Pupil Premium

Last update: October 2017

Pupil Premium: 2017/18 Strategy Overview & Review of the 2016/17 Academic Year

Planned Expenditure for 2017/18 Academic Year

Strategy Aim Reason Cost
Enhanced Pastoral & Attendance Support Use of Student Support Manager time to support eligible pupils via attendance work, monitoring, tracking, mentoring, organisation and access

Use of attendance officer

Attendance Improvement worker to provide targeted support to eligible families.

To work with families and outside agencies to support wider pupil and school needs.

Attendance is of paramount importance in the educational journey. National figures suggest that the attendance of eligible pupils is below that of non-eligible pupils. £43,000
1-1  and small group tuition

 

Reduced class sizes

Tuition of individuals and pairs, small group withdrawal and specialist teacher support; mainly in English, Mathematics and Science, but also in other subjects such as art, ICT, languages, PE and Humanities. (This includes Phonics, accelerated reader, corrective reading and corrective numeracy support across key stage 3). This includes 1:1 music tuition.

Students supported to allow full curriculum access through additional groups to allow for a more personalized learning journey, with specific learning targets. Developing the 3 year key stage 4 and increasing setting in English, Mathematics and Science will enable smaller groups.

1:1 tuition and small group tuition supports the needs of pupils who are in danger of falling behind. Without an individualised approach it might be hard for these children to make progress needed to achieve their full potential.

There is a demonstrable effect of reducing class size and an increase in time for individual instruction and feedback.

English £20,000

Maths £20,000

Science £20,000

EBAC & Other Elements £15,000

Careers Guidance & Work Related Learning Careers advisor or Work Related Co-ordinator working with SEND and Disadvantaged Pupils including Child in Care and SGO. To improve pupil aspiration and signpost possible future pathways. Enhanced careers provision including 1:1 interviews, year 8 careers input, year 9 careers tasters, year 10 University visits & year 11 post-16 provision and transition planning.

All eligible pupils from all year groups will have career input throughout their time in school on a yearly basis.

Access to vocational courses and placements will be facilitated for appropriate eligible pupils. This includes additional courses, extended placements and other miscellaneous costs.

Young people are faced with many life-changing decisions, so it is essential that eligible pupils benefit from supportive advice so that they can make well-informed decisions. £4,000
General Hardship Fund This provides specific support for pupils with short or long term hardship, whose needs are not fully met within the categories listed above, or they do not initially qualify as eligible but are on the border. It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered. £2,500
Whole School and Core Subject PPG Co-ordinators A member of staff with whole school responsibility for eligible pupils and a team consisting of a member of the core teams of English, Mathematics and Science will be allocated time, resources and responsibility for tracking, monitoring and utilising strategic intervention on a whole school level and in their curriculum area for eligible pupils.  Access to the ‘Find & Fix’ PPG budget (see outlined strategies for ‘Find & Fix’.) Eligible pupils are constantly monitored in terms of progress, with the provision of strategic direction to positively impact on eligible pupil progress. £18,370

Staffing TLR’s and timetables sessions

 

£10,000 Fix & Find

Eligible MA cohort support Provide equipment, experiences, resources, additional teaching, tailored CEIAG, mentoring and MA champion to support students in realizing their potential. It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered. £1,000
Pupil Premium Review This provides external scrutiny to help maximise effective deployment of pupil premium resources across the school to benefit pupil premium pupils. Supportive measure to ensure that the school is providing the best care and opportunities for eligible pupils. £1,000
Total: £154,870


‘Find & Fix’ Strategy Outline (to address specific identified barriers)

Need addressed Strategy Strategy Reason Impact Measure Cost
Raising Achievement Pupil Premium (PP) focus group meetings. Continuous focus on PP cohort with regular impact analysis of whole school and subject specific strategies. Carry forward of successful strategies

Improvement in cohort P8 score

Time

Some cost to ‘Find & Fix’ pot (£1000)

Exam skills, resilience, literacy PP pupils identified from mock results and in-class data in English, Mathematics and Science to attend tailored morning booster sessions Research (EEF) demonstrates +4 month improvement possible PP pupils in intervention show an increase in individual P8 scores Time

Cost to ‘Find & Fix’ pot (~£300)

Organisation, resilience PP pupils involved in mentoring programme to have regular meetings focused on their current academic performance Research (EEF) demonstrates +1 month improvement possible PP pupils involved in mentoring show increase in individual P8 scores Costs for support identified by mentors (~£200)
Resilience Mock Examination Review Meeting based on performance in mock exams Personalised feedback to support progress (EEF +3) PP pupils made aware of where they are underperforming

PP pupils to show increase in their individual P8 scores

Time –

Costs for support identified in meeting (~£100)

Organisation, resilience External company to provide bespoke package for PP pupils to support and develop their resilience and organisation Research (EEF) demonstrates +4 month improvement possible PP pupils to show increase in individual P8 scores £2000
Organisation Form group revision libraries Ensuring that PP pupils have access to all subject required revision materials PP pupils to show increase in individual P8 scores Cost of revision guides TBD
Subject specific barriers Subject specific strategies supported with PPG request proforma Support for departments to access extra funding to support PP cohorts with specific subject strategies PP pupils to show increase in individual P8 scores Variable subject to approval
Aspiration, resilience Rewards Incentive Increased self-awareness to plan for future Assembly to be led by WB to cohort outlining rewards incentive to raise attainment prior to start of December & March mocks ~£1000
Organisation, resilience, exam skills After school GRIT sessions to show good attendance of PP pupils Designed to support mastery learning for PP pupils (+5 month) PP pupils accessing after school revision sessions on a regular and often basis.

PP pupils show increase in individual P8 scores

Rewards (£500)
Attendance 1st Day response

Reward programme led by HoH

EEF research (SEL) shows +4 month improvement possible Attendance of PPG pupils to move in-line with nonPP ~£400
Behaviour PP pupils identified from barrier feedback to be subject to monitoring EEF research shows +3 month improvement possible Decreased incidence of behaviour related LEARNs Time
Organisation PP pupils identified from barrier feedback with organisational barriers to be subject to monitoring EEF research shows +5 month improvement possible Decreased incidence of equipment and homework LEARNs Time

 Date of next Pupil Premium Review is to be determined.


Review of 2016/17

 Ofsted January 2017

“School leaders commissioned an independent review of the use of pupil premium funding after the last inspection. A new coordinator was established as part of a review of management roles in the school and a revised strategy was introduced. The strategy is the product of the work of both the current and previous post holders. It enables leaders to rigorously check on the effectiveness of the use of the funding, including improving attendance. The attendance of disadvantaged pupils has increased, leading to improvements in their achievement, especially for the most able disadvantaged pupils. Some differences remain between the achievement of disadvantaged pupils and their peers nationally”

 “Governors understand how pupil premium funding is used and check on its effectiveness”

 For the academic year 2016/17 our Pupil Premium Grant was £152,914


GCSE Outcomes 2016/17

The following table gives an overview of outcomes for Disadvantaged students compared to non-disadvantaged students for the 2016/17 GCSE examinations.  2015/16 results have been included as a comparison

Disadvantaged Other
2016 Nat 2016 Results    (31) 2017 Nat 2017 Results    (42) 2016 Nat 2016 Results     (98) 2017 Nat 2017 Results   (80)
Progress 8 0.12 -0.76 -0.56 0.12 0.05 0.00
P8 English Element 0.09 -0.73 -0.20 0.09 0.06 0.24
P8 Maths Element 0.11 -1.14 -0.89 0.11 -0.07 -0.56
P8 Ebacc Element 0.15 -0.72 -0.57 0.15 0.06 -0.01
P8 Open Element 0.11 -0.58 -0.55 0.11 0.11 -0.23
Attainment 8 52.72 37.58 37.87 52.72 53.12 48.82
A8 English Element 10.98 8.45 9.24 10.98 11.18 10.83
A8 Maths Element 10.41 6.39 6.57 10.41 10.24 8.38
A8 Ebacc Element 14.81 9.61 10.14 14.81 14.83 13.21
A8 Open Element 16.52 13.31 12.87 16.52 16.87 16.13
En & MaThreshold % 4+ 70.00 39.00 40.00 70.00 72.45 65.00
En & MaThreshold % 5+ N/A N/A 17.00 N/A N/A 31.00
Ebacc Entries % 45.00 0.00 9.52 45.00 19.00 35.00
Ebacc Achieved % 29.00 0.00 4.76 29.00 15.31 23.75
National % of disadvantaged students 27%  School % of disadvantaged students 34%

The headline figures for Pupil Premium Students is still not where we would want it be, there is good capacity for improvement as strategies embed.  The result of actions to support Disadvantaged students shows that we have developed a 3 year trend of improvement:

2015

(28)

2016

(31)

2017

(42)

Progress 8 -1.07 -0.76 -0.56
Attainment 8 36.89 37.58 37.89

A further breakdown of progress data at GCSE shows the following:

2016 Results    (31) 2017 Results    (42) Direction of Change
Progress 8 -0.76 -0.56
P8 English Element -0.73 -0.20
P8 Maths Element -1.14 -0.89
P8 Ebacc Element -0.72 -0.57
P8 Open Element -0.58 -0.55
Attainment 8 37.58 37.87
A8 English Element 8.45 9.24
A8 Maths Element 6.39 6.57
A8 Ebacc Element 9.61 10.14
A8 Open Element 13.31 12.87
En & MaThreshold % 4+ 39.00% 40.00
En & MaThreshold % 5+ N/A 17.00 N/A
Ebacc Entries % 0.00 9.52
Ebacc Achieved % 0.00 4.76

The strategies that the school employs are producing improvements in outcomes for Disadvantaged Students and we hope to maintain these improvements as our strategies embed.


Attendance (%)

Academic Year Disadvantaged Non-Disadvantaged Whole School
2016/17 92.4 96.5 95.3
2015/16 91.2 96.2 94.7

The impact of the work that is being done in supporting students shows that the attendance of Disadvantaged students has improved over the last academic year.

The following table gives a summary of the spending on supporting Disadvantaged Students from Pupil Premium Funding Grant for the academic Year 2016/17:

Strategy Aim Reason Cost
Enhanced Pastoral & Attendance Support Use of Student Support Manager time to support eligible pupils via attendance work, monitoring, tracking, mentoring, organisation and access

To work with families and outside agencies to support wider pupil and school needs

Attendance is of paramount importance in the educational journey. National figures suggest that the attendance of eligible pupils is below that of non-eligible pupils. £28,000
Impact There has been a 1.2% improvement in attendance of Disadvantaged students compared to the last academic year.  Rigorous attendance system has been developed that has had impact not only on the disadvantaged students but on whole school figures.  The importance of attendance is highlighted to both students and parents.  The addition of the local authority attendance officer through the local authority buy back system during the summer term has already had a positive effect by limiting the absence of our disadvantaged learners who are Persistent Absence (PA) or at risk of becoming so.  This will be continued through next year and the impact of this role monitored.

 

 

1-1 and small group tuition Tuition of individuals and pairs, small group withdrawal and specialist teacher support; mainly in English, maths and science, but also in other subjects such as art, ICT, languages, PE and Humanities. (This includes Phonics, corrective reading and corrective numeracy support across key stage 3). This includes 1:1 music tuition. 1:1 tuition and small group tuition supports the needs of pupils who are in danger of falling behind. Without an individualised approach it might be hard for these children to make progress needed to achieve their full potential. £40,104
Impact A well-structured use of key staff for support work has allowed a greater focus on each individual student.  The impact can be seen in that there are improvements in all 3 areas from the 2016 figures.  The Attainment 8 for Disadvantaged students has increased in a time where the whole school attainment 8 has decreased.  Whole school decreases are evident at local & national level. Progress 8 has improved significantly from -0.76 in 2016 to -0.56.  Whilst not yet where we want it to be it shows the strategies employed are having effect and long term change takes time to embed.

 

Reduced class sizes Students supported to allow full curriculum access through additional groups to allow for a more personalized learning journey, with specific learning targets. There is a demonstrable effect of reducing class size and an increase in time for individual instruction and feedback. £40,000
Impact Small group sizes in English, Mathematics and Science at GCSE have allowed a greater focus on each individual student.  As stated above impact can be seen in that there are improvements in all 3 areas from the 2016 figures.  The Attainment 8 for Disadvantaged students has increased in a time where the whole school attainment 8 has decreased.  Progress 8 has improved significantly from -0.76 in 2016 to -0.56.  As previously stated the results are not yet where we want it to be it shows the strategies employed are having a long term impact on student outcomes which continue to improve year on year as long term change is sustained.

 

Careers Guidance & Work Related Learning Careers advisor working with SEND and eligible, including Child in care and SGO.  To improve pupil aspiration and signpost possible future pathways.  Enhanced careers provision including 1:1 interviews, year 8 careers input, year 9 careers tasters, year 10 University visits & year 11 post-16 provision and transition planning.

Access to vocational courses and placements will be facilitated for appropriate eligible pupils.  This includes additional courses, extended placements and other miscellaneous costs.

Young people are faced with many life-changing decisions, so it is essential that eligible pupils benefit from supportive advice so that they can make well-informed decisions. £8,000
Impact Ofsted in 2017 noted the strength of careers provision:

 “Careers information and guidance are well developed within the curriculum and supported by links with local employers and further education institutions. A prominent focus of the guidance is the avoidance of stereotyping in employment, centred on encouraging girls to explore careers in engineering and construction. Pupils are given the opportunity to explore the full range of careers options, including apprenticeships. The success of the school’s provision is reflected in the high and rising percentages of pupils who take up a range of employment or educational options. Pupils are well prepared for their next stage in employment and education. The school’s careers provision is well regarded among parents”

 

Three year data trends show that we meet national trends for similar schools with an increasing number of disadvantaged students securing hard fought for apprenticeships.

General Hardship Fund This provides specific support for pupils with short or long term hardship, whose needs are not fully met within the categories listed above, or they do not initially qualify as eligible but are on the border. It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered. £2,500
Impact This allocation has been essential and has been utilised on an ad hoc basis to ensure that all students were able to attend school, partake in activities and be fully equipped for their work thus reducing barriers to learning.  In addition the funds were used to facilitate external experiences and promote good cultural development and engagement.

 

 

Whole School and Core Subject PPG Co-ordinators A member of staff with whole school responsibility for eligible pupils and a team consisting of a member of the core teams of English, maths and science will be allocated time, resources and responsibility for tracking, monitoring and utilising strategic intervention on a whole level and in their curriculum area for eligible pupils. Eligible pupils are constantly monitored in terms of progress, with the provision of strategic direction to positively impact on eligible pupil progress. £28,370
Impact The whole school coordinator (WB) has developed the existing practice and introduced new strategies to support Disadvantaged Students.  The stability of the subject coordinators has meant this aspect has been variable through the year.  Numerous activities have been supported both in and out of the classroom.  These have impacted on both Progress 8 outcomes and Attainment 8 outcomes which as previously stated have shown positive increases over the last 3 years.  The team realise that further closing of the gap, particularly the low attaining Pupil Premium students, is needed and are working together to further improve good practice.

 

 

Eligible MA cohort support Provide equipment, experiences, resources, additional teaching, tailored CEIAG, mentoring and MA champion to support students in realizing their potential. It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered. £1,000
Impact Good relationship between the Pupil Premium co-ordinator and the High Prior Attainment Co-ordinator has been established. Co-ordinated activities have been planned to support individuals both inside and outside of school with gains that are evident in pupil outcomes/attainment.

 

Pupil Premium Review This provides external scrutiny to help maximise effective deployment of pupil premium resources across the school to benefit pupil premium pupils. Supportive measure to ensure that the school is providing the best care and opportunities for eligible pupils. £1,000
Impact School had follow up Pupil Premium review by the Rowan Trust.  Positive developments were noted.

“The enthusiasm of the staff during the meetings was overt with regard to improving the quality of provision for all children and particularly for disadvantaged students”

 

“The new PP coordinator has grasped the new role and is very strategic with many new ideas”

 

“The improvement in attendance of disadvantaged children is striking. A similar outcome is required for the progress of disadvantaged students in the 2017 results which will obviously raise the whole school Progress 8 significantly.”

The outside perspective of both the Pupil Premium Review and the Ofsted Inspection has supported the Pupil Premium Co-ordinator in engaging all staff in striving to produce the best outcomes for our Disadvantaged students.

 

Total: £152,914

 

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