Overall impact: key statistics, disadvantaged students
• Progress 8: disadvantaged students:+0.23 (ranked 17th in Essex compared to schools’ ‘all students’ score)
• Attendance for disadvantaged students: 96%
• PA: 3.5% disadvantaged students
BUDGET
Leaders ensure that pupil premium funding is used effectively and systematically to support disadvantaged pupils. As a result, the gaps between their achievement and that of other pupils are steadily reducing. Ofsted, May 2016
Disadvantaged fund breakdown of key activities
Description
|
Cost
|
Achievement Officer: Apollo
|
£ 30, 266
|
Achievement Officer: Atlantis
|
£ 30, 266
|
Achievement Officer: Discovery
|
£ 30, 266
|
Achievement Officer: Endeavour
|
£ 30, 266
|
Children’s University
|
£ 1, 700
|
Jack Petchy
|
£ NO COST
|
Brilliant Club
|
£ 3, 840
|
ILab residential
|
£ 1,152
|
Love to Learn Parent Project
|
£ 2,000
|
Music Entitlement Lessons
|
£ 2,000
|
Curriculum Support Centre
|
£ 60,026
|
Attendance strategy
|
£ 16,800
|
Lead Practitioners
|
£ 176,824
|
1 to 1 tuition
|
£ 1,000
|
Accelerated Reader
|
£ 6,000
|
Student Twilights
|
£ 3,000
|
Year 11 residential
|
£ 6,000
|
Holiday intervention
|
£ 5,000
|
Careers advisors’ programme
|
£ 10,000
|
Breakfast Club
|
£ 2,000
|
Total
|
£ 418, 406
|
BUDGET CONTINUED
Gaps between the achievement of disadvantaged pupils and others in the school have narrowed significantly. Throughout the school, their current achievement is much improved owing to their accelerated progress which is a result of effective teaching, assessment and progress checks. Ofsted, May 2016
CONTINUED
Description
|
Cost
|
Counselling
|
£ 12,480
|
Hardship fund
|
£ 2,000
|
Royal Marine Mentoring
|
£ 2,200
|
Project 2022 teacher
|
£ 48,924
|
On-line tutoring
|
£ 1,140
|
More able mentoring
|
£ 1,800
|
Revision guides
|
£ 1,032
|
Arsenal Double Club
|
£ 230
|
Doddle Key Stage 3 Assessment
|
£ 7,000
|
King John, JHS ‘Macbeth’ day
|
£tba
|
The man in the orange tie
|
£ 1,800
|
Chris Kilkenny and David Cameron
|
NO COST
|
Rocketry competition
|
NO COST
|
Richard McCann
|
£ 1, 800
|
Rubbish Shakespeare Co.
Inspector Calls
|
£ 5, 534
|
iLAB leadership day
|
£ 654
|
SSAT Heads’ conference
|
£ 3, 883
|
Exeter University Thinking School
|
£ 3, 500
|
Sports Excellence Academy
|
£ 1, 503
|
Total
|
£ 95, 280
|
Total spend (pages 3 and 4)
|
£513, 686
|
Amount of disadvantaged funds allocated: £419, 815
BUDGET: EXAMPLES OF SPENDING LINKED TO OUR ETHOS AND ASPIRATIONS
Focus: Progress at Key Stage 3 (Years 7 - 8) Toolkit: Doddle
Cost: £7, 000
To ensure that students make rapid progress at Key Stage 3, we use the new GCSE grade descriptors and 9 to 1 system from Year 7. Each subject uses a set of skill descriptors drawn from the GCSE criteria. This is regularly RAG rated and used formatively to ensure that rapid progress is being made towards challenging Year 11 targets. The targets are set at FFT 5 (top 5% nationally) in order, in particular, to accelerate disadvantaged students beyond whatever setbacks they may have had at home or at Primary school in some instances.
Research: Key Stage 3 The Wasted Years?
Current Year 7 Progress across all subjects
The heat maps below show current progress of disadvantaged and non-disadvantaged year 7 students. Over 14 thousand GCSE skills have been RAG rated since September in order to track and monitor student progress towards their challenging GCSE targets.
Year 7 Disadvantaged students’ progress
BUDGET: EXAMPLES OF SPENDING LINKED TO OUR ETHOS AND ASPIRATIONS
Focus: Closing the gap and accelerating progress in Year 7 and 8
Toolkit: Project 2022
Cost: £68,000
Research: Key Stage 3 The Wasted Years?
Project 2022 (Their GCSE year!)
Transition to secondary is inevitable whether a child is ‘ready’ to make that move or not; we have created a bridge that blends the best practice from the primary phase with the diversity and challenge of the secondary phase. 20 students were selected (15 students are disadvantaged), based on the recommendation of
primary partners and test scores (average reading age is 7.2 years), to experience a personalised curriculum with 50% of their curriculum (Maths, English, History, Languages) delivered by a primary specialist. They are based in large, beautifully equipped classroom that echoes the layout, organisation and climate that they have been familiar with in their primary school. 4 additional student have joined the group following a difficult transition; all of the latter, share a need for fewer teachers and a holistic approach to developing their behaviour for learning.
Students will move from the group into the mainstream as they are secondary ‘ready’; 3 have moved into Set
3 for Maths, 6 are moving into History this half term. The expectation is that they will all be fully integrated by the end of Year 8 continuing with additional literacy/numeracy in the time allocated to Languages.
Progress
Average attendance: 97.5%
Reading age: September Average – 7:02 years January Average – 8:03 years
Homework submission by deadline: 86% (100% with additional day given)
Parental engagement (attendance at presentation/returned phone calls/meetings: 100% Accelerated reader combine word count: 393,168 with 143 tests passed.
Number of books read: 190
Project 2021 (Year 8)
The profile of performance in Year 8 shows 38% in the lower band in contrast to 10.70% nationally. Autumn
Term reading tests placed 68 students with scores between 6:03 to 10:02.
Students have been grouped in small clusters, removed from MFL (5 periods across a fortnight) to work with a primary specialist and secondary English specialist through the Assisted Literacy Programme. Additionally, all of these student work with a Literacy Leader (either a year 10 or Year 11 student) 2 tutor times a week (30 minutes) who is reading with them and spurring them on to increase their AR performance.
The options process has been reviewed in the light of the ability in this year group and will contain a pathway that is personalised to ensure maximum support for accelerated progress.
Cost (February-July 2018): £15K
Both projects have a development pathway building on current success.
BUDGET: EXAMPLES OF SPENDING LINKED TO OUR ETHOS AND ASPIRATIONS
Focus: Literacy
Toolkit: Accelerated Reader
Cost: £6, 000
AR is used to provide an exciting structure where students can track where their progress is visually with layers of positive reinforcement. Students select books from the range, enjoy reading it then take a test! They see how well they have done, are able to review answers, see how many words they have read and print a report showing their success. Each Year group has a different space ship with their name on it that they can then see flying across the Universe to Millionaire’s Club! These students get to access special rewards for
reading over a million words!
Summary of performance of disadvantaged students in Year
 7 (100 students)
Summary of performance of disadvantaged students in Year
8 (97 students)
Summary of performance of disadvantaged students in Year
9 (84 students)
The average reading age in Year 7 in September 10:06  
The average reading age for the disadvantaged students in September 10:02 (100 students)
The average reading age of Project 2022 is 7:02 (24) January reading tests show progress of 13 months 8:03. NB: the dip in Year 7 is due to the fact that far more challenging books are now being read.
Action or strategy
BUDGET: IMPACT OF FUNDING ALLOCATION
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Year 11 residential
|
Year 11 (80)
|
• Focus: to prepare students for the GCSE
examinations.
• Grade 4 - 6 targeted
• 100% uptake
• Weekend of English and maths lessons
• Confidence and teamwork building activities
Delivered by:
• 2 Lead Practitioners (English and maths)
• Senior AQA English Examiner and SLE
• 6 English and maths specialists
|
£6000
|
Accelerated Reader
|
Years 7 - 9
|
Focus: to increase student literacy levels. Disadvantaged students’ progress:
The average reading age of Project 2022 is 7:02 (24) January reading tests show progress of 13 months 8:03.
See information on AR case study p7 for detailed scatter charts of disadvantaged per year group.
|
£6000
|
The Brilliant Club
|
Year 10 (20)
|
• Focus: to raise aspirations and secure greater numbers of most able students applying to university.
• 23 students of which 20 are disadvantaged
• PhD tutor from Cambridge University assigned: thesis topic ‘Developmental
Biology-Evaluating researchers evidence into the effect of mutated genes ’
• 6 face to face sessions in school
• Cambridge University workshop day
• King’s College workshop day and graduation
2016 – 2017 cohort:
• 4 fist class and 11 upper second class degrees awarded.
• Years 7-10
• PhD tutor from Cambridge University assigned: thesis topic ‘Nineteenth Century Encounters in Poetry and Science’
|
£3, 840
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Jack Petchey
|
Years 7 - 9
|
• Focus: to raise aspirations in young people, to help them take advantage of opportunities and play a full part in society
• Ten students per year are rewarded for their contribution to the community
• £250 is spent on a faculty or trip at the direction of the award winner
2017-18 – So far
• Yr11 student – Shows GRIT and determination, supporting other students with a positive and can do attitude
• Year 7 Showing perseverance in the face of personal hardship, helping others enriching their lives.
• Year 9 – An unsung hero acting as a role model of excellence, polite and independent and she always goes above and beyond expectations
|
No cost
|
Make Happen!
Careers Project
|
Year 11
|
• Focus: to raise aspiration and promote higher education to our year 11s. Year 11 students went to stay in student digs at Essex University for the weekend.
• Head boy (UK) (disadvantaged) went to stay at the university and is driving the project.
• Advisors are on hand to lead workshops on exam stress, mental health for year 11. It is co-ordinated by Essex County Council Youth Service
• The local council have given JHS £1,000 to support our disadvantaged students.
• 8 of our students have been trained to mentor and advise their peers on opportunities available to them. We have a designated area in school where year 11s can go for advice.
• The Student Leadership Office has been kitted out for giving careers advice.
|
No cost
|
  
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Children’s University
|
Years 4 - 9 (142)
|
• Focus: Provide exciting and innovative learning experiences outside of the curriculum
• Rewarding participation
• Graduation ceremonies
• Trips and Visits
• Increased engagement in education and confidence
|
£1, 700
|
Rocketry Competition
|
Years 9 - 10
|
Focus: Provide exciting and innovative learning experiences outside of the curriculum for Science and Technology
• JHS national champions
• Competed internationally in Paris
• Invited to Houses of Parliament by local MP
|
tbc
|
Primary Maths
Challenge
|
Years 5 - 7 (33/108)
|
• Focus: Improve transition between primary and secondary and raise awareness of academic success.
• Number of disadvantaged students: 38/108
• Year groups: 5, 6 & 7
• Improved confidence
• Greater aspiration for achievements
• Positive competition
• Greater resilience and growth mind set
|
£200
|
Counselling Support
|
Years 7 - 11 (37/58)
|
• Focus: Provide independent support for emotional, social and mental health issues Improved health and well-being
• Improved confidence
• External referrals to additional agencies as required
|
£12, 480
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
CSS behaviour and self-esteem support
|
Years 7 - 11 (11)
|
• Focus: Improve self-esteem, confidence and social skills
• Social Skills workshops to enhance independence
• CASPA programme for year 7
• CSS Behaviour intervention for vulnerable disadvantaged students
• Improved behaviour and increased engagement in lessons
• Lunch time social club to encourage students to integrate with school settings
• Reduction in fixed term exclusions to
3
|
£4000
|
Champions League
|
Year 11 (87)
|
• Focus: To instill a sense of competition and engagement with the Triple As (Attendance, Attitude and Achievement)
• Students gain and lose points depending on their attendance to school, interventions, accumulation of achievement and behaviour points and progress in PPEs
• Competition between students, tutor groups and tutors is fierce and encourages the students to engage in the Triple As for ‘fear’ of being bottom of the league.
• Reward assemblies celebrate the successes of the half term and points make prizes, students can win anything from sweets to vouchers and even free prom tickets.
• Impact: student engagement, increased attendance to school and interventions.
|
£500
|
 
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Exeter University
Thinking School
|
Years 7 - 11 (382)
|
• Focus: to provide teachers and learners with a ‘box’ of tools to help structure independent thinking and learning.
• Staff are trained on how to use the tools on their first day at JHS in a session called ‘How to teach at JHS.’
• All students are trained on how to use the tools and the tools are used in lessons to structure independent thinking and learning.
• Students and staff have access to copies of the tools in their planners.
• Impact: September 2013 26 teachers were graded either requires improvement or inadequate, July 2016 all teaching is graded at least good by Ofsted. JHS
was awarded Thinking Schools status
June 2016.
|
£3, 500
|
Student Leadership iLab - Great by Choice
|
Year 10
|
Focus: leadership training – great by choice.
New Student Leadership Team invited to spend a day on leadership training with SLT and Achievement Officers.
School Improvement Plan written.
|
£654
|
Sports Excellence
Academy
|
Years 8 - 11 (35)
|
• Focus: To raise sporting achievement and promoting competitive success
• Improved skills and performance
• Greater aspirations through external coaching visits and professional matches/ events
• Improved confidence in ability
• Leadership skills
|
£1, 503
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Stretch and challenge project
|
Years 7 - 8
|
• Focus: to raise the aspirantions and target grades of pupils who demonstrate a flair for a subject regardless of KS2 data.
• Challenge + group are disadvantaged
• Fully imbedded across CARTS and been rolled our across the school
• Students have been given job descriptions
• Students lead part of CARTS lessons and support the faculty
• CARTS Challenge + students were rewarded with a Panto trip at Christmas.
• Panto trip
|
£500
|
SSAT Headteacher
Conference
|
Years 8 - 11 (76% disadvantaged)
|
• Focus: to build engagement and challenge and to broaden students’ creative/performance experiences.
• Our students were invited to perform at the SSAT National Headteachers’ conference in Manchester.
• Travelled to Manchester and performed in front of Head teachers from across Britain.
• Students performed a short extract from their most recent production; Annie the Musical.
• Students also watched Elf at the Lowry in Manchester which they thoroughly enjoyed, another fantastic experience for The James Hornsby, Creative Arts department.
|
£3, 883
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Doddle assessment
|
Years 7 and 8 (156 disadvantaged)
|
• Focus: ensuring that students make rapid progress at Key Stage 3 in order to avoid
‘the wasted years.’
• All students are set an FFT 5 target (top
5% nationally)
• Skill descriptors drawn from the GCSE Criteria in every subject are RAG rated formatively to ensure that rapid progress is being made towards challenge targets in Year 11.
• Impact: students are converse with GCSE assessment skills and techniques from Year 7 and all assessments emulate the challenge of GCSE exam
papers.
|
£5000
|
Love to Learn project
|
Year 11 (45)
|
• Focus: targeting parents/carers of
45 disadvantaged students working below 3LOP in the key subjects
• Up-skill and build parental confidence of each curriculum area
• Building closer relationships between school and home
• Delivered by lead practitioners and year
11 teaching staff
• Focus on English, Maths, Science, Geography, History
• One session every half term
• Sponsor funding “World Strides Travel”:
£500
•
|
£2000
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
Revision pack prepareion
|
Year 11 (87)
|
• Focus: to eliminate barriers to learning such as, not being able to afford revision guides and revision materials
• Parent support evening in September of Year 11 to guide parents through how to support their child at home, including mini presentations from subject leads
• All disadvantaged students have received revision guides and work books for every English text they study
• students have been given Maths CGP revision guides and work books in addition to the Pixl Maths App and MathsWatch accounts.
• In addition students are provided revision guides for Science and all option subjects.
• Students are provided with stationery such as, note pads, post-it notes, pens, pencils and highlighters
|
£1, 032
|
Student twilight programme
|
Year 11 (87)
|
• Focus: closing the gap on progress across for disadvantaged students
• Every subject to provide 4pm-6pm intervention for 14 weeks in the run up to the summer exams.
• Prioritising underachieving disadvantaged students (whose parents could not necessarily afford enrichment opportunities such as, tutoring)
• No more than 8 pupils per session to allow for bespoke support
• Students are provided a snack before the session begins
• Impact 2016-2017: Progress 8 +0.31 (disadvantaged Progress 8 +0.23) relationships fostered in this time has ultimately led to excellent student engagement and achievement.
|
£13000
|
Action or strategy
|
Year group
and number of disadvantaged students
|
Impact and Engagement figures
|
Cost
|
AQA Examiner small group sessions
|
Year 11 (87)
|
• Focus: small group work to close the gap.
• AQA examiner working on specific question weaknesses with grade 3 to 4 students and 4 to 5 students in order to improve attainment at both key grade boundaries.
• Impact: English 67% of all students achieved Grade 9 to 4 an increase of 29% from the previous year, 61% of disadvantage students achieved Grade 9 to 4 an increase of 28% from the previous year.
|
£1, 500
|
English Literature enrichment
|
Year 11 (40/70 disadvantaged students)
|
• Focus: enrichment opportunities for English
Literature beyond the classroom.
• JHS / KJS ‘Macbeth’ day
• Led by Jason Carey (Headteacher) Alaina Hughes (SLE and Senior AQA Examiner)
• Playhouse Theatre London: ‘An
Inspector Calls’
• The Rubbish Shakespeare Company: ‘Macbeth’
|
|
Rubbish Shakespeare Co. and An Inspector Calls
|
Year 11 (40/70 disadvantaged students)
|
• All students engaged for the examination and experienced live performances of the set texts.
|
£5, 534
|
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Next steps
1. To identify and action the disadvantaged students that are not engaging with the culture and opportunities offered at the school and are under the radar, coasting.
2. To achieve a progress figure that is above average for most able disadvantaged students.
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