Last update: October 2016
The School receives a Pupil Premium Grant every year and this is determined by the number of students eligible for free school meals within the school at any one time. The Government provides this funding to ensure that students who receive free school meals are not disadvantaged and achieve in line with their peers nationally.
We are required to publish online the details of how we have used the premium for the previous year, the impact of the grant funding, and the intended use of the grant.
Pupil premium funding is allocated to schools based on the numbers of pupils who are currently on roll in the school and who have been eligible for FSM at any point in the last six years. Funding is also allocated to Children Adopted from Care, those with a Special Guardianship Order (SGO) and Service Children.
We are committed to investing this funding so that qualifying students can they achieve their full potential by addressing inequalities and raising the attainment of students in low-income families. If your child does not have Free School Meals, but may be eligible because of your family’s income level, please contact school to find out how to register. Even if you do not wish your child to have a free meal, the school will still be able to claim the funding and use it to help your child.
Pupil Premium is used to pay for a range of activities and staff within the School that provide direct support and provision for students who are, or have been, entitled to Free School Meals. This also includes pupils in receipt of special guardianship and children of our serving armed forces. The first part of the Pupil Premium Grant (PPG) allocation for every pupil is spent on having these services. Examples include:
- Staff providing support related to attendance and welfare – including barriers to attendance.
- Systems used to track the progress of our students, including PPG learners.
- Staff providing withdrawal or in class intervention to support student achievement. • Staffing to provide homework clubs before and after school.
- Resources to support learning, including hardware and software.
- Subsidies to support curriculum access & choices.
- Subsidies for curriculum trips, visits and rewards.
- Opportunities for enrichment and personal development.
- Enhanced careers opportunities
- Resources for revision and immersion sessions directly linked to final examinations.
Mr W Barry is the Pupil Premium Grant Co-ordinator across the school from September 2016.
The Objectives of 2015-2016
To improve PPG attendance To improve PPG attainment and narrow the Gap between PPG pupils compared to non PPG pupils both within school and nationally.
To improve PPG wider school / curriculum and enrichment participation.
To provide independent advice and guidance to support appropriate outcome destinations for PPG pupils.
Pupil Premium Allocation for the Academic Year 2015/16
Narrowing the gap between pupil premium learners and those not in receipt of the grant is a key priority area within the schools improvement plan. As such all departments and members of staff are working hard to continue to close the gap, maintain and build upon the curriculum gains made this year. The amount received is £158,000 including catch up funding. This will help to provide the following initiatives:
NB: Other activities may be included in this plan as need and/or opportunities arise.
|Focus||Evaluation of Impact||Cost|
|Review use of pupil premium grant for value and impact.
|Process validated school’s accurate SEF position in relation to PP, allowed for reflective practice & a sharper focus on quantifiable targets. Some recommendations will benefit the school & an additional action plan was drawn up & implementation has also been reviewed||£1000|
|Use CEIAG and WRL provision to ensure appropriate PP destinations||All students have intended destinations. A sharp focus & dual appointments for PP students allowed these to be more appropriate with a back-up application in reserve More students have gained L2 apprenticeships. All except 1 PP pupil who is not in education employment or training at this early stage||
|Improving reading & comprehension levels of disadvantaged pupils||Early analysis shows programmes have narrowed reading, spelling or comprehension gaps between PP and non-PP pupils. Challenges remain for EAL\PP pupils. Programmes particularly successful with those entering school below L4||£19,500
|Use dedicated subject staff to monitor, review and adapt subject provision more rapidly for PP and underachieving students.||Impact limited by staffing. PP coordinator for Maths absent for most of Term 1. Gaps narrowing but still present in mathematics. This will remain a sharp focus for PP planning and expenditure Science PP coordinator has had limited impact due to staffing difficulties in science last year and maternity.
English PP attainment & progress at or above national & school targets based on KS2 entry points for all cohorts .
|To extend learning opportunities in a subject specific manner outside the normal school pattern. Allowing for specific sessions tailored by need, topic, and ability.||5ACEM gap of 28, just above last year’s national average of 26
PP vs Non PP P8 gap narrowed from -1.11 to -0. 85
VA score for PP, increased by 46 points compared to whole school 21 points. Of the 31 PP pupils 3 attended alternate vocational sessions off-site as appropriate to need
|Enrichment – curriculum trips to extend learning beyond the classroom and provide relevant cultural experiences.||Geography, Humanities, Media, Drama & PE trips have all been successfully attended across all year groups. Attainment & progress of pupils in these groups, including the disadvantaged are amongst the highest results in school and above national expectations based on individual and cohort entry points||£1500|
|To ensure full access to FT and music as a subject without financial barriers. To ensure all can opt to study the Food Tec and music option at GCSE without financial constraints as a barrier to access or attainment.||Increased take-up of music participation by PP in peripatetic lessons at KS3 & PP option choice at KS4. 42 pupils indicated interest however only 1 group is running with 22 pupils. Groups of 8 and 11 in current KS4
FT improving, now a school strength with positive residuals & students achieving including PP pupils at both key stages, particularly strong attainment with girls
|To provide enhanced pastoral and attendance support to our PPG students.||Individual progress evident via termly attendance reports and protocols however as a cohort the disadvantaged attendance gap has remained. Few PP students have had less than 90% attendance but some of those who did fell to as low as 16% impacting on overall figures||
|To help SEND / PPG students to develop communication, team working and social skills.||Trip was very successful for those who attended, many of whom now use PG the Trip Leader, as a mentor, those students have better attendance than other PP peers||£1300
|To provide for hardship||Impact seen on individual case basis.||£2500|
|To provide out of hours supervision for PPG students to support learning.||Well used by certain PP pupils with impact on homework & punctuality, needs to be broader targeting in Library||£5650
|To provide a broad and balanced curriculum offering work related learning in relevant careers whilst promoting engagement and achievement.||All 3 students completed course successfully, 2 staying as post-16 destination
Placement at Oakfield has led to a full time post-16 destinations, individual has successfully completed Social Science/ cookery/ land-based agriculture
Student joined course Oct 16 as a measure to provide a future career and maintain placement at school only had 1 year on course when should be 2yrs.
|To maintain & improve Mathematical progress for PPG\SEND students
Focus on both Key stages.
|Good progress of lower SEND/ PPG group.
Positive comments within Ofsted report confirm the effectiveness of these groups. Y7 catch up analysis indicates even more favourable results to last year- average 3 sub level rise from ks2 starting point, building on 2 sub levels the previous year. This shows a clear narrowing of gaps for below level 4 entry.
|Targeted intensive art support for underachieving students in Art by a specialist teacher to immediately address knowledge or progress gaps and provide catch up or booster sessions.
Y11 Focus. PP boys
KS3 – Art focus
Whole suite – PP boys
|PP on target in Art
Y7 – 94%
Y8 – 76%
Y9 – 85%
Y10 – 83%
Y11 – Media Studies – 92%
Media results including PP performance highest in school including top grades A&\A and B as well as C borderline. Art results based on 2 groups. 1 group 82% with good SEN\PP performance. Other group below FFT expectations and outcomes.
|Targeted intensive English support for underachieving students via internal English specialist teachers and HLTA’s to immediately address knowledge or progress gaps and provide catch up or booster sessions.||RE intervention shows more pupil gains than PE intervention as slots are regular and ongoing.
2015 results for PP
English PP results for both progress and attainment were above national for sen and disadvantaged pupils. Often achieving or surpassing aspirational targets for top 25% of schools
|Targeted intensive maths support for underachieving students via internal maths specialist teachers & HLTA’s to immediately address knowledge or progress gaps and provide catch up or booster sessions.||Y11 disadvantaged 3 LOP is 36%, last year was 38%, previous year 31%. This year’s cohort has more low pupils on entry. Predictions show this to be 41 compared to National of 48. Gaps narrowing in progress for individuals compared to ks4 baseline but this has not translated to 3lop.
Calculator paper 2 marks now much closer to paper 1
|Targeted intensive Science support for underachieving students via Science specialist teachers & HLTA’s to immediately address knowledge or progress gaps and provide catch up or booster sessions.
|PP Science on target:
Y7 – 78%
Y8 – 56%
Y9 – 65%
Y10 – 52% was 47 in Spring
Pupils on target a concern in Years 8-10. Current Y11 show improvement in APS. (Average point score for core but not additional science, triple science, PE. Above National but APS down)
No additional strategy or intervention was used
|Targeted intensive ICT support to immediately address gaps and provide catch up sessions.
|On target 7-10
Groups are much less able in ICT than previous years as students who are more able opt for computing. However ICT summer current grades at 67% expected only 56% 11% down & in line with National at 66%. Computing currently at 78% A_C compared to 60.9% expected & 65% National
|MA disadvantaged fund to encourage and reward excellence across all subject areas and broader school life||Most able disadvantaged students are few in number within KS4. The high achievers with the exception of 1 alternate curriculum pupil one achieved in line with FFT predictions. Appropriate destinations to 6th Form or High Apprenticeship secured||£1000|
TOTAL INCOME = £158,000 INCLUDING CATCH UP FUNDING. TOTAL EXPENDITURE = £158,711 Other CPD strategies have also been utilised to improve first teaching, including training, collaborative working, peer tutoring and a whole school drive on the use of assessment and the quality of feedback. These strategies have high impact, especially on vulnerable groups, but they are not costed to this area.
The main barriers to PP cohort of pupils at Lowton C of E High School has been identified as resilience, aspirations and attendance. The PP spending plan seeks to address these issues, amongst others, so that they can be removed and PP pupils can make progress in-line or above that of their non-PP peers.
|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|
|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|
|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|
|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|
|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, 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|
|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|
Monitoring & Reporting:
Target groups & individual progress is monitored termly following progress reviews. Intervention allocated and impact analysis completed following reviews and after academic cycle based on underachievement.
- Attendance of target groups & individuals progress is monitored half termly and intervention adjusted.
- Pupil premium action plan regularly reviewed and updated.
- Interim reports to Governors Curriculum & Achievement sub-committee, additional reports by Headteacher/Assistant Headteacher/PPG lead as required.
- Interim reports to school SIP
- Publication of previous grant deployment and impact in the Autumn Term of each academic year, reporting on the impact of the subsequent years spending.
- On line publication of future grant allocation and intended deployment by the Autumn Term of each academic year.
- Pupil premium monitoring visit following previous pupil premium review – completed by end of November 2016.
Report Completed October 2016
Mrs J Shaw – Assistant Headteacher
Mr W Barry – PPG Lead September 2016