peer pressure, attendance, wellbeing, expressing ourselves through sport, black lives matter, youth violence and crime, girls 2 women, boys 2 men, nurture group well being. Enrichment - Across 5 experiences, 26 students were engaged in Manchester United Foundation enrichment activities. The activities educated our students on the great big green week, community litter picking, Christmas toy mission and reds go green, show the love.
Extra curricular - Across 103 sessions, 194 students engaged in Manchester United Foundation extracurricular activity. Collectively, Manchester United Foundation extracurricular clubs generated 200 hours of student participation
Careers & Pathways - Across Across 24 sessions, 493 students engaged in Manchester United Foundation careers and pathways opportunities
Gatsby Benchmarks - Additionally, as part of the sessions attended:
One of our students has been given the opportunity to be the ball assistant for all Manchester United home games. |
Externally provided programmes
Programme | Provider |
Manchester United Football Foundation | Manchester United Football Foundation |
White Rose Maths | White Rose Maths |
English Mastery | ARK Academies |
Walk Through - Teaching CPD | Walk through packages |
Sisra Observe | SISRA |
Service Pupil Premium Funding (optional)
Measure | Details |
How did you spend your service pupil premium allocation last academic year? | Pastoral care, High Quality teaching and improved Literacy and Numeracy as stated above. |
What was the impact of that spending on service pupil premium eligible pupils? | Student welfare care and reading ages increased. |
Further information (2021-2022)
This year we have introduced a form time curriculum that focuses on reading, vocabulary, numeracy, careers and key skills and knowledge in Maths, English and Science in Key Stage 4. Read aloud curriculum We want our children to become fluent, independent readers who have confidence in their reading ability and have developed good reading habits, enabling them to read widely outside of school. We know that there are clear links between children who read independently and their academic outcomes. Children who are weak readers will struggle as much in maths and science at GCSE as they do in English and in arts subjects, according to one of the biggest ever studies of student reading. The research, by GL Assessment, analysed reading abilities and GCSE results of more than 370,000 secondary school students during 2018/19. As well as the surprising link between maths and reading it also discovered that doing well in creative subjects such as art, drama, music, media and PE has very strong correlations to a student’s reading ability, underscoring how ‘text heavy’ and challenging these subjects are too. Year 7, 8 & 9 will have 75 minutes dedicated curriculum time each week. The member of staff will read aloud to the student and they will follow along. Texts will be challenging yet accessible to all. We want our students to encounter words they do not fully understand yet and/or are not able to put into context. The read aloud lesson will help students learn how to use language to make sense of the world; it improves their information processing skills, vocabulary, and comprehension. Reading aloud targets the skills of audio learners. Research has shown that teachers who read aloud motivate students to read. Vocabulary Curriculum We believe that great curriculum design and delivery leads to improved teaching and learner outcomes, which impacts positively on children’s life chances. Evidence shows that students make more progress when they have been equipped to master a subject. They do this by understanding its fundamental concepts in sufficient depth that they can apply subject knowledge in unfamiliar contexts. Vocabulary is a pivotal component of a student’s background knowledge, and the research indicates that vocabulary instruction can be an effective means for increasing it. Through the delivery of vocabulary in our curriculum extension time through systematic instruction of tier 2 vocabulary we aim to close the word and attainment gap. Quizzes are used to identify and close any gaps in students’ prior learning. The form tutor will lead the students through the acquisition of the identified tier 2 vocabulary for that lesson. These words are shared via their definition and then referred to three examples of the words in different contexts. Students practise saying the words and then complete the mastery quiz. Students then complete the exit ticket as a reflection on what has been learnt. Students will keep track of their vocabulary scores by recording it on their personal scoring sheet. Knowledge is Power Curriculum Knowledge is empowering, unlocking doors, a foundation for achieving success, understanding and being creative. The more our students know, the more they can learn. We have taken on the challenge to identify which areas of knowledge to focus on by considering the types of knowledge that are important: Declarative: What key facts should all children know? Procedural: What things should all children be able to do? Experiential: What knowledge can only be gained first-hand? The knowledge is power extension to the curriculum allows us to sequence content such that there is a coherent flow. We have mapped out the knowledge so that students can secure foundations and work towards challenging goals. The sequencing of knowledge ensures elements are regularly returned to, supporting our students to accumulate knowledge over time. Students will ‘self quiz’ on this sequence of knowledge using their knowledge organisers and knowledge is power booklets. We will ask students to read through their knowledge organiser, saying the words, reading through equations, tracking through any visuals. They will ‘self quiz’ using the look, read, cover, write, check method and/or remove the information from view and engage in a generative recall process: completing a table, listing the bullet points, adding labels to a diagram, placing ideas in the correct sequence, remembering definitions. |
Part B: Review of outcomes in 2022 - 2023
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.
Our Pupil Premium Strategy for the last academic year was to ensure all students could continue to progress academically despite the pandemic. Co-op Academy Swinton was affected significantly by the number of students and full year groups that were regularly isolating. There were several year groups and classes who had to isolate more than 4 times outside of the national lockdown. Attendance The attendance team has focused this year on closing the attendance gap for all students. July ‘22 attendance stood at 85.8% and in 2023 stood at 88.4%. The gap has closed due to a number of initiatives this year including, but not limited to, an increased number of letters regarding impact of poor attendance targettin PA and PP students, increase in initiatives in school to help improve attendance and linking high attendance to our rewards programme. From September 2023 we will see the introduction of a Family Support worker into the school which will target persistent absentee students, below 90% attendance and this will have a specific focus on PP students. There has been a sustained focus on Literacy this year, in particular in improving reading through providing high quality intervention, prioritising disciplinary literacy and by improving student engagement with reading. Literacy intervention All students completed 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 has been used to assign a reading intervention wave:
Wave 1 students received IDL and small group intervention. Wave 2 students received Reading Plus intervention from the Literacy team (made up of English teachers) and Year 7 pupils in Wave 2 also received peer reading mentoring from Yr 10 students. Wave 3 students received in class strategies from their teachers to support them. All students receiving intervention have improved their reading fluency. Those using Reading plus have an average rate gain of words per minute of 26 and an average reading age gain of 1.1 (1 year, 1 month). All year 7 students that started in September at below expected reading ages (from their KS2 data) have received intervention during STRIVE time. The interventions have been delivered by English staff to 34 students and following the intervention 90% of students have seen an increase in reading fluency. Read aloud curriculum We want our children to become fluent, independent readers who have confidence in their reading ability and have developed good reading habits, enabling them to read widely outside of school. We know that there are clear links between children who read independently and their academic outcomes. Year 7, 8 & 9 have 35 minutes dedicated curriculum time each week. The member of staff reads aloud to the student and they will follow along. |This models fluency and improves their language comprehension skills. Texts are challenging yet accessible to all. We want our students to encounter words they do not fully understand yet and/or are not able to put into context. The read aloud lesson helps students learn how to use language to make sense of the world; it improves their information processing skills, vocabulary, and comprehension. Reading aloud targets the skills of audio learners. Research has shown that teachers who read aloud motivate students to read. ‘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. Vocabulary curriculum We believe that great curriculum design and delivery leads to improved teaching and learner outcomes, which impacts positively on children’s life chances. Evidence shows that students make more progress when they have been equipped to master a subject. They do this by understanding its fundamental concepts in sufficient depth that they can apply subject knowledge in unfamiliar contexts. Vocabulary is a pivotal component of a student’s background knowledge, and the research indicates that vocabulary instruction can be an effective means for increasing it. Through the delivery of vocabulary in our curriculum extension time through systematic instruction of tier 2 vocabulary we aim to close the word and attainment gap. Quizzes are used to identify and close any gaps in students’ prior learning. The form tutor will lead the students through the acquisition of the identified tier 2 vocabulary for that lesson. These words are shared via their definition and then referred to three examples of the words in different contexts. Students practise saying the words and then complete the mastery quiz. Students then complete the exit ticket as a reflection on what has been learnt. Careers and Employment Every student has encountered multiple careers and employment experiences throughout the year. The provision has ensured there is targeted intervention for every year group and all students have the opportunity to be well informed about their next steps. Year 7 - all students completed the Coop Careers booklet in Life learning and also learnt about different pathways once they leave school such as A levels, apprenticeships and T levels. All of year 7 took part in a World of Work day through Salford foundation where they attended workshops from a variety of employers. Through Compass + and FSQ all of year 7 have had the opportunity to complete a questionnaire linked to aspirations and careers. A number of year 7 pp students have also attended sessions linked to employability through the Manchester United foundation Year 8- all students completed the Coop CEIAG lessons in their Life learning which further developed their knowledge and understanding of the world of work. 60 Year 8 students took part in an engineering workshop from HS2, a large percentage of these students were PP. A number of year 8 pp students have also attended sessions linked to employability through the Manchester United foundation. Through Salford foundation a group of our PP students took part in a Raising aspirations mentoring project over 6 weeks with a local employer Year 9 - all students completed the Coop CEIAG lessons in their Life Learning which linked careers to their options and how their option choices could lead to different pathways post 16 such as A levels, Apprenticeships and T Levels. All of year 9 were given the opportunity to meet with Mr Prendergast , our careers advisor to discuss any concerns over their option choices; PP students who were unsure of their choices were directed to Mr Prendergast and Mrs Fagan, the careers lead. Year 9 parents evening was attended by all of SLT so that students and parents could discuss their option choices with a senior teacher. Any PP students who did not attend were followed up by the year team. All of year 9 have taken part in ‘Careers Uncovered’ led by the Coop where students have completed lessons in subject areas, including: English, Maths, Science, Design, History, Geography, Life Learning. Students will complete a feedback questionnaire where the response can be analysed linked to PP/NPP response. Student feedback will also be given back to the trust. A number of year 9 pp students have also attended sessions linked to employability through the Manchester United foundation. Through Salford foundation a group of our PP students took part in a Raising aspirations mentoring project over 6 weeks with a local employer Year 10 - all of year 10 have taken part in a virtual work experience 6 week programme. This has involved all PP students who have been divided up amongst the 7 groups. Each group is led by an employer who sets up the project for the group. This year we have had Aldermore finance, Electricity North west, Link Construction, Manchester united in the areas of Marketing, Community links, Safeguarding and Mental health. Students chose which area they wanted to work in. This has allowed our PP students to experience the world of work, talk and present to employers. A very small group of students attended face to face work experience outside of school at Electricity North west this included PP students. Local colleges and sixth form providers have visited year 10 to raise awareness of courses and next steps post 16. This has also worked with raising the aspirations of our PP students. Mr Prendergast, the careers adviser has started working with year 10 students through 1-1 advice meetings. SEND and PP students are seen first and are offered multiple meetings if needed. All PP students in year 10 will be tracked with regards to their post 16 choices through the Local authority RONI system. All of year 10 have attended a visit to Salford college; forty students have taken up the offer of a taster day at Loreto college. Year 11- all of year 11 had a 1-1 mock interview with a local employer through Salford foundation. The student feedback on this was very positive. All of year 11 had at least one personal guidance interview with our careers advisor; some had multiple interviews if needed. All of year 11 have registered for a college place next year including those planning to do an apprenticeship. No student does not have an intended destination. All of year 11 completed a seven week programme linked to CEIAG in Life learning in the autumn term. All students had information on A levels, apprenticeships, T levels and local training providers. Attendance at Careers evening was 83%. Any students who could not attend were given all the materials in school the following week. Curriculum and Pedagogy To ensure that all students had access to quality first teaching CPD sessions have been led to ensure staff within the academy are teaching “The Swinton Way” to ensure that staff are teaching high quality lessons with a focus on delivering consistent expectations and strategies across the Academy. Sessions have focused on Strong Starts and ensuring knowledge gaps are highlighted and closed using effective retrieval. Continuing to close the knowledge gaps using hunting not fishing to ensure that the correct students are given the opportunity to close their learning gaps. Questioning sessions have looked at how to ask questions and have students answer questions that allow teachers to check for understanding and follow up on any gaps, errors or misconceptions, with a focus being on PP students. All Heads of Department have taken part in reviewing their curriculum with SLT, this has allowed a sharp focus on what is being delivered to students, with feedback being personalised for each department to ensure that all students can not only access the curriculum but also enjoy it by making learning more relatable to PP learners. During lesson drop ins, reviews of seating plans to see where PP students are sat, so that the correct support can be accessed quickly and effectively during a lesson. It is essential PP student understand where that are during a lesson and should know how to move their own learning on, so following assessments all students reflect on their progress by completing a guide on revision strategies, by doing this PP students are able to discuss successful strategies, raise confidence and also learn new strategies that may help them in the future. They also have an opportunity to find areas for development to help them independently close any knowledge gaps they may have. |
Further information (2022-23)
Additional activityOur pupil premium strategy will be supplemented by additional activity that is not being funded by pupil premium or recovery premium. That will include:
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