Year Group Totals Vs Those Eligible for Pupil Premium (PP)
Pupil Premium Spending – Use & Impact
The contents of this summary are presented to the Governing Body (Standards Committee) who evaluate the recommendations and challenge expenditure where necessary. The next review will be in the Governors Standards Committee meeting held in November and will evaluate proposed expenditure for this academic year.
Year group totals vs those eligible for Pupil Premium (PP):
Year 7: 162:31 Year 8: 154:32 Year 9: 156:31 Year 10: 162:22 Year 11:168:29
Context & Overall Aim: The Pupil Premium (PP) was introduced to provide schools with targeted funding for those most at need of support. Through its use the ultimate aim is to ‘Close the Gap’ between all young people so that success and achievement are not determined by background, and every child achieves to the best of their ability. Schools have complete freedom in deciding how to spend this allocation, and the money given does not have to be spent on the children who attract the financial support. What schools do need to do is assess the impact of this support, evaluate provision and adapt where necessary.
Examination data from 2015clearly demonstrates that gaps are closing, and in some cases have closed. The school’s work to close gaps was recognised by Ofsted in May 2014: “Gaps between the achievement of students supported by additional government funding and their peers are closing quickly.” (Flegg Ofsted report May 2014)We are delighted to report that the results of 2015 highlight that this good work has continued. For all headline aspects the gap between PP and the rest of the cohort has closed in the past year, illustrating the combined impact of the strategies below. This is alongside increases in progress for the whole cohort and therefore the closing gap is not an artificial product. Evidence of progress at KS3 reflects a similar pattern of PP students making at least the same progress and in many cases the gaps closing.
Achievement Attainment Trends – Gaps Between Students Eligible For Pupil Premium & Others In The Cohort(National Figures from 2015In Brackets)
(For example; a figure of 10% indicates that other students in the cohort achieved or attained 10% higher than students eligible for Pupil Premium).
2013 Gaps / 2014 Gaps / 2015 GapsGold Standard (A*-C inc. English and Maths) / 31% / 32% / 15% (27%)
Expected Progress - English / 38% / 21% / 3% (17%)
Expected Progress - Maths / 33% / 29% / 15% (23%)
Progress 8 measure / 0.8 / +0.1 (Pupil Premium students made better progress than others)
Attainment 8 measure / 1.4 / 0.6
The following summary is an overview of where the majority of our Pupil Premium funding will be deployed in 2015-16. Any item shaded in pink denotes that the investment took take place during 2014-15, but that following evaluation of impactthe provision was removed.
2015-16 Strategic Plan
Area / Item / Previous Academic Year2014-15Expenditure / Current Academic Year
2015-16
Proposed
Expenditure / FSM/CLA students affected / Impact / Long term implications
Quality of Teaching / Improvement in standards / N/A / N/A / All students in every year / Although no measurable cost in this aspect we recognise that this is one of the areas that has the largest impact on the progress made by students in receipt of the Pupil Premium. As a school we have had a huge focus on this and as a result have moved the number of Good and Outstanding lessons from 54% to 91% since 2012. / As a school we are now focusing on differentiation and feedback in the classroom, the two specific aspects of good quality teaching that research has shown are particularly good at raising standards for those students in receipt of the Pupil Premium. We also looking at how we can improve our questioning and ensure challenge is at the right level.
CPL training / Costings built into Staff Development budget line / Costings built into Staff Development budget line / Identified opportunities in the CPL calendar to focus on strategies to help vulnerable groups of students and support progress for all / Use of CPL will maintain focus on vulnerable groups including those eligible for PP. Successful strategies employed can be shared through the programme.
Achievement / Literacy (Lexia) software / £3000 / N/A / FSM students using this software 2014-15
13 Year 7 students
11 Year 8 students
10 Year 9 students
10 Year 10 students / Lexia data initially showed an improvement for a number of students. / The progress was not maintained and so it was withdrawn when the financial outlay was considered. It has been replaced with accelerated reader and other literacy support interventions (see below).
Accelerated reader programme / £1543 / £1543 / All Year 7 students (31 PP students) / In 2014-15, 7 out of 8 groups in year 7 increased reading age. 29 pupil premium pupils used accelerated reader and the average increase in reading age was 4 months. / Last year there was also a focus on some Year 8 students, although we have now directed all provision into Year 7 to try and have an impact in their first year with us.
Literacy support interventions / Staffing costs / Staffing costs / 55 students in years 7, 8 and 9 access this provision. / Interventions for literacy to balance with this are a paired reading scheme, paired writing scheme, a literacy package within KS3 teaching, catch up reading referrals and small intervention groups. / Through providing a wide range of support in KS3 students are far better placed to access the curriculum and show improved progress.
Numeracy support software (Symphony/ Mathletics)
Catch-up Numeracy -training for staff / £2000 total / N/A / 50 students in total accessed the software packages over the year including some PP students. / Although there were some good individual outcomes, staffing issues prevented this software and training from having the expected impact. / These approaches have been removed and replaced by other interventions.
Sum Dog and Timetable Rockstars site licenses. / N/A / £100 / 31 students in year 7. This may also be extended to some year 8 students. / To be monitored as the year progresses. / Accessing this online software will boost some of the core maths skills and help build foundations for future success.
SAM Learning / £3200 / £8550
To pay for 3 years upfront / Students can access activities for a variety of subjects from their homes. / Yearly launch event for students. Advertised to parents and actively focused on Pupil Premium and low PA students – possible support for access. School usage places us in the top 1% of subscribers in the UK. / Sam learning will continue to roll out with more parental information to be sent to parents and also including GCSEPod. Originally launched to staff/pupils Autumn term 2014.
Purchase of tablets to support learning / £8000 (+£8000 from grant) / N/A costs up front / 40 tablets will be available for use with Vulnerable Groups – explicit use part of grant. / In 2014, 96% of pupils using tablets reached or exceeded targets in core subjects of which 52% exceeded in English.65% reached or exceeded their targets in maths. / Matched funding secured for a set of 40 tablets to be used with all Vulnerable Groups including PP, CLA and Low PA.
Intervention and Training Room / £2500 / £500 budget for training material / To support all students but with a large focus on vulnerable groups including PP and CLA students. / More accurate identification of and intervention with PP students, and a better overview of the support they are receiving. Staff are more aware of students’ needs as a result. Use of this resource contributed to the narrowing / closed gaps evident in 2015. / This resource has provided a central point to focus the school’s intervention programme and ensures all staff are aware of the steps being taken to improve outcomes for students. RAG(raising achievement group) set up in 2014 to focus on interventions for vulnerable groups particularly in core subjects.
Additional Student Support
Physical and Sensory
Appointment of Emotional and Mental Health Specialist / N/A / Staffing costs / FSM and CLA students receiving support as and when necessary and where identified through appropriate processes. / Summer 2015 examination data showed that gaps are closing and PP students are performing better in both attainment and achievement
PP students are now making even better progress, more in line with or better than the rest of the cohort in both English and Maths. Gaps are narrower than national averages. / Students receive specific support in areas relevant to them, and as such IEPs. Statement Reviews and Family Support meetings all provide evidence of the progress being made not just academically but with regards to student well-being as well. The Emotional and Mental Health Specialist will work with a team to ensure that PP / CLA students requiring specific high level well-being intervention receive it within the school environment in a timely fashion.
Behaviour support / Staffing costs / Staffing costs / Students to access as needed – likely to include PP and CLA students through year. / Behaviour data (2015) shows that 7% of behavioural support provided through the Bridge and TATE (The Alternative To Exclusion) was for PP and CLA students. The successful work of this provision has meant that a significant number of students have spent a higher proportion of time in lessons and there has been a reduction in reoffending. / Behaviour support has been strengthened and a supportive element added in the form of the Bridge. This includes outreach behaviour support in lessons. Students can access this provision if work is needed to modify disruptive behaviours that prevent them from learning.
Literacy and Numeracy Coordinators appointed / Staffing costs / Staffing costs / All PP and CLA students. / New Numeracy co-ordinator being appointed in the Autumn term, still noticeable work to be done in this areas. Literacy is now a key component of whole school delivery. / Link between strong literacy and numeracy skills well established. These posts will increase access to support in these areas and will look across the whole school at strategies to improve performance. Numeracy co-ordinator took up post January 2015
Externally provided courses such as provision at ACE and Easton.
Appropriate Curriculum – BTEC Level 2 WorkSkills Course. / £7000
£1500 / £11,830
£300 / 9 participants are either FSM or CLA.
13 learners are
PP/CLA on the WorkSkills course. / More flexible curriculum provision to support students who need some input into helping them manage their own behaviours and establish a post 16 pathway.
Introducing appropriate curriculum pathways for all students has been a key feature of recent changes.
5 PP students in year 10 and 8 in year 11 currently access the BTEC Level 2 WorkSkills course. 83% of the year 11 students on this course are predicted to pass. / A new curriculum has been introduced this year which provides a longer period of time for students to explore their chosen subjects, and also allows key support and intervention to be put in place.
Disadvantaged subsidy / 5% of Pupil Premium Budget
£8000 / 5% of Pupil Premium Budget
£6950 / Capacity for support for all FSM/CLA students where necessary / Direct impact on specific needs allowing students to access curricular and extra-curricular provision at the same level as whole cohort. In 2015, a total of 13 PP students used the late bus on 32 occasions. / This pot has been accessed in a variety of ways including basic need (uniform etc), access to visits / transport and support for purchase of revision guides and other materials. The vice principal has the final decision on this funding with the finance manager and analysis will be made on spending on individual pupils.
Careers guidance
Independent careers guidance / £14000 / £14000 / All students will access support and guidance on post 16 choices with those at risk of being not in education, employment or training (NEET students) receiving more intensive support. / 2012 – 1.54% - 1 NEET and no PP students NEET
2013 - <1% - 2 NEET and 1 PP NEET
2014 - no data available (Countywide, due to issues with Help You Choose)
2015 - <1% - 3 NEET and 1 PP NEET
(NEET Nat average 2015 – 11.7%) / Careers Advisor will also deliver employer visits, CEIAG for parents and other additional duties. There will be a continued focus on VG students
Curriculum Support – Helplines, Study Skills / £2000 / £2000 / All Year 11 and targeted students in Year 10 / Funding to support Study Skills evenings, help for transport where requested, external trainers and their expenses. As AR students are identified a better idea of need will emerge. / RAG group set up(Raising achievement group) to identify AR pupils and put in place interventions including targeted revision sessions by parental contact and facilitating late bus provision
Behaviour and Safety / Attendance consultant / £6125 / £6125 / Over the course of the year, over 25 PP students and 1 CLA student have been directly supported to improve attendance. / 4 year trend for overall absence as follows: 6.3% (2012-13); 5.1% (2013-14); 5.6% (2014-15), 5% (2015-16). These figures are around the national average with overall absence for FSM students slightly above the national average. / Absence rates for FSM students are still above national levels so support will focus on reducing these numbers.
CLA Support Staff / Staffing costs / Staffing costs / All CLA students / Students have received one to one support, and some impact is shown in their performance against the whole cohort, although with such small groups it is hard to fully monitor impact. The major outcome is in supporting their well-being and personal development. / To ensure students achieve qualifications needed to move onto next steps, feel safe and supported and are able to have a point of consistency within the school and achieve at least in line with the rest of the cohort
School Nurse / Staffing costs / Staffing costs / All students but with an additional focus on health and well-being for FSM and CLA students / In place, and having a major impact on health at a personal and cohort level. / We believe that appropriate health care and advice is essential to ensure the long term development of all students, so the appointment of a School Nurse was part of our plan to secure these for all students.
Leadership & Managment / Go4Schools data analysis package (also EPAS and FFTLive) / N/A / £8870
for three years subscription / Impact on all students / Allows leaders to focus on ‘Closing the Gap’ agenda with clear data to support improvement process / Subject Leaders and classroom teachers to take more responsibility for identifying students needing further support in these groups. This is now a key aspect of the Accountability Cycle.
Cashless catering / N/A – Costs front loaded in first year of set-up / £2225 for three years (re-licensing) / All FSM students / For2014-15, we had 66% full take up (this means that they spent all their allocation) 81% full or partial take up and 19% no take up.
In the current academic year (Oct 2015 data), take up has been 100%. / Increase in number of FSM students claiming. Removal of stigma of previous system improving student well-being.
TOTAL Government PP Funding for School / 2014-15
£160 000 / 2015-16
£139000
TOTAL Spending to support PP students / £185000 / £142000
The process of evaluating the impact of the Pupil Premium spend and its use is on-going, although this captures a snapshot in time, we are continually looking at ways of improving outcomes for all students and ensuring that all achieve to the best of their ability. Consequently although this information is correct at time of production for this academic year it will not necessarily reflect exact amounts and all types of expenditure.
May 2016