Analysis and Challenge Toolkit for School Leaders: Secondary

The Pupil Premium

Analysis and challenge tools for schools

Age group:5–16

Published:January 2013

Reference no:130045

Contents

Analysis and challenge toolkit for school leaders: secondary

Where are the gaps in Year 11?

Where are the gaps (other year groups)?

Where are the gaps (other eligible groups)?

Reflective questions

Analysis and challenge toolkit for school leaders: primary

Where are the gaps (Year 6)?

Where are the gaps (other year groups)?

Where are the gaps (other eligible groups)?

Reflective questions

Planning and evaluation outline

Self-review questions for Governing Bodies

Analysis and challenge toolkit for school leaders: secondary

Financial year / Amount of Pupil Premium funding
2013-14 / £17,550
2013-14
Percentage of FSM pupils – 71% as at October 2013.
Pupil Premium funding is allocated to BHPRU on the basis of current and projected numbers of eligible pupils. It is made up of allocation of Pupil Premium funding diverted from mainstream school when the pupil changes placement, monies allocated to the Virtual School in respect of Looked After Children (LAC), and monies received by the PRU when an existing pupil becomes eligible for Free School Meals. Pupil placement lengths range from 12 weeks to one year plus, so the allocated funds are adjusted by the Local Authority based on pupil mobility across provisions. As such, and given that the BHPRU is a newly commissioned provision, future funding is hard to predict, but an initial grant of £18,000 has been secured. Work continues with mainstream referring schools over sharing of Pupil Premium funding allocations.
All pupils are at least School Action +, some have a statutory assessment underway, or in the case of our primary pupils may have a statement naming the PRU.
Currently there are 45 pupils in attendance, 82% of the population are boys and 18% are girls. Almost all of our pupils are from vulnerable groups, for example, 71% are free school meals, and 19% have a statement or Statutory Assessment initiated / underway.

Where are the gaps?

Where the sample size is too small to show a difference of reliable statistical significance, the code NSS (No Statistical Significance) is used.

Indicator / 2011 gap between FSM and non FSM / 2012 gap between FSM and non FSM / 2013
predicted outcome for FSM / 2013
predicted outcome for non FSM / 2013
predicted
gap / Comments/
contextual information
Attainment – 5+ A*-C passes including English and mathematics / NSS / NSS / NSS / NSS / NSS / Sample size is too small to show results of statistical significance.
Attainment – average points score in English / NSS / NSS / NSS / NSS / NSS
Attainment – average points score in mathematics / NSS / NSS / NSS / NSS / NSS
Attainment – average points score (best eight GCSEs) / NSS / NSS / NSS / NSS / NSS
Attainment – average points score (best eight GCSEs including equivalents) / NSS / NSS / NSS / NSS / NSS
Achievement – expected progress in English / NSS / NSS / NSS / NSS / NSS
Achievement – more than expected progress in English / NSS / NSS / NSS / NSS / NSS
Achievement – expected progress in mathematics / NSS / NSS / NSS / NSS / NSS
Achievement – more than expected progress in mathematics / NSS / NSS / NSS / NSS / NSS
Achievement – value-added score (best eight GCSEs) / NSS / NSS / NSS / NSS / NSS
Achievement – value-added score (best eight GCSEs including equivalents) / NSS / NSS / NSS / NSS / NSS
Attendance / NSS / NSS / NSS / NSS / NSS
Persistent absence / NSS / NSS / NSS / NSS / NSS
Fixed-term exclusions / NSS / NSS / NSS / NSS / NSS

Where are the gaps (other year groups)?

Year group / What does your data analysis tell you about the relative attainment and achievement of FSM and non-FSM pupils for each year group? Are there any gaps? To what extent are gaps closing compared with previous years’ data?
Primary / NSS
Dyke Road / NSS
Montague Place / NSS

Where are the gaps (other eligible groups)?

Group / Comment on predicted outcomes in 2013 and any gaps. Consider attainment, progress, attendance and exclusions.
Looked after children / NSS

Reflective questions

To what extent are the strengths and priorities suggested by this data clearly evident in the school’s self-evaluation and improvement plans? If any are missing, outline them below and add them to your improvement plan, or use the separate planning and evaluation outline on page 12.
Which strengths are not reflected in your self-evaluation?
All incorporated in updated School Development Plan 2013-14.
Which priorities are not reflected in your school improvement plans?
All incorporated in updated School Development Plan 2013-14.

Pupil Premium funding can be used to enable access to education, access to learning, and or individual social and academic need.

Types of intervention to achieve these aims include:

1. Actions focused on learning in the curriculum
2. Actions focused on social, emotional and behavioural issues
3. Actions focused on enrichment beyond the curriculum
4. Actions focused on families and communities
5. Alternative learning pathways and curricula

Directed to:
Pupil / cohort / whole school / Pupil Premium used for: (use definitions specified above) / Amount allocated to the intervention / action
(£) / Brief summary of the intervention or action, including details of year groups and other pupils involved, and the timescale / Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful? / How will this activity be monitored, when and by whom? How will success be evidenced? / Actual impact: What did the action or activity actually achieve? Be specific: ‘As a result of this action…’
If you plan to repeat this activity, what would you change to improve it next time?
Primary / Forest Schools
(Categories 1,2,3,4 and 5) / £95 per session x 12 weeks = £1140 / Summer 2014. / Based on the success of the programme in Summer 2013, Forest Schools will develop trust, enhance teacher pupil relationships, pupil interactions, inspire and develop additional learning strategies, enquiry and observational skills, which are then transferred to the classroom. / Pupil voice, through the SAWS and PRU surveys.
Parent voice – through Parent View questionnaires.
Attendance monitoring.
Reduction in behaviour incidents and exclusions.
Positive Attitude to Learning assessments.
Whole school / Uniform
(Category 2) / £15 per pupil
Total will be determined by numbers of primary/ transition pupils requiring uniform. Max £300. / As of September 2013, primary and transition pupils are required to wear PRU uniform or the uniform of their referring school, with dress code for secondary pupils. / Sense of pride, identity, and engagement with PRU core values.
Improved self-esteem, and sign up to re-engaging with learning, and developing the skills to succeed for lifelong learning and reintegration to mainstream (where appropriate).
Many secondary PRU pupils have shown intense resistance to wearing uniform, we aim to embed pride in uniform in our primary learners in advance of their entry to mainstream secondary. / Class teachers and TAs.
Parental support and engagement will be encouraged.
Compliance and pride.
Whole school / Lexia software
(Category 1) / £6000 / Following pilot project undertaken in KS3 during 2012-13, which showed marked improvements in literacy for many pupils. The software will be rolled out across the PRU. / Improved reading scores (testing to take place on entry to PRU, and at regular intervals until exit).
Improved engagement with all areas of learning and access to curriculum. / To be tracked via Pupil Progress Register.
Pupil and parent view, via surveys.
In built tracking
IEP reviews.
AR process.
Secondary / Attendance support (Category 2) / £3120
£3000 / Pupils in year 11 will be issued with bus passes as part of BHPRU strategies to boost attendance.
Intensive strategies for improving attendance. / If successful this will boost attendance in year 11. Pupils will have no financial barrier to attending school.
Pupil premium money will also be allocated to other attendance support strands of work. Strategies such as rewards, targeted interventions, and additional home-school liaison work may be put in place to support attendance according to pupil need, and overseen by the Home School Liason Officer (HSLO).
Whole school / Mathletics (Category 1) / Unit cost approx £4.50 per pupil, total tbc, approx £250 / Maths software for all key stages. / This software in use across Brighton and Hove so will provide continuity of experience for pupils transferring to BHPRU.
Mathletics is designed to boost maths performance in core areas.
Pupils can use it from any online device, and enage in competitions with other users. / In built assessment tools to show progress will inform maths strategies to use with pupils.
Primary / Theraputic input – behaviour for learning (Category 2) / £3640 / Playtherapy/counselling support for pupils at Primary, to support behaviour for learning and as part of a holistic approach to the child. / Better focus on learning; improvement in ability to self-regulate behaviour; skills to cope with transition back to mainstream. / Liaison between therapist and teaching staff over strategies for engagement to be recorded in pupil files.
Quantifiable impact to be seen in reduction of behaviour incidents and or reduction in seriousness of nature of such incidents.
KS4 / Food – materials for reward activities (Category 3 and 4) / £100 / Celebration and reward events for KS4 pupils and families / Pride in skills gained, involvement of families and friends in celebrating pupils’ achievements. / Pupil ‘buy-in’ to the event. Family engagement increased – evidenced by more positive contacts.

Total funds committed as at October 2013, £17,550.

Self-review questions Leadership/Management Committee

1. Have leaders and management committee members considered research and reports about what works to inform their decisions about how to spend the Pupil Premium?

BHPRU has not previously received Pupil Premium. Leadership will receive training from John Mann, the Pupil Premium lead for the Local Authority (LA) on successful deployment of the Pupil Premium. Leaders are aware of the need to use the planning and tracking template, to analyse value for money and impact on engagement and attainment. The team are have examined research into successful PP deployment and are focussed on boosting performance in English and Maths, attendance support, and engendering ‘school ethos’ (defined as follows by Prof Robin Banerjee):

• Pride, enjoyment and liking
• Relationships and interactions between staff and pupils
• Sense of autonomy, participation and emotional expression within school
• Sense of belonging/value/importance predicts school attainment

Leadership will ensure that staff are up to date with developments in successful Pupil Premiuminterventions. BHPRU is a member of the city-wide Behaviour and Attendance Partnership, city-wide SENCO forum, local Learning Partnership, and a Reading Action Plan project with a local primary specialist literacy unit, and thus maintains meaningful dialogue with mainstream and SEN colleagues around successful booster strategies for underperforming pupils.

1. Do management committee members know how much money is allocated to the school for the Pupil Premium? Is this identified in the school’s budget planning?

Yes, budget reports presented to the management committee show Pupil Premium income and expenditure. Some management committee members will attend Pupil Premium training for governing bodies being provided by the LA.

A new element with the introduction of FSM6 will be to work with the Local Authority and the School Business Manager to forecast PRU Pupil Premium income for the future, and thus embed strategic planning for spending.

1. Is there a clearly understood and shared rationale for how this money is spent and what it should achieve? Is this communicated to all stakeholders including parents?

Yes – the PRU operates with transparency and probity, and parents will be appraised of Pupil Premium strategy. Pupil voice is taken into account, with pupils being involved, via discussions with their keyworkers, about their targets, and how they can be best helped to achieve them. This process of reflection and self-assessment is supported by the IEP setting programme, goal-setting time with keyworkers on a regular basis, and close pastoral support and regular communication between keyworkers and parents.

1. Do management committee members know how the school spends this money? What improvements hasthe allocation brought about? How is this measured and reported to management committee members and parents via the school’s website (a new requirement)?

Yes, through budgetary and Headteacher reports to the Management committee. The measurement framework adopted is the one used by Ofsted. Publication of expenditure will be updated on the school website once attainment for the preceding year has been validated. BHPRU aims to publish far more detailed reports from 2013-14.

1. If this funding is combined with other resources, can management committee members isolate and check on the impact of the funding and ascertain the difference it is making?

Yes, insofar as it is possible to do so where a holistic range of intervention and support is placed around a child or group of children. For many BHPRU pupils, needs can change due to a range of factors (eg physical and mental health, familial), so all interventionsneed to be flexible to accommodate the special nature of the children.

1. Do management committee members know whether leaders and managers are checking that the actions are working and are of suitable quality?

Yes – it is a requirement there are regular reports on Pupil Premium deployment to management committee members via the Headteacher report and budget reports. Furthermore, management committee members undertake school visits, and will observed Pupil Premium activities, and discuss Pupil Premium strategy with leadership.

Leaders and managers’ actions

1. Do the school’s improvement/action plans identify whether there are any issues in the performance of pupils who are eligible for the Pupil Premium?

There is little discernible difference in attainment between the FSM and non FSM cohorts. The Pupil Premium Monitoring Template is in use within the school as of Sept 13, and meets all of the areas below:

Do the actions noted for improving outcomes for Pupil Premium pupils:

give details of how the resources are to be allocated?

give an overview of the actions to be taken?

give a summary of the expected outcomes?

identify ways of monitoring the effectiveness of these actions as they are ongoing and note who will be responsible for ensuring that this information is passed to management committee members?

explain what will be evaluated at the end of the action and what measures of success will be applied?

1. Is the leader responsible for this area of the school’s work identified?

Yes – currently Ms Liz McCullough.

1. How do management committee members keep an ongoing check on these actions and ask pertinent questions about progress ahead of any summary evaluations?

Via Headteacher Reports to Management Committee. Through visits to schoolby management committee members.

1. Are the progress and outcomes of eligible pupils identified and analysed by the school’s tracking systems? Is this information reported to management committee members in a way that enables them to see clearly whether the gap in the performance of eligible pupils and other pupils is closing?

Yes – via the PRU-wide Pupil progress tracking system for progress and attainment.

FSM6 pupils are identified in Vulnerable Pupil Register, this information is to be highlighted to all teaching staff as of Sept 13 in order to increase staff awareness of FSM6 pupils within their cohorts.

The school’s keyworker model ensures that qualitative progress is observed and reported upon.

Pupils’ progress and attainment

1. Does the summary report of RAISEonline show that there are any gaps in performance between pupils who are eligible for free school meals and those who are not at the end of key stages? (Look at the tables on the previous pages of this document for some indicators to consider)

Our data shows no significant differences with our groups of pupils.

The sample size of the pupil group is too small to show differences of statistical significance, therefore we analyse performance data on a child by child basis and plan resourcing accordingly, via IEPs.

1. Do the school’s systems enable management committee members to have a clear picture of the progress and attainment of pupils who are eligible for the Pupil Premiumin all year groups across the school, not just those at the end of key stages?

Yes. The new format of the Headteacher Report has a far greater emphasis on management committee members having access to source data, alongside the Headteacher’s commentary on such data. Pupil Premium spending strategy is to be discussed by the Full Management committee at their next meeting.

1. If there are gaps in the attainment of pupils who are eligible for the Pupil Premium and those who are not, are eligible pupils making accelerated progress – are they progressing faster than the expected rate – in order to allow the gaps to close? Even if all pupils make expected progress this will not necessarily make up for previous underperformance.

As summarised in point 1, and in the school’s attainment tracking models which flag FSM Ever 6 pupils, tracking of vulnerable groups is a high priority and is undertaken at progress and attainment meetings and reporting structures.

Monitoring of Pupil Premium input will take place in line with the school’s IEP review schedule. Spending will then be planned accordingly.

1. Is the school tracking the attendance, punctuality and behaviour (particularly exclusions) of this group and taking action to address any differences?

Yes, the termly Headteacher Report to management committee members includes a section on attendance, and flags the attendance of vulnerable groups compared to school, local and national data.