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22/03/19

Easter Break starts from Friday 5th April 2019 - School breaks up at 12.40pm. For more calendar reminders, visit our website: https://t.co/7xVRzjVLaZ https://t.co/ryMHs0qSuE

21/03/19

Retweetd From HGABR Sixth Form

Some amazing Y12 revision wheels being created here in Business Studies. https://t.co/rFzERIRNfu

21/03/19

Creating the piece herself, the dance shows an internal conflict. https://t.co/70bC1i9jHv

21/03/19

A little snippet from a beautiful solo piece by a Y11 student. https://t.co/kChrorGCS0

20/03/19

Retweetd From Harris Careers

Are you looking for a Coordinator of Sixth Form role? Apply now https://t.co/SoZOE847ij https://t.co/yNeTjGzhn8

20/03/19

Countdown numbers game this week is to reach 158 using 7 2 2 9 4 4. Check out the other challenges and see how close you can get. https://t.co/tB6zS7OnTv

20/03/19

Quote of the week: “It is motive alone that gives character to the actions of men.” By Jean de la Bruyere

19/03/19

Check out this weeks Must Read book - Stargazing for Beginner. https://t.co/VezyRWfMAm

19/03/19

This weeks current topics for discussion in tutor time focuses on two educational topics. The two recent stories to hit the news surrounding the admissions scandal in the USA and the repercussions on students since the maintenance grant was abolished. https://t.co/G7TCdlfXLL

19/03/19

This weeks Word of the Week is surreptitious. This word can be collected from the yellow faculty. https://t.co/RiKWc5Lj8j

18/03/19

This weeks focus in assemblies is a reflection on last weeks celebrated . Students will explore literacy around the world & how books teach us about the relationships between literacy, economics, morality & many other areas. https://t.co/oMuoV42q8o

18/03/19

Where does the sky start? If our skin cells renew every seven years, what makes you the same person as you were 7 years ago? Is it better play well and lose or play badly and win? Do we have free will? If I borrow a million pounds, am I a millionaire?

18/03/19

This weeks reflections programme has students talking about what a 'thunk' is. Students will explore a series of everyday statements and questions that help you to look at the world in a whole new light.

17/03/19

Retweetd From Harris Federation

Thank you to our Governors for giving up your precious time to attend today’s conference. Thanks also to Colleagues that ran the sessions & to for the keynote. We appreciate you all https://t.co/zUw6lTOZrb

15/03/19

Retweetd From Science at HGABR

Some amazing Pi bakes from the girls at HGABR https://t.co/5vG3zOUe3m

14/03/19

Retweetd From HarrisSchoolDirect

It's great to catch up with some of our &Classics today at Spelling-bee! https://t.co/OAPR2kaXYK

14/03/19

Retweetd From Step into Dance

Huge congratulations to who won the final this week! We're mega proud of you & all the other Step into Dance schools that took part & St Angela's! https://t.co/bsNOZHSbmX

13/03/19

Countdown this week is to reach the total of 188, using 1 7 6 3 3 25. A special well done goes to Kim in 8B1, who correctly answered last weeks math's puzzle. https://t.co/fmgmCdAjEZ

13/03/19

Quote of the week: "I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do." By Leonardo da Vinci

13/03/19

are with our students today in a workshop about the production The American Clock, which the group are going to see tomorrow. https://t.co/zdevMiuHUF

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Pupil Premium

An Academy Governor is responsible for monitoring the Pupil Premium Strategy. She visits the Academy each term and receives an update on the impact of funding. She also meets with children and the Faculty Director in charge of PP and producing a report and feedback for the wider Governing Body.  

Attendance is monitored weekly and the attendance team produce a weekly report that is discussed at the Academy Leadership Group meeting.  Academic performance is further monitored each term and impact reports are produced and shared with the Governing Body. Attendance at Enrichment activities, Academic Lectures and during LRC sessions is monitored weekly to ensure that PP students are benefiting from the extended curriculum, as much as those who are not PP.

A PP stratgey review task place between September and October, of each academic year.

Planned expenditure for Pupil Premium 2018-19

The Executive Principal holds the budget for PP and authorises all expenditure from PP funding. PP funding is currently targeted at three aspects of student development; teaching and learning, attendance and behaviour.

Historically, key barriers for learning for disadvantaged students joining the Academy center around attendance and low levels of literacy and the Academy has funded a dedicated attendance and welfare team to ensure that no child performs less well than the others. This year, predictions are that PP funding will be in the region of £345,950.

 

Action

Rationale

Costs

Impact 2018

  • Develop targeted extension activities for High Ability PP students to ensure that they attend Academic Lectures, are part of Harris Experience and Bromley Experience, and have targeted interventions during half terms, on Saturdays and via residential trips; 

To ensure that the Academy bucks the national trend with High Ability PP students performing as well as others; 

£10k

At GCSE, 91% of High Ability Pupil Premium students achieved Basics (4+) and 91% achieved Basics (5+) 64% achieved the Ebacc (4+ and 5+)

 

  • Dedicated CPD for teachers on teaching High Ability PP students and proportion of most able lead salary;

 As above;

£5k

 As above

  • Introduction of Bromley Experience to develop cultural capital of High Ability PP students.

As above;

£10k

As above

  • Appointment of Assistant EWO and additional attendance officer to provide targeted support, arrange multi agency meetings, home visits, parental meetings to ensure that a multi-agency strategy maintains the highest levels of PP attendance; increase hours of attendance officer to accommodate increased numbers of PP students in Y7;

PP attendance has been lower than non-PP attendance historically and the gap is now reducing and above national averages;   

£40k

Attendance for PP students in 2018 was 94.59%, which is above the national average;

  • Trip to Jamie’s Farm for vulnerable PP students

To re-engage them in learning and better understand PP students;  

£10k

Exclusion rates for PP students at 5.1%, which is below the national average;

  • Appoint two mentors to work with students and families to ensure greater access to lessons, continued reduction in exclusion rates and greater engagement in learning;

Exclusion rates of PP students have in the predecessor school been very high and are now massively reduced;

£30k

 As above

  • Appointment of dedicated Deputy DSL to support the DSL on welfare and safeguarding issues; correlation evident in the Academy between PP and Safeguarding concerns;

Increased attendance of PP students to be

£25

As above

  • Appointment of a SENCO, Federation consultant and aspiring SENCO to work alongside PP students who are more likely to be SEN than others and therefore underperform nationally;

55% of SEN students are PP;

£50k

At GCSE, 27% of SEND students achieved Basics (4+)

  • Department to bid for additional funding to support PP students in their subject areas;

Progress 8 of PP students to be in line with others and above 0.88;

£30k

Progress 8 data to be confirmed but PP students performed significantly better than national ‘other’ by all measures at GCSE.

  • Speech and Language therapy to be increased to 3 days per week and to include intensive focus on PP students;

Significant number of PP student have S+L issues and SALT is having significant impact on progress and achievement;

£52k

Outstanding progress was made by students who received SALT.

  • Residential for Y11 students in Maths who are PP and underperforming;

Pupil Premium progress of 0.6+ in Maths;  

£10k

69% of PP students achieved 4+ and 58% achieved 5+ in maths GCSE. Expected progress to be published in November.

  • Residential for  underperforming PP students in Y10 for Maths, English and Science;

Pupil Premium students achieving progress 8 scores of 0.8+ in all year groups; 

£20k

 As above.

  • Appointment of Maths/Science graduate to work alongside PP students in lessons and to provide outside Academy hours intervention;

Pupil Premium students achieving progress 8 scores of 0.8+ in all year groups and 1+ in English;

£30k

72% of PP students achieved 4+ and 58% achieved 5+ in maths GCSE. Expected progress to be published in November.

  • Develop a one to one mentoring programme for PP students who are currently underperforming PP students in Y10 and targeted intervention to improve attendance and progress; use of subject specialists and HLTA;

As above;

£20k

 

As above.

 

  • Use of alternative provision for students who are finding mainstream education challenging; for temporary placements with a view to re-integration into mainstream;

There are a small number of students who are at alternative provision;

£60k

Students at alternative provision achieved good level 2 qualifications, attended well and are now in Sixth Forms.

Total:

£402k

 

 

 

Current Performance of Pupil Premium Students – 2018

 

Year 8

Year 9

Year 10

Year 11

Pupil Premium

1.23

0.95

0.70

0.62

High Ability Pupil Premium

1.43

0.50

0.58

0.72

 

Literacy catch up.

Catch up funding is used to reduce the size of English classes, create an additional ‘literacy’ lessons each week for Year 7 and Year 8, buy in additional Speech and Language Therapy sessions and provide additional literacy sessions with a specialist HLTA. Lucid testing and GL assessments are in place to ensure that students receiving support make progress. We are provide specialist literacy support for girls who arrive with a reading age below 7yrs and/or KS2 below 4. We have targeted reading intervention for any student who has a reading age below 7 and will be targeting a small group through the introduction of the online reading programme LEXIA. We have appointed a Federation Consultant who has experience of running successful interventions for Y7 and Y8 on improving literacy.

We have a dedicated English specialist who provides mentoring and subject specialist intervention for all girls who arrive in the Academy with Reading, Writing and Speaking score of below 4.

Numeracy catch up.

For all girls, there is dedicated individual tutorial time and for students who are finding Math's difficult there is dedicated intervention and mentoring. Our strongest Math's teachers, teach the lower sets to ensure that they achieve the best possible support.

There is a numeracy section in the students’ planners, which the students have out in all lessons to help them in all their subjects. During Math’s lessons we ensure our strongest teachers are with the students who need more support with basic numeracy. We have employed a dedicated Math's HLTA’s who provide support in and out of lessons to ensure that all girls who arrive with a KS 2 level below 4 make at least expected progress.

This year we are expecting to receive approximately £5,616 in catch up funding.

 Impact:

 

Average Progress

 

2015-16 Intake
Year 10 current progress

2016-17 Intake
Year 9 current progress

2017-18 Intake
Year 8 current progress

English

1.06

1.45

2.24

Maths

0.81

1.01

1.08

 

Expenditure for Pupil Premium 2017-18

The Academies use of PP funding has successfully addressed these issues and PP students are now attending and performing much better than other children perform nationally. In 2017-18, the Academy received £269,280 in PP funding.

Action

Rationale

Costs

Impact 2017

  • Develop targeted extension activities for High Ability PP students to ensure that they attend Academic Lectures, are part of Harris Experience and Bromley Experience, and have targeted interventions during half terms, on Saturdays and via residential trips; 

To ensure that the Academy bucks the national trend with High Ability PP students performing as well as others; 

£10k

At GCSE, 83% of High Ability Pupil Premium students achieved Basics (4+) 83.3% achieved Basics (5+) 66.7% achieved the Ebacc (5+)

 

  • Dedicated CPD for teachers on teaching High Ability PP students and proportion of most able lead salary;

 As above;

£5k

 As above

  • Introduction of Bromley Experience to develop cultural capital of High Ability PP students.

As above;

£5k

As above

  • Appointment of Assistant EWO and additional attendance officer to provide targeted support, arrange multi agency meetings, home visits, parental meetings to ensure that a multi-agency strategy maintains the highest levels of PP attendance;

PP attendance has been lower than non-PP attendance historically and the gap is now reducing and above national averages;   

£30k

Attendance for PP students in 2017 was 95.27%, which is 2.77% above the national average; currently it is 96.36%.

  • Trip to Jamie’s Farm for vulnerable PP students

To re-engage them in learning and better understand PP students;  

£10k

Exclusion rates for PP students at 2.4%, which is well below the national average;

  • Appoint wo mentors to work with students and families to ensure greater access to lessons, continued reduction in exclusion rates and greater engagement in learning;

Exclusion rates of PP students have in the predecessor school been very high and are now massively reduced;

£20k

 As above

  • Appointment of a SENCO to work alongside PP students who are more likely to be SEN than others;

55% of SEN students are PP;

£33k

At GCSE, 72.7% of SEND students achieved Basics (4+) and 18.2% achieved the EBACC.  

  • Department to bid for additional funding to support PP students in their subject areas;

Progress 8 of PP students to be in line with others and above 0.88;

£10k

Progress 8 data to be confirmed but PP students performed significantly better than national ‘other’ by all measures at GCSE.

  • Speech and Language therapy to be increased to 3 days per week and to include intensive focus on PP students;

Significant number of PP student have S+L issues and SALT is having significant impact on progress and achievement;

£52k

Outstanding progress was made by students who received SALT.

  • Residential for Y11 students in Maths who are PP and underperforming;

Pupil Premium progress of 0.6+ in Maths;  

£10k

72.2% of PP students achieved 4+ and 41.7% achieved 5+ in maths GCSE. Expected progress to be published in November.

  • Residential for  underperforming PP students in Y10 for Maths, English and Science;

Pupil Premium students achieving progress 8 scores of 0.8+ in all year groups; 

£20k

 As above.

  • Appointment of Maths/Science graduate to work alongside PP students in lessons and to provide outside Academy hours intervention;

Pupil Premium students achieving progress 8 scores of 0.8+ in all year groups and 1+ in English;

£20k

72.2% of PP students achieved 4+ and 41.7% achieved 5+ in maths GCSE. Expected progress to be published in November.

  • Develop a one to one mentoring programme for PP students who are currently underperforming students in Y10 and targeted intervention to improve attendance and progress; use of subject specialists and HLTA;

As above;

£10k

 

As above.

 

  • Use of alternative provision for students who are finding mainstream education challenging; for temporary placements with a view to re-integration into mainstream;

There are a small number of students who are at alternative provision;

£35k

Students at alternative provision achieved good level 2 qualifications, attended well and are now in Sixth Forms.

Total:

£270k

 

 

Current Performance of Pupil Premium Students – 2017

 

Year 8

Year 9

Year 10

Year 11

Pupil Premium

1.24

1.10

0.59

0.91

High Ability Pupil Premium

0.61

0.75

0.45

0.73

 

Literacy catch up.

Catch up funding is used to reduce the size of English classes, create an additional ‘literacy’ lessons each week for Year 7 and Year 8, buy in additional Speech and Language Therapy sessions and provide additional literacy sessions with a specialist HLTA. Lucid testing and GL assessments are in place to ensure that students receiving support make progress. We are provide specialist literacy support for girls who arrive with a reading age below 7yrs and/or KS2 below 4. We have targeted reading intervention for any student who has a reading age below 7 and will be targeting a small group through the introduction of the online reading programme LEXIA. 

We have a dedicated English specialist who provides mentoring and subject specialist intervention for all girls who arrive in the Academy with Reading, Writing and Speaking score of below 4.

Numeracy catch up.

For all girls, there is dedicated individual tutorial time and for students who are finding Math's difficult there is dedicated intervention and mentoring. Our strongest Math's teachers, teach the lower sets to ensure that they achieve the best possible support.

There is a numeracy section in the students’ planners, which the students have out in all lessons to help them in all their subjects. During Math’s lessons we ensure our strongest teachers are with the students who need more support with basic numeracy. We have employed a dedicated Math's HLTA’s who provide support in and out of lessons to ensure that all girls who arrive with a KS 2 level below 4 make at least expected progress.

Last year we received £5,616 in catch up funding and we expect a similar figure this year.

 Impact:

 

Average Progress

 

2014-15 Intake
Year 10 current progress

2015-16 Intake
Year 9 current progress

2016-17 Intake
Year 8 current progress

English

1.5

1.4

1.7

Maths

1

1.8

0.8

 

Pupil Premium Expenditure 2016-17

During the year 2016-17, Harris Girls' Academy Bromley will have received approximately £296,000 Pupil Premium funding to accommodate the students eligible for FSM. Approximately 45% of the students in the Academy are Pupil Premium for 2016/17.

Pupil Premium funding is used to pay proportions of staffing cost for all, such as; teaching assistants, HTLAs, fully trained SENCO staff, a dedicated Educational Welfare Officer, Pastoral and SIC staff. These are estimated to be in line with the following:

Action

Rationale

Costs

  • Develop targeted extension activities for Able PP students to ensure that they attend Academic Lectures, are part of Harris Experience and Bromley Experience, and have targeted interventions during half terms, on Saturdays and via residential trips; 

To ensure that the Academy bucks the national trend with High Ability PP students performing as well as others; 

£20k

  • Dedicated CPD for teachers on teaching High Ability PP students and proportion of most able lead salary;

As above;

£10k

  • Appointment of Assistant EWO and additional attendance officer to provide targeted support, arrange multi agency meetings, home visits, parental meetings to ensure that a multi-agency strategy maintains the highest levels of PP attendance;

PP attendance has been lower than non-PP attendance historically and the gap is now reducing and above national averages;   

£30k

  • Trip to Jamie’s Farm for vulnerable PP students

To re-engage them in learning and better understand PP students;  

£6k

  • Two mentors to work with students and families to ensure greater access to lessons, continued reduction in exclusion rates and greater engagement in learning;

Exclusion rates of PP students have in the predecessor school been very high and are now massively reduced;

£20k

  • Appointment of a SENCO to work alongside PP students who are more likely to be SEN than others;

55% of SEN students are PP;

£30k

  • Department to bid for additional funding to support PP students in their subject areas;

Progress 8 of PP students to be in line with others and above 0.6;

£5k

  • Speech and Language therapy to be increased to 3 days per week and to include intensive focus on PP students;

Significant number of PP student have S+L issues and SALT is having significant impact on progress and achievement;

£52k

  • Residential for Y11 students in Maths who are PP and underperforming;

Pupil Premium progress of 0.6+ in Maths;  

£15k

  • Residential for  underperforming PP students in Y10 for Maths, English and Science;

Pupil Premium students achieving progress 8 scores of 0.6+ in all year groups; 

£45k

  • Appointment of Maths/Science graduate to work alongside PP students in lessons and to provide outside Academy hours intervention;

Pupil Premium students achieving progress 8 scores of 0.6+ in all year groups; 

£20k

  • Develop a one to one mentoring programme for PP students who are currently underperforming students in Y10 and targeted intervention to improve attendance and progress; use of subject specialists and HLTA;

As above;

£10k

  • Use of alternative provision for students who are finding mainstream education challenging; for temporary placements with a view to re-integration into mainstream;

There are a small number of students who are at alternative provision;

£30k

  • Work with Future Leaders to better engage PP students with University aspirations;

Increase aspirations of PP students;

£5k

£298,000