Outwood Grange Academy works tirelessly to ensure inclusion and equal access for all learners. A wide range of provision and intervention strategies are offered to enable all learners to engage in learning and do their best.
Our intake at KS3 is above national average and we have a significant number of students that exceed the expected national standard in Literacy and/or Numeracy at KS2. In 2018-19, we had 96 students who transferred to Outwood Grange Academy with a scaled score of below 100 in both Reading and Maths, which is just over a quarter of our intake.
At Outwood Grange Academy we are relentless in ensuring students receive the right support to overcome these barriers; we have structured our curriculum, pastoral system and staffing to target key barriers such as low literacy and numeracy, learner behaviour, inclusion, emotional health well-being, cultural and educational opportunity, health and safety. We recognise that good or better teaching has a disproportionately positive impact on our disadvantaged cohort and our students from low ability attainment bands. Our Year 7 Literacy and Numeracy Catch-up Premium funding is deployed to target these barriers and raise the quality of our provision so that all students can achieve.
Outwood Grange Academy identify Y7 catch-up students using KS2 SATS outcomes; any child achieving less than the expected standard of 100 in English and/or Maths is entitled to catch up support with the aim of rapidly closing learning gaps. We also identify additional students using the Academy reporting system Praising Stars © in October who are not making required progress in English and Maths and require some further support. In allocating this fund consideration will be given to those students who:
In 2019/2020 academic year, Outwood Grange Academy expects to receive approximately £15,823 Y7 catch-up premium, based on the amount received last year.
In 2018/2019, 18.5% of the cohort were identified with a KS2 maths score of significantly below 100, which was a 1.9% increase on the previous year. In English, 26% of Y7 students received targeted intervention as they did not achieve the expected scaled score of 100 in English. Students were also assessed using the Accelerated Reader programme to underpin the information provided from the SATS testing. 102 students were identified as having a reading age below 11 years when they arrived from primary schools. Students with a reading age of between 9.5-11 were given wave 1 intervention and via the Library lessons as part of the Accelerated Programme. 37 students were identified for the intensive Reading Mentors programme and were also given 1:1 support from our tutors, which is part-funded by the Pupil Premium budget.
A wide range of provision and intervention strategies will be offered to enable all learners to engage in learning and do their best. In 2019/2020 this funding is being used towards:
Impact is measured using outcomes from assessments that contribute to the Academy reporting cycle – Praising stars ©. Interventions are tracked using our literacy and numeracy catch up tracker so we can identify which strategies have been the most successful. This forms part of our trust wide evaluation process called the 4I model – information, identify, intervention, impact. Through this process we have refined the interventions we offer to ensure they have the maximum impact.
Full scrutiny is completed at the end of each Academic year. Details of impact statements for previous years can be found below.