Website 2016/17 report
The academy commissioned a PP review by a DfE recognised specialist who conducted a full inspection in December, with a 6 month review in July. Rapid and significant progress was noted in July. This was echoed in the report of our HMI visit in June 17.
The key sub group data shows dramatic improvements and the closing of gaps is substantial.
The school received £282.370 from the government.
A minimum expected grade is given to every new student and his/her progress is measured against it throughout their time in the academy. We can report that as a result of funding:
The progress of Pupil Premium students towards their MEG (Minimum Expected Grade) has improved throughout the year across a wide variety of subjects:
- The percentage of Year 7 PP students achieving their MEG increased from 29% in January 2017 to 48% in July 17 (an increase of 19%)
- The percentage of Year 8 PP students achieving their MEG increased from 27% in January 2017 to 49% in July 17 (an increase of 22%)
- The percentage of Year 9 PP students achieving their MEG increased from 28% in January 2017 to 41% in July 17 (an increase of 13%)
The percentage of Year 10 PP students achieving their MEG increased from 18% in January 2017 to 23% in July 17 (an increase of 5%)
GAP comparison of PP versus non PP students at GCSE level
|National gap 2016||Wrenn Gap||National gap 2017||Wrenn Gap|
|Basics (C/4+)||19%||18%||Not yet published||5%|
|EBacc (C/4+)||12%||10%||Not yet published||1%|
The P8 figure is the average progress that all our students made in 8 subjects, compared with their entry scores in year 7. The Ofsted floor standard for all schools in the country is -0.25, with the national average being 0, so with a figure of +0.19 students at Wrenn Academy make greater progress than the national average. You can read more about Progress 8 by visiting https://www.theschoolrun.com/secondary-school-performance-measures
Current academic year
Our Pupil Premium funding for 2017-18 is £259.390
We have a total of 291 students eligible for the funding. The table below illustrates the breakdown of PP students per year group.
|Group||Total number of students||Total number of PP students||Looked after children|
PP students represent 28.7% of our total number of students
29.1% including Looked After Children.
Our priorities for the new academic year.
– Support and enhance the learning of any PP student who is making less than expected progress
– Focus on PP students in lower years whose literacy levels are below expectations. Funding will be used to determine where students’ needs are a priority, as well as arrange for interventions and enrichment activities as appropriate.
- The Academy has a rigorous testing system which allows us to analyse data in order to identify areas of weakness, target areas for improvement and arrange for interventions.
Interventions will include:
- Boost personalised literacy development and in mathematics
- Continuation of shared reading to boost literacy levels
- Continue to raise awareness and profile of pupil premium students with staff and governors by a robust analysis of key groups data
- Maintain and reinforce the work done by our parent support worker and year managers to improve attendance
- Whole school literacy and numeracy programmes to boost student’s achievement.
- Refine transition into year 7 to provide improved continuity between key stages
- Raising the aspirations and expectations to ensure that the gap between PP students and the rest of the academy becomes negligible.
- Develop teaching and learning to ensure that our methodology meets students’ ways of learning.
- Ensure that our PP students performance in GCSE English is equal or above the national average
- Ensure more rapid progress for our PP high ability students so they at least reach their minimum target grades.
Enriching the lives of students
Wrenn Academy will continue to support PP students in order to enrich their lives in different ways by:
- Offering funding for PP students to pursue their particular interest/ hobbies in areas not offered within our school.
- Subsidising activities relating to job and career opportunities.
Support our students’ cultural footprint to enable them to increase their understanding of the world around them.