Pupil Premium Strategy Statement

^{School name}

^{Abbey Manor College}

^{Proportion (%) of pupil premium eligible pupils}

^47%

^{Date this statement was published}

^{September 2024}

^{Statement authorised by}

^{Head Teacher & Governing Body}

^{Governor / Trustee lead}

^{Jim Mallory}

^{Pupil premium funding allocation this academic year}

^£55,890

^{Pupil premium funding carried forward from previous years}

^£0

¹

^{History of poor engagement in learning at KS3 and KS4}

³

^{Gaps in students learning/knowledge as a results of being a PEX}

⁵

^{Low levels upon entry, below age related expectations}

⁷

^{Below than expected levels of attainment across the core subjects}

⁹

^{Historically poor levels of attendance and punctuality to school} 

¹¹

^{High levels of Youth Offending Services intervention}

¹³

^{High levels of EWO intervention}

¹⁵

^{Significant levels of drug use}

¹⁷

^{Significant numbers of students receiving MACE and GPG intervention}

^{Literacy Intervention} 

^{Improved literacy levels and increased levels of intervention across the school.  Tiered approach used to ensure positive progress.}

^{Early entry to exams for Year 10}

^{Early entries to give students the best opportunities to succeed}

^{Effective baseline assessments on entry}

^{Students offered appropriate aspirational pathways based on evidence.  Accurate scores to enable teachers to plan accordingly.}

^{Increased opportunities to gain support with drug abuse}

^{Early intervention and support for vulnerable students and families}

^{Improved CIAG}

^{Eradicate NEETS and work towards Gatsby benchmark}

^{Improvements in behaviour for learning and engagement} 

^{Individual support mechanisms in school to support behaviour.  Improved data around behaviour for learning.}

^{Improved teaching and learning across all key stages and subjects}

^{There is consistency across all key stages and teaching staff are held accountable for the standard of teaching provided to our vulnerable cohort}

^{There is consistency and good practice across all keys stages to reduce the possibility of gaps and inconsistency in learning.}

^{1; 2; 3; 5; 7; 8}

^{A curriculum offer that ensures students in KS3 do not have gaps in their learning when reintegrating back into mainstream school and a KS4 curriculum that supports engagement and increase the number of qualifications gained.}

^{Qualifications gained and evidence shows that it is appropriate to offer some vocational qualifications to suit the needs of some students and improve the variety of options in order to engage students}

^{1; 3; 7}

^{Reintegration back to mainstream as soon as students are ready with a focus on KS3.Some students in Y10 will successfully reintegrate back into mainstream education}

^{Over 15% of students reintegrated back into mainstream. An increase on the previous year}

¹

^{Careers Information Advice and Guidance in place}

^{Targeted support and advice will evidence that 100% of students have access and information on post 16 options available to them, reducing the number of students leaving NEET to zero}

^{10; 15}

^{Implement 1:1 and small group sessions for PP with SpLD}

^{There is evidence to support the barriers between speech and language skills and educational outcomes. These barriers often cause challenging behaviour in students.}

 ^{A significant number of students enrol with descriptions of need which fall under the description of Social Emotional and Mental Health Needs. A significant number have unidentified primary or secondary needs  which will have affected their outcomes in mainstream school and if left unchallenged will have a profound effect on them throughout their education and beyond}

^{As a school we will work with students and parents to ensure assessments, identification of need and that access to relevant support is personalised and bridges the gap between potential and aspirational outcomes.}

^{There is evidence of work with specialists to implement targeted interventions for those students who have identified additional needs using data from their previous school, initial assessment and ongoing teacher assessment.}

⁷

^{Students identified as vulnerable offered specific interventions to encourage attendance}

^{Staggered start and finish times are successfully implemented to improve chronic poor attendance on a phased reintegration. Incremental improvements are in evidence for students with historic poor attendance.}

^{Detailed and consistent personalised Intervention from Attendance Officers which includes shared planning with multi agency teams.}

^{Students with attendance under 85% participate in an Attendance Plan which adheres to SMART target setting.}

^{There is clear evidence of consistent communication with parents to ensure holistic planning.}

^{Attendance to lessons is monitored via Class Charts}

⁹

^{SEND screening to support EHCP application where necessary. Create a data driven and robust identification pathway for learners who will benefit from and are eligible for an Education Health Care Plan (EHCP).}

^{100% of PP students are assessed at the point of entry for any unidentified needs using baseline testing and previous school data.}

^{100% of PP students who are identified as need additional support, are offered a personalised and targeted curriculum offer. This will address either their educational gaps or support them with specific learning difficulties}

^{100% of PP learners whose needs are beyond Abbey Manor College’s offer are given access to external professionals including but not limited to:}

^{1.             Speech and Language Therapist}

^{2.             Specialist Literacy support}

^{3.             Student and whole school support from the Educational Psychology Service}

^{Progress is tracked at SEND meetings as part of an ongoing assess-plan-do-review cycle.}

^{Students who continue to demonstrate significant barriers to learning and have made no progress will be put forward for an application for an EHCP.}

^{3; 6; 7; 8; 12}