What is Pupil Premium?
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:
- Local authority maintained schools, including special schools and pupil referral units (PRUs)
- Voluntary Sector alternative provision (AP), with local authority agreement
- Special schools not maintained by the local authority (NMSS)
- Academies and free schools, including special and AP academies
In the 2016 to 2017 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:
- £1,320 for pupils in reception year to year 6
- £935 for pupils in year 7 to year 11
Schools will also receive £1,900 for each pupil who has left local authority care because of one of the following:
- A special guardianship order
- A child arrangements order
- A residence order
If a pupil has been registered as eligible for free school meals and has also left local authority care for any of the reasons above, they will attract the £1,900 rate.
The percentage of students eligible for the PP funding is found below and shows that it is a significant number of the cohort and well above national.
Objectives in Spending PPG:
- To improve the outcomes for young from the low socio economic setting through improvement in the quality of teaching
- To improve life chance of young people through targeted intervention programmes to raise self-esteem, engagement in learning and opportunities for extended curriculum.
- To support the learning of students through targeted behaviour management and emotional development programmes.
- To provide additional support in core subjects where slower progress of disadvantaged students has been identified
- To develop and train staff in the use of accurate data packages to analyse data and compare performance of different sub groups (early identification)
- To provide wider curriculum opportunities for students to develop additional life skill.
How is the impact of Pupil Premium measured?
- Half termly assessments are carried out across the school and analysis is completed to identify progress of all groups of students, including those in receipt of pupil premium funding
- GCSE Examination results are published and highlight any gaps in both attainment and progress between pupil premium and other students.
- Pupil Premium funded work is evaluated at the end of each school year to identify the impact of additional spending and cost effectiveness of each intervention completed.
Pupil Premium Funding 2015/16
In all 4 Progress 8 elements, (English, Maths, EBACC and Open), Key Stage 4 progress was significantly below national. Disadvantaged students made less progress than both other students in school and also other students nationally.
The gap in progress in English between Disadvantaged and other students has been reduced in 2016, but has increased in mathematics. This is the first time there has been a gap within the progress of Disadvantaged students and other students in mathematics. Both 2015 and 2014 results show that progress of disadvantaged students was either better than or equal to other students within school. The progress gap in mathematics is the highest of all Progress 8 elements. Progress of Disadvantaged students compared to other students nationally is also significantly low.
In terms of Attainment 8 scores, the attainment of all students is significantly below national figures, with a gap of 7.8 points. Attainment of Disadvantaged students compared to all students nationally is significantly low, with a gap of 13.83 points. The attainment gap in English is the lowest of all 4 Progress 8 elements, with Maths being the highest attainment gap, which mirrors the trend for the P8 scores.
Further Analysis – Comparison against national other students attainment
In terms of attainment scores, the largest gap is seen within the EBACC element of the Progress 8 accountability measures. A number of students in 2016 had no qualifications that could be used within this element, therefore scores are significantly below national. This has been addressed with the 2017 cohort, due to changes within the KS4 curriculum. The Open element has the smallest gap in attainment compared to national figures. Qualifications such as ECDL and BTEC were studied by some disadvantaged students within this element.
This performance indicator measures the % of pupils who attained A*-C grades in English and mathematics
It can be seen that compared to all students nationally, attainment of Disadvantaged students in the Basics measure is significantly low. There is also a significant in school gap in terms of attainment in both English and maths.
This performance indicator measures the % of pupils who attainment A*-C in 5 facilitating subjects: English, mathematics, geography or history, two sciences and a language.
A very small number of students were entered for all subjects that qualify them to achieve the EBACC performance measure in 2016.
A significant gap is seen between national other students that achieved the EBACC measure and Disadvantaged students within school. The cohort number for the MFL element of this was significantly lower than in previous years, so did limit achievement within this performance measure.
Plans for 2016/17
- Continued investment into mathematics faculty with respect to CAME project roll out and interventions to build on success at effectively eliminating a gap in progress and to roll this out to a CASE project within science
- Investment in external progress tests for Maths and English to identify gaps at KS3 more effectively
- To improve levels of progress within English GCSE and Maths GCSE following results from 2016 – supported work by academic coaches and additional teaching staff
- The school will continue to support PP students through existing avenues that have proved to be successful and contribute to the academic success of these students. This will be subject specific funding for resources that will clearly have an impact on improving attainment at KS4.
- To develop more able PP students via a Maths/Science programme, including aspects of student leadership and transition work
- The tracking of PP pupils to be more thorough with an analysis of progress carried out on a teacher level every half term. Staff will be required to justify their outcomes and lesson observations will make use of data to triangulate quality of teaching.
- The use of Meta-cognition strategies through the training of staff will be developed (ref: Sutton Trust Teacher Toolkit)
- Incentive based activities will take place to allow these students to experience learning outside of the classroom – additional residential time for Year 11 at critical times within their studies
- More comprehensive use of the GL assessment data by English and maths at KS3 to identify gaps in knowledge early and act upon it.
- The use of counselling to help support our more vulnerable students.
- Use of Educational Psychologist to assist with identification of barriers to learning and alternative routes of support.
- The use of learning mentors within Year 7 and also for every LAC student to ensure they are monitored and supported to make an excellent start to secondary education.
- To provide additional resources in Science to enable more accurate assessment at KS3