Dyke House Sports & Technology College

Attainment and Achievement through Creativity, Collaboration and Character

Pupil Premium

The context for Pupil Premium allocations in 2018/19 (641 students)

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil premium funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units. It is paid to schools according to the number of pupils who have been:

Priorities for 2018-19

Our rationale is that our use of any available Pupil Premium monies will cascade our investment to ensure we raise standards for all pupils, but particularly those children whose families are in receipt of Free School Meals

At Dyke House College the Pupil Premium enables us to, both directly and indirectly, provide a number of additional support and interventions for those pupils highlighted to needing it most.

Additional funding directed through the Pupil Premium grant has strengthened our school's actions to ensure we demonstrate academic achievement and increase progress outcomes for all. Expectations are high for all pupil groups and individuals. All teaching and learning strategies are designed to meet the needs of individuals and groups. Additional support is integrated into the teaching programme.

Promoting our ethos of inclusion and our dedication to providing pupils with equal opportunity to succeed, irrespective of their socio- economic circumstances. We do not equate deprivation and challenge with low ability. Not all pupils who qualify for the Pupil Premium are socially disadvantaged and not all socially disadvantaged pupils qualify or are registered for Free School Meal benefits. We therefore focus on the needs and levels of progress of all pupils. In providing support we will not socially isolate pupils. Therefore, it is likely that all groups receiving additional support will be a mix of pupils receiving the Pupil Premium allocation and those not entitled to this support.

The Pupil Premium will support children through investment in personal development. Strategies and interventions are implemented to ensure the personal and academic development of all pupils. This will improve attendance, maintain high standards of behaviour, and ensure the development of pupils attitudes and personal qualities.

  • 2018-2019


Dyke House Sports and Technology College

Academic Year


Total PP budget


Date of most recent PP Review

Sept 2018

Total number of pupils

1268 (including 69 pupils in 6thform)

Number of pupils eligible for PP



Date for next internal review of this strategy

March 2019

2.Current attainment

Pupils eligible for PP

Pupils not eligible for PP (national average)

% 5+ in English and Maths

42% ALL (30%PP)

Data un-validated for National figures-due February.

%4+ in English

68.9% (59.4%PP)

%4+ Maths

71.3% (61.4%PP)

Progress 8 score average

-0.25(-0.5 PP)

Attainment 8 score average

43.94 (ALL)(39.2 PP)

In-school barriers

Outcomes for students, including those eligible for PP funding are fluctuating, but are still not at national expectations vs non pupil premium (4+ 2017 61%4+ 2018 54%)

Current attendance rates for PP students in the 2017-2018 are 89.6% (National 92.2%). This is impacting on students' progress and expected

outcomes in summer 2019 exams.

Literacy levels for students entering Year 7 in September 2018 are lower for PP student than non PP students, which impacts on their progress

and outcomes (over 70 %of the new cohort have a non-functional reading age)


Levels of engagement and participation for PP students is lower than for non-PP students due to a number of social, emotional, and behaviour

issues as evidenced by a higher rate of FTE and Permanent Exclusions for PP students. This has a detrimental effect on academic progress and at times that of their peers.

External Barriers


Within the Dyke House catchment there are high levels of unemployed (School depravation indicator 0.4National 0.2); many students, but significantly PP,

have low aspirations and expectations for their life chances as a result. As an academy, it is our responsibility to raise aspirations, especially for

those students with an average or higher than average KS2 points score on entry.


Disadvantaged students' attendance is improving over the year, but is lower than the national average for all pupils (Previous academic year

89.6%; persistent absence 162 PP with greater than 10%). This reduces time in school and impacts on their progress and outcomes.

Success criteria

Improve the outcomes of all students, but in particular, PP students in Key Stage 4 and

diminish the differences between disadvantaged and other students. (Student outcomes)

• Tracked at STEP data collections with clear progress for PP students between data


• Monitored on weekly basis at RAG meeting and in particular for PP students at the

Vulnerable Students Register meeting.

• In response to data collections and RAG / VSR meetings, students, and in particular PP

will be given additional support / interventions / changed timetable to ensure that

outcomes improve in 2019.

For Grade 4 for English & Maths combined to be >54%

Improve the quality of teaching across the academy

(90% OF TEACHING IS Outstanding- May internal review) .

• Weekly CPD workshops based around collaborative learning

• Use of six part lesson and challenge and aspire Los (Bloom's Keywords)

• Open door learning walks and drop ins from SLT / NET Curriculum Directors (or other


• Observation as per QA calendar.

• Support programmes put in place for those teachers who do not improve (Support Plans)

• 4i teaching files QA

100% of teachers use data to inform planning.

100% of planning demonstrates planning for


100% of feedback is timely and meaningful

(improvement tasks evident).

100% of lessons are judged to be good or better by

summer 2019.

Improve attendance of all PP students to match the National Average for all students.

• Daily attendance checked between 8.30-9am each morning with Learning

Managers/attendance team making contact with parents

• Re-integration meetings following absence from school to focus on correlation between

attendance on outcomes.

• 100% certificates awarded every half term. Weekly attendance noted in assemblies,

League Table (Individual rewards for students) and best class awarded with a

refreshments and prize draws (Weekly)

• Holidays taken in term time not authorised. Penalty fines continue.

• Termly attendance letters to emphasise the importance of good attendance.

Student attendance

Attendance is closer to NA

Year 11 attendance improves to >95%

PP attendance improves to > 95% for the

remaining terms

PP students in Years 7 (36% are below) and 8 (34% were below), whose starting points are below age-related expectation, make

accelerated progress from their starting points to diminish the differences to their peers.

• Identification of students for KS3 interventions, with tracking of progress as a result of

those interventions available.

• Improvement in Reading ages to tackle low literacy skills (to raise to

chronological/functional reading age)

>85% of Year 7 students are deemed secondary

ready/expected standard by the end of the

academic year

>95% of Year 8 students are deemed secondary

ready/expected standard by the end of the

academic year

C4 and incidents of Fixed Term Exclusion for disadvantaged students reduce each term:

• The number of C4 to reduce by 50% for all students using 'consequences' behaviour

system demonstrating the improved engagement in lessons.

• Tracking of FTE to show reduction from introduction of consequences for each year

group to summer 2019.

FTE rates and C4 incidents

Reduce FTE each term by 75% for (PP)

Reduce number of C4 each term by 80% for (PP)

Increase the number of students that attend enrichment/aspiration provision

• Embed the aspiration strategies into KS3 through life curriculum reducing NEET

• Further improve parental engagement, through whole events and information evenings

(Y6 Open evenings/Revision information nights etc)

Reduce NEET figures

NEET figures in line with national

Attendance records for enrichment

Attendance records at parental events


The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support

and support whole school strategies.

Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve the quality of

teaching and learning

across the academy so

that all students, but in

particular, PP students

are able to meet their

target grades at the end

of Year 11.

Internal review

Timetable to maximise

'setting' and align staff

with key groups

(specialist teachers in core

areas CLFP)

Rewrite schemes of work

to address progress

(planning Backwards from


Weekly CPD workshops

based around

collaborative learning

(Metacognition and self regulation)

Consistent use of six part

lesson and 'Challenge'

and 'Aspire' LOs to

maximise pace and

progress (Bloom's


Data focused L&T (4i


Quality first teaching has

greatest impact upon progress.

Metacognition and self regulation

approaches to

teaching and learning +7 months

• 100% use data to inform planning

• 100% plan for progress

• 90% of teaching is good or better

Open door learning walks and

drop ins.

Observation as per QA


Line managers to QA:

• 4i interventions to

improve targeted groups

• Book scrutinies

• 100% of lessons to use a

selection of Collaborative

learning activities


Half termly

Improve the attainment

and outcomes for all

students, but in

particular for PP

students, with a

particular focus on En

and Ma.

Weekly RAG meeting /

Vulnerable Students

Register to identify

students to benefit from

1:1 / Option En or Ma.

Tracked on weekly basis.

The improvement in PP

outcomes from the previous year


Need to ensure that these

differences are diminished

between September 2018 and

summer 2019 so that outcomes

for PP students are in line with

non PP.

Students in 1:1 / Option En or

Ma to move closer to target

grade as a result of additional

resources and funding.

Tracked at data collections

and measured in summer

2019 outcomes.


Weekly RAG /

VSR meetings

Accuracy of assessment

predictions Vs actuals

Regular standardised

assessment in line with

STEPs calendar

• GAP analysis

Moderation of actuals

• Standard

assessments set

across the trust for

wider use of


Accurate assessment and

grading is essential so that

student know where they are in

their learning and understand

what they need to do to improve

(Question level analysis)

Accurate assessment is essential

for appropriate timely and

targeted interventions.

Introduce PIN marking

and quality CPD.

• Share good practise.

• Analysis of student


• NET subject directors to

standardise assessments

and moderate marking.

• External standardisation

with exam boards and

Northern Alliance



assessment and

data cycle

As per QA


Implement and monitor

new marking policy and ensure staff are

compliant in following

the policy

CPD to share PIN and

PROUD marking policy

with focus on

improvement tasks

Effective feedback recognised by

Hattie and Sutton Trust as

having positive impact upon


EEF toolkit puts the size effect of

feedback at 8+ and very low cost.

Feedback can be verbal or

written but emphasis on


Feedback can be delivered

through teacher, other adult or


• QA calendar work


• Observations.

• Learning walks.

• Line manager QA.

• 4i evidence


Half Termly

Targeted questioning

Seating plans

Random name

generators (Teacher


Seating plan required for

all lessons and are

evidenced in teachers'

planning files.

Research shows that other

schools have narrowed the gap

by targeting first and last

questions to PP students.

Open ended questions demand a

higher level of thinking into a

valid response.

Scaffolded questioning to

develop confidence and secure

improved engagement.

Procedures and seating plans

clearly identify PP, MA and

HAP students and make it

easier to monitor


Seating plan required for all

lessons and are evidenced in

teachers' planning files.


As per QA


Improve literacy:

spelling, grammar,

punctuation and


Develop half termly

literacy focus.

VMG to be used to

deliver literacy and then

develop through

curriculum areas.

PP students' lower literacy levels

impact on their accessing the

curriculum and therefore making

progress within it.

Dyke House Academy PP students

enter the academy with low

literacy levels which has an

impact across curriculum


QA, book scrutiny, lesson

planning, learning walks.

Compliance checks.

Intervention by interaction

(tasks to be given on entry to




Every Half Term

Improve Numeracy:

Develop half termly

Numeracy focus.

VMG to be used to

deliver numeracy and

then develop through

curriculum areas.

PP students' lower numeracy

levels impact on their accessing

the curriculum and therefore

making progress within it.

Dyke House Academy PP students

enter the academy with low

numeracy levels which has an impact across curriculum

subjects such as science

QA, book scrutiny, lesson

planning, learning walks.

Compliance checks.

Hegarty maths monitoring


Every Half Term

Ensure students catch

up and keep up through

targeted progress clubs

Students identified via

departmental and the

RAG / VSR meetings

receive timely support

and intervention to close

their learning gap via

after school, weekend

and holiday sessions.

Rapid implementation of support

and interventions can prevent a

student from falling further


Subject specialist staff are best

placed to deliver and can

consolidate learning in

intervention time through

normal curriculum time and vice


Additional specialist teaching at

weekends, holidays and after

school where identified can

accelerate learning and allow

students to catch up

Weekly RAG / VSR meetings

identifies students in need of

additional support.

Individual students progress

reported back at the following

week's RAG / VSR.



NEET to be below 4% at

KS4 outstanding CEIAG

to PP students

Developing pathways

and aspiration to ensure

all students have an

intended destination

High quality careers


Reduce the number of students


Monitored by SSH



Total budgeted cost

See Section 7


Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve the attendance

of PP students to

diminish the difference

towards national

average for all students.

Continue to reduce the

number of

disadvantaged students

who become PA*,

improve parent

academy relationships

Build on existing good

links with primary schools

in order support each

other with 'family'

attendance issues and

educate parents as to the

rigour of Dyke House's

challenge of nonattendance

prior to entry.

Dedicated attendance

team to track, support

and intervene with PP

students' attendance

Direct correlation between poor

attendance and


Virtual school used to ensure that

students with long term illness do

not miss out on teaching and


Historic and familial issues of poor

attendance from feeder primaries.

Use of Bridge and PLC to target

key groups to help maximise


Weekly monitoring of

attendance with relevant

challenge, direct liaison with

Local Authority Designated


Fortnightly challenge of

parents and students at

Attendance Panel

Daily monitoring of


Home visits by attendance

officer & letters sent to


Meetings held with parents.

Regular contact/meetings

with outside agencies.

Fixed Penalty Notice warning

& prosecution.

Weekly, termly and annual

rewards for 100%




Daily Monitoring




January 2019 and

April 2019.

Total budgeted cost

See Section 7


Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve GCSE


1:1 / Small group tuition

Progress Clubs (Mon-


Holiday School (half

terms and summer)

To improve the outcomes of disadvantaged

students through specialist tuition to ensure

expected outcomes in 2019. (Maths/English 121)

Weekly RAG meeting / VSR

to identify students and

track progress




attainment and

achievement of

the most able



Mentor, access to

aspiration visits and

speakers and working

directly with Higher

Education students

Expand the enrichment


Raising aspirations by allowing disadvantaged

students to see the opportunities and removing any

barriers to access

Enrichment helps to create/strengthen relationships

between staff and students.

Termly report to governors

of visits, speakers, with the

specific focus on PP


PP student voice on


Monitor attendance at





outcomes of





equipment and

resources are

not a barrier to


Provide the necessary

equipment and

resources such as

revision guides,

planners, wall charts etc.

to ensure all students

are equipped for success

To allow disadvantaged students to revise and work

independently the necessary resources are provided

All students have access to

the necessary equipment.

Evidenced in classrooms.



Raise outcomes

and enjoyment

of school for PP


Ensure that no student

is excluded from

participation due to

finance (Enrichment)

Provide free breakfasts, ensuring PP students

receive the sustenance needed to aid concentration

and attendance.

Support with costs for

trips and extra-curricular activities

Additional support for activities and events

Aspirations/Graduation/Prom/Field trips

Student voice/SLT mentoring conversations/ Learning Guide feedback.






for PP students

Work with families

Engaging with the parents of disadvantaged

students can support students' achievements and attendance and reduce the likelihood of FTE.

DEEP support/SLT monitoring.



Reduce the

number of

FTE/C6/C4 for

PP students

Modify behaviour policy

to add another level C5b

Pilot policy introduced at North Shore and Dyke

House significantly reduced FTEs with this

additional level in the policy.

This year so far we have significantly reduced the number of FTE's

On actual figures the number of FTEs for PP pupils has decreased by 83.1%

The C4s PP are 70% of total this year compared to 81% the previous year

The C5s PP are also 70% this year and were 84% last year.

Overall the FTEs are hugely decreased and the engagement to learning is improving

Daily monitoring of FTE

• Meetings held with

parents and students

for reintegration

• Regular contact /

meetings with outside

agencies for students

vulnerable to PEx



Total budgeted cost

See Section 7


6.Review of expenditure 2017-18 TOTAL Pupil Premium budget: £533,238.75

Previous Academic Year

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)


Improving attainment within English &Maths for PP pupils

1 to 1 Mentoring

Department internal test data/ Mock exams/ teacher data. Weekly/monthly/termly.

% 5+ in English and Maths 42% ALL(30%PP)

%4+ in English 68.9% (59.4%PP)

%4+ Maths 71.3%(61.4%PP)

Strategies successful and will continue

(needs to be increases in the next

academic year)

Y10 1 to1 £68,696.

Y11 1 to 1 £65,803

Improving attendance of PP pupils.

Targeted actions to improve any attendance gaps between pupil premium children and whole school.

Attendance Officers - focus on targeted PP initiatives

Current attendance rates for PP students in the 2017-2018 are 89.6% (National 92.2%).

Strategies successful and will continue

(needs to be increases in the next

academic year)


+ 2 staff £35,070

Narrowing the attainment gap between PP and Non PP pupils.

Targeted actions to improve any achievement gaps between pupil premium children and whole school.

Weekly KS4 RAG meetings (Academic and pastoral)

Progress 8 score average -0.3(-0.5 PP)

Attainment 8 score average 43.94 (ALL)(39.2 PP)

Strategies successful and will continue apart from AM intervention.

(needs to be increases in the next

academic year)

Y11 AM intervention: £30,714

Y11 PM intervention: £24,576

Y10 AM intervention: £8,601

Improving outcomes for high attaining PP pupils.

Developing shared strategies through Whole school CPD/tracking STEPS data across terms.

Weekly KS4 RAG meetings (Academic and pastoral)

Year on year improvement-Target 2019 44.11

Strategies successful and will continue

(needs to be increases in the next

academic year)

Weekly KS3/4 RAG/VRAG meetings


Increased parental engagement through targeted parents' evenings/contact with home.

Analysis of STEPS data and incentives to attend (parents and pupils) study sessions/Parents' evenings. Weekly KS4 RAG meetings (Academic and pastoral)

Y11 Revision Evening (September 2018 up 60% attendance on September 2017)

Targeted SLT mentoring of pupils-

All staff to attend events and make it part of the

1265, so crucial advice and guidance can be

given by specialists (all subject areas).

Communication and student involvement at

each step of the process (student Voice) is key

to the success of the events. (Strategies

successful and will continue)


Improving reading skills and literacy skills across the curriculum to enable pupils to access exam texts in KS4. Promote wider reading and engage with a variety of texts.

Introduction of a "Word of the Week" that is explored each Monday and shared across the College. All staff are expected to use the 'word of the week' as part of in-class discussions across subjects.

Accelerated reading.

Termly/fortnightly meetings with Literacy lead.

Lexia Progress: Current year 860 pupils 0-6 months progress 40%7-12 months progress 11.7%12 months plus progress 48.3%

Year 9: 24 pupils0-6 months progress 29.2 %7-12 months progress 37.5%12 months plusprogress 33.3%

Current Y10 20 pupils0-6 months progress 15%7-12 months progress 40%12 months plus progress 45%

Strategies successful and will



Y7 £9539

Y8 £5367

Y9 £5193


Y10 Literacy/support spend: £68,696

Y11 Literacy/support spend: £65,803

For pupils to receive timely and targeted intervention to aid progression and understanding across subjects.

Weekly KS4 RAG meetings (Academic and pastoral)

Attendance at 1 to 1 and Progress club analysed and issues addressed weekly. High quality resources provided/ pupil star of the week/ rewards.

Strategies successful and will continue

Y10 £17,027

Y11 £14,189

TA support targeted to support SEN PP pupils

Weekly KS4 RAG meetings (Academic and pastoral)

TAs continue to liase with subject teacher/record interventions and feedback to DE.

Strategies successful and will continue

Y7 £35,244

Y8 35, 493

Y9 28,174

Y10 32,735

Y11 17,269

For 'below level' pupils to make accelerated progress and be able to access KS4 curriculum.

Special Projects

Pupils made good progress but due to changes in college structure, scheme disbanded.

P band no longer exists- pupils now all follow the same curriculum. Pupils are monitored/supported by TAs/RAG meetings.

Y7 £16,520

Y8 £15,917

Y9 £14,108

For pupils to receive the support and interventions they need in a timely way.

Pastoral Support/ Pastoral RAG

Interventions with pupils to support their success in lessons and reduce behavior:

Change of seating plan in lessons if you see a particular trend/Parental Meetings/Multiagency collaboration/Monitoring cards/Mentoring (Pastoral team, SLT) Positive phone calls home each day they succeed/Peer mentoring/Time out card/Support in lessons/Possible change of class/ Possible change in LG group

Move to collaborative learning structures/ new behaviour systems.

Strategies successful and will continue


To provide information, opportunities and support for pupils, parents and staff in order to raise aspiration and achievement throughout Dyke House College and cluster primary schools.


Advice and guidance for post 16

applications/University. Students have a

better understanding of curriculum


Evolved within the DEEPs process.


To support pupils in college/co-ordinate multi agency support.

Health mentoring and support

In- college Health Workers

Weekly KS4/KS3RAG meetings (Academic and pastoral)

Support staff x 1

Advice and guidance given to pupils/ multi agency actions.

Strategies successful and will continue


Total Pupil Premium Spend 2017/2018


Breakdown of planned expenditure2018-2019.


Pupil premium


Measureable impact

Date of review

Lead teacher -

responsible for

evaluation of action

Option English and Maths

Total Commitment


Targeted support (reduce curriculum and consolidate

learning in English and Maths (Ensure Life Chances)



Maths and English Directors

Total Commitment


Planning and Targeted support small group sizes



Deeps model implemented

Total Commitment


Additional support for key areas such as

PP/SEND/Attendance and Aspirations



1 to 1 Tuition in Maths and


Total commitment -


1 to 1 tuition in all NET academies has significant

impact on student outcomes.

½ termly


Staff provision for pastoral

support in each year group

(Learning Managers + x2 Behaviour Managers)

5X Learning


2xBehaviour managers

Total Commitment £ 208,363

Analysis of wider school indicators, including class

behaviour data, attendance and punctuality data -

with demonstrable improvements

Weekly (VSRAG)


Targeted actions to improve

any attendance gaps between

pupil premium children and

whole school

Total commitment:


Analysis of the pupil attendance and punctuality data

for those children entitled to receive the Pupil premium


Weekly analysis with termly review.


Revision Materials

Revision materials

for English, maths

and science

Total commitment


Revision materials provided for Y10 and Y11 students

to support them in preparation for KS4 examinations.

Review with HOD

- April 2019


Teacher Toolkits/ Teaching

and learning boxes

Total commitment


Teacher toolkits purchased for all teachers to drive

collaborative learning structures across the academy

based on use at other NET academies.

½ Termly as part

of lesson




Student rewards for attending


Total commitment


Students are provided with rewards and incentives in

order to promote engagement with the intervention


½ termly as part

of intervention




Revision Sessions and


Total Commitment


Students provided with revision session program and

food will be provided.

½ termly as part

of intervention




SLT Mentors

Total Commitment


SLT to mentor vunerable/underachieving students

identified at RAG/Venerable students

meeting/academy waves of intervention

Weekly reviews


Student Voice

Total Commitment


Students elections and engagement in the decision

making within the academy





Total Commitment


Resources to support the enrichment program



Graduation Y8

Total Commitment


Part of the rewards at the end of Y8, students moving

into KS4 options

½ termly as part

of intervention




Alt Education (ACE and H&H)

Total Commitment


Attainment and progress of ALT students

(Engagement with education)

VRAG- weekly.

½ termly as part

of intervention





Total Commitment


Support for careers and destinations.

Visits to Universities and work place providers.

Resources and materials for the Life curriculum

½ termly as part

of intervention




Barriers to learning (Uniform)/


Total Commitment


Remove barriers to learning, and raised expectations

regarding uniform



Hegarty Maths

Total Commitment


Maths support at home (Home Work)



MIS/text messaging

Total Commitment


Remove barriers to learning, and raised expectations

regarding uniform



Literacy Intervention

Total commitment:

£300, 145.65

Accelerated progress in reading attainment for all year


Weekly/ Termly


KS4 interventions

Total commitment: £350,000

Increased pupil success at GCSE.



Predicted PP spend 2018/19


Download Report

Pupil Premium report 2015-2016

Pupil Premium Impact 2015-2016

Pupil Premium Report 2016-2017

Pupil Premium Report 2017-2018

Pupil Premium Report 2018-2019