The Use of the Pupil Premium at St Francis Xavier’s College
The Pupil Premium was introduced in April 2011 and is funding provided to schools and colleges to address inequalities in educational outcomes for disadvantaged children.
All students within the college who have been identified as being in receipt of Free School Meals (FSM) over the last six years (known as Ever 6 FSM/Disadvantaged) are eligible to draw down funding from the Government and for the academic year 2012-13 the level of funding per student was set at £623.00, this rose to £900.00 in 2013-14. In 2014-15 the funding rose again to £935.00 per pupil, this funding rate of £935.00 per pupil was maintained for 2015-16 and 2016-17.
Children who are Looked After (CLA) continue to be eligible for a higher rate of funding. Funding of £1,900.00 was introduced in 2014-15 for looked-after children (this is called Pupil Premium Plus). The eligibility criteria was extended to include those pupils who have been in care for one day or more, as compared with the six months in care currently required.
As in 2015-16, schools will also receive £1,900.00 for eligible pupils who have been registered on the school census as having been adopted from care or leaving care under a special guardianship or residence order.
The service premium will continue to be extended so that in 2016 to 2017, any pupil in reception to Year 11 who has been flagged as a service child since 2011 will continue to receive the premium (‘Ever 5’ measure). The service child premium will continue to be paid to schools at the rate of £300.00 per pupil.
As an academy, we have the autonomy of how to use the Pupil Premium at a local level to ensure best impact, whilst also having the accountability for what should be an improvement in attainment/achievement/progress for students in receipt of Pupil Premium Funding. What follows within this report is an outline of Pupil Premium spending to date, alongside some evidence of the impact of the funding to date:
Pupil Premium Use in 2015/2016
The college was allocated £224,400.00 (£246,100.00 incl pp+) total funding in the academic year of 2015/16 and whilst some of the specific costs are difficult to quantify directly to the cohort of students, the following table identifies the approximate areas of expenditure within the college profiled against Pupil Premium:
Intervention and Tuition for pupils - Maths & English / £20,000.00Pupil Premium Intervention Co-ordinator / £5,622.00
Easter Revision / booster / intervention sessions across all subject areas / £4,286.00
Literacy Co-ordinator / £3,266.00
Numeracy Co-ordinator / £3,266.00
Commando Joe’s / £22,000.00
Ring Fenced PP Plus spending LAC (PEP dependent) / £13,300.00
PP Plus spending Post Care / £22,800.00
Nugent Care support for vulnerable boys / £9,200.00
Career Planning @ 20% / £3,000.00
Pupil Transport / £2,000.00
Attendance Initiative / £1,000.00
EWO % Contribution / £5,000.00
Revision Materials and subject specific support/resources / £10,000.00
Contribution towards Employability Interviews Y11 / £500.00
Contribution towards Heartstart Initiative Y7/Y9 refresher / £500.00
Uniform Hardship payments / £2,000.00
Contribution towards Future Focus Day activities / £500.00
Support for music lessons and resources / £2,000.00
Contribution to set 2.5 to address Maths/Eng/Sc 3 levels of progress / £30,000.00
Curriculum support/resources to address lower ability Maths/English/Science / £3,000.00
Curriculum support/resources to address 3 levels of progress Maths/English/Science / £3,000.00
Breakfast Provision for Y11 pupil premium boys on Eng/Maths /Science exam days / £1,000.00
4 x TA support for Pupil Premium / £50,571.36
Laptops contribution / £10,000.00
CPD provision for staff / £1,000.00
Data Analysis Tools to ensure improved data tracking / £1,794.00
Contributions towards daily nurture groups and clubs / £1,000.00
Gardening Club / £1,000.00
Gems Initiative staffing and resources / £1,460.00
Leadership and management % contribution / £14,043.40
Visiting speakers/Exam board visits and sessions / £1,000.00
Assessing Impact Relative to Priorities
A profiling activity that identifies Disadvantaged/Ever 6 FSM (Pupil Premium), those eligible for Pupil Premium Plus funding and support (CLA and Post Care), and SCIE pupils is undertaken annually, and SISRA, SIMS and other school based systems are continually updated with codes for this group allowing all staff to track progress of the Disadvantaged/ Ever 6 FSM (Pupil Premium) groups across all teaching groups and provide timely intervention. Individual teaching staff are aware of exactly who the pupil premium pupils are so as to continuously assess their progress on a lesson by lesson basis by the provision of a broadsheet and inclusion on all SIMS marksheets and pupil records, this information is shared regularly with staff and used to invite bids from teaching and non-teaching staff to fund projects to raise attainment, aspiration and narrow the differences between Disadvantaged/Ever 6 FSM (Pupil Premium) pupils and those not Ever 6 FSM(Pupil Premium).
The college identified the following areas of specific priority for 2015-16 and aimed to address these in terms of improving the academic performance, progress, behaviour and attendance of students who are in receipt of Pupil Premium funding.
Pupil Premium Priorities 2015 – 16
1. Average Total Capped 8
2. Students in Cohort Achieving the English Baccalaureate
3. Average Grade Per Student (Capped at Best 8)
4. Students with 5 x A*-C
5. Maths 3+ Levels of Progress
6. English 3+ Levels of Progress
7. Students with 5 x A*-C inc English & Maths
IMPACT
These areas were identified as an area of priority for specific attention in terms of funding for 2015-16 after analysing data from 2014-15 RAISE. The analysis looks at internal trends. Full analysis comparing difference Disadvantaged pupils with other pupils (not disadvantaged) nationally with the same starting point will be published once RAISE online has been released to compare:
· Nat Other vs School Disadvantaged
· Nat Disadvantaged vs School Disadvantaged
· Nat Other vs School Other
Area / 2013_14Difference between Disadvantaged and Non Disadvantaged / 2014_15
Difference between Disadvantaged and Non Disadvantaged / 2015_16
Difference between Disadvantaged and Non Disadvantaged / Comments/Contextual Information
Maths 3+ Levels of Progress / 2013_14 Ever 6 FSM(PP) 19.0%
2013_14 Non PP 51.0%
Difference -32.0%è / 2014_15 Ever 6 FSM(PP) 36.0%
2014_15 Non PP 57.0%
Difference -21.0%ç / 2015_16 Ever 6 FSM(PP) 46.3%
2015_16 Non PP 60.8%
Difference -14.5%ç / Internal difference is diminishing. 1:1, small group tuition and additional teaching sets employed to try to diminish the internal difference has shown an impact. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +10.3% Other + 3.8%
Further diminishing the difference in Maths 3+LOP is a continued focus for 2016-17 priorities. Interventions will be provided by Involving CoLs in monitoring progress, Form Tutor support, and after school intervention sessions to try to further close this difference in 2015-16. 3 A Revised Assessment policy will be implemented with 3 x Termly Reporting and Information Points (4 for Y11 and Y13) and Data Collection Points each half term. These are analysed and presented at a whole staff data meeting to discuss results with specific department areas being closely supported and monitored by SLG.
English 3+ Levels of Progress / 2013_14 Ever 6 FSM(PP) 38.0%
2013_14 Non PP 68.0%
Difference -30.0% / 2014_15 Ever 6 FSM(PP) 45.0%
2014_15 Non PP 68.0%
Difference -23.0%ç / 2015_16 Ever 6 FSM(PP) 63.4%
2015_16 Non PP 70.0%
Difference -6.6%ç / Internal difference is diminishing. Further diminishing the difference in English 3+LOP is a focus for 2016-17 priorities. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +18.4% Other + 2.0%
Interventions will be provided by Form Tutor support, individual mentoring and support and after school intervention sessions to try to further close this difference in 2016-17. An additional set 2.5 was created to create parity with Maths and Science. Interventions will be provided by Involving CoLs in monitoring progress, Form Tutor support, and after school intervention sessions to try to further close this difference in 2015-16. 3 A Revised Assessment policy will be implemented with 3 x Termly Reporting and Information Points (4 for Y11 and Y13) and Data Collection Points each half term. These are analysed and presented at a whole staff data meeting to discuss results with specific department areas being closely supported and monitored by SLG.
Average Total Capped 8 / 2013_14 Ever 6 FSM(PP) 253.8
2013_14 Non PP 309.5
Difference -55.7è / 2014_15 Ever 6 FSM(PP) 258.2
2014_15 Non PP 318.8
Difference -60.6 è / 2015_16 Ever 6 FSM(PP) 266.9
2015_16 Non PP 319.7
Difference -52.8 ç / Internal difference is diminishing. Diminishing this is a continued focus for 2016-17 priorities. Is should be noted that the Average Total capped 8 improved on 2015 results. Notably the Disadvantaged pupil’s capped 8 has increased at a much faster rate than other pupil’s progress: Disadvantage +8.7% Other + 0.9%
Average Grade Per Student (Capped at Best 8) / 2013_14 Ever 6 FSM(PP) D
2013_14 Non PP C
Difference -1.0 (full grade) / 2014_15 Ever 6 FSM(PP) D+
2014_15 Non PP C+
Difference -1.0 (full grade) / 2015_16 Ever 6 FSM(PP) D+
2015_16 Non PP C
Difference -0.5 (half grade) ç / Internal difference is diminishing. Diminishing this difference is a continued focus for 2016-17 priorities, however it should be noted that the difference is the lowest since 2013 at half a grade. The Average Grade per Student remained constant from 2015 results: Disadvantage = D+ vs Other = C
Students with 5 x A*-C / 2013_14 Ever 6 FSM(PP) 40.0%
2013_14 Non PP 63.0%
Difference 23.0%ç / 2014_15 Ever 6 FSM(PP) 50.0%
2014_15 Non PP 66.0%
Difference -16.0% ç / 2015_16 Ever 6 FSM(PP) 46.5%
2015_16 Non PP 65.6%
Difference -19.1% è / Internal Difference increased. This will be a priority are for 2016-17. The difference between School Disadvantaged and School Other increased by 3.1%. The % of disadvantaged students with 5 x A*-C also dropped by -3.5% compared to a drop of 0.4% for other pupils.
Students with 5 x A*-C inc English & Maths / 2013_14 Ever 6 FSM(PP) 31.0%
2013_14 Non PP 53.0%
Difference-22.0%ç / 2014_15 Ever 6 FSM(PP) 34.0%
2014_15 Non PP 57.0%
Difference -23%è / 2015_16 Ever 6 FSM(PP) 41.5%
2015_16 Non PP 52.7%
Difference -11.2%ç / Internal difference is diminishing. Diminishing this difference is a continued focus for 2016-17 priorities. The difference between School Disadvantaged and School Other decreased significantly (halved) by 11.8%. The % of disadvantaged students with 5 x A*-C inc English and Maths also improved by 7.5% compared to a drop of -4.3% for Other pupils.
Students in Cohort Achieving the English Baccalaureate / 2013_14 Ever 6 FSM(PP) 13%
2013_14 Non PP 23.0%
Difference-10.0ç / 2014_15 Ever 6 FSM(PP) 18.0%
2014_15 Non PP 29.0%
Difference -11.0%è / 2015_16 Ever 6 FSM(PP) 9.8%
2015_16 Non PP 20.6%
Difference -10.6%ç / Internal difference diminished marginally. Diminishing this difference and improving the % of Students in the Cohort Achieving the English Baccalaureate is a priority for 2016-17 priorities. The difference between School Disadvantaged and School Other decreased marginally by 0.4%. However the % of disadvantaged students Achieving the English Baccalaureate dropped by7.2% (compared to a drop of -8.4% for Other pupils).
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KLP Oct 16