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Pupil Premium Reports

 Pupil Premium 2017-2018

Introduction

The pupil premium grant provides additional funding for raising the attainment of disadvantaged pupils and closing the gap with their peers.

Funding is £935 for every pupil in receipt of free school meals in the last 6 years (Ever 6) and £1900 for every pupil who has been in local authority care.

 

School Context

The school received £322,000 in total pupil premium funding for the academic year 2017/2018. In addition to the ongoing policy of maintaining small class sizes, the funding has been deployed in a number of ways to target disadvantaged students in order to narrow the gap between them and their peers.

 

Rationale for Approach

Our strategy for supporting the achievement and progress of disadvantaged pupils is based on the NFER research project, ‘Supporting the attainment of disadvantaged pupils’.

This focuses on:

1.    Whole school ethos of attainment for all.

2.    Addressing behaviour and attendance.

3.    High quality teaching for all.

4.    Meeting individual learning needs.

5.    Deploying staff effectively.

6.    Data driven and responding to evidence.

7.    Clear responsive leadership.

The most significant barriers to success for our disadvantaged pupils relate to:

·         Weaker than average literacy and numeracy levels on entry to the school

·         The lack of an appropriate environment for learning outside of the standard school hours for a significant number of students.

·         Limited family experience of higher education.

 

Deployment of Funds

The school is using this funding in the following ways:

Actions focused on learning in the curriculum:

·         PREP Club is now running 4 evening’s a week until 7pm (Mon-Thurs) and for 1 hour on Fridays, providing an opportunity to students to complete their homework in a quiet atmosphere with staff supporting and including access to ICT facilities. A light supper is also provided at no extra cost. There are separate KS3, KS4 and KS5 rooms.

·         Using robust reporting and monitoring systems such as GO4Schools, Testing4Schools etc. to identify need and determine the necessary interventions.

·         Extra tuition after school, lunchtimes and on Saturdays as well as during School Holidays – subject specific and exam syllabus – including small groups and 1-1 sessions.

·         English Classes after school, on Saturdays and during school Holidays for those identified with little or no English

·         Cross curricular Literacy and Numeracy Programmes.

·         Working with universities to provide the school with students to work in class with the pupils to mentor, support and inspire them.

·         Pupil mentoring from the Access Project.

Actions focused on social, emotional and behavioural needs:

·         Mentoring and counselling.

·         Dedicated Learning support staff to allow disruptive pupils to learn in a supported environment until they are ready to reintegrate.

·         E-Praise reward system to encourage effort and attainment.

·         Free breakfast for students arriving early to ensure that they are sufficiently nourished to aid concentration during lessons.

Actions focused on enrichment beyond the curriculum:

·         The range of after school and lunchtime clubs which students can attend at no cost has been extended.

·         Pupils are being offered more opportunities to participate in offsite educational visits.

·         Weekly after school Youth Club with various sporting and other activities.

·         Daily Homework Club to allow students to complete their homework in a quiet environment with staff on hand to support.

·         University visits (including English booster sessions during Easter Holidays) and taster days including Oxford and Cambridge.

·         To expand the range of Higher Education visits targeted at those eligible for Pupil Premium funding.

 

Impact of Funding

In the 2017/18 Year 11 cohort 38% of the pupils were disadvantaged.  53% of the pupils in the Progress 8 cohort were disadvantage. The progress of disadvantaged pupils was average; the score of -0.11 was below national but with confidence intervals of -0.47 to 0.25.  The progress score of all pupils was 0.20.  The attainment 8 score of all pupils was 41.62 compared to 41.16 for disadvantaged pupils.

For the English element the progress score was 0.17 for all pupils and 0.07 for disadvantaged pupils. The attainment score was 8.9 for all pupils and 9.21 for disadvantaged pupils.

The progress in the Maths element was 0.78 for all pupils 0.42 for disadvantaged pupils.  The attainment score was 9.10 for all pupils and 8.64 for disadvantaged pupils.

The progress in the Ebacc element was -0.25 for all pupils and -0.74 for disadvantaged pupils. The attainment score was 10.65 for all pupils and 9.92 for disadvantaged pupils.

The progress in the open element was 0.28 for all pupils and 0.04 for disadvantaged pupils The attainment score was 12.96 for all pupils and 13.38 for disadvantaged pupils.

The percentage of pupils achieving a strong pass (5+) in English and Maths was 38% for all pupils and for disadvantaged pupils.

 

Impact of Funding on Progress of Year 7-10

The impact of interventions on academic progress indicates that the gap between disadvantaged and other pupils has closed significantly.  The end of year results of other year groups in core subjects is as follows:

Year 7

In English 81% of pupils met or exceeded their target grade compared to 72% of disadvantaged pupils.

In Maths 73% of pupils met or exceeded their target grade compared to 75% of disadvantaged pupils.

In Science 88% of pupils met or exceeded their target grade compared to 78% of disadvantaged pupils.

In RE 92% of pupils met or exceeded their target grade compared to 92% of disadvantaged pupils.

Year 8

In English 83% of pupils met or exceeded their target grade compared to 79% of disadvantaged pupils.

In Maths 83% of pupils met or exceeded their target grade compared to 76% of disadvantaged pupils.

In Science 76% of pupils met or exceeded their target grade compared to 80% of disadvantaged pupils.

In RE 90% of pupils met or exceeded their target grade compared to 87% of disadvantaged pupils.

Year 9

In English 87% of pupils met or exceeded their target grade compared to 85% of disadvantaged pupils.

In Maths 81% of pupils met or exceeded their target grade compared to 78% of disadvantaged pupils.

In Science 94% of pupils met or exceeded their target grade compared to 95% of disadvantaged pupils.

In RE 96% of pupils met or exceeded their target grade compared to 94% of disadvantaged pupils.

Year 10

In English 84% of pupils met or exceeded their target grade compared to 79% of disadvantaged pupils.

In Maths 80% of pupils met or exceeded their target grade compared to 73% of disadvantaged pupils.

In Science 87% of pupils met or exceeded their target grade compared to 89% of disadvantaged pupils.

In RE 82% of pupils met or exceeded their target grade compared to 73% of disadvantaged pupils. 

 

Estimated Pupil Premium Allocation for the Academic Year 2018/2019

The estimated pupil premium allocation for the academic year 2018/2019 is £352,000. This will be spent in improving the current provision, for example to increase the capacity of the after school prep club. The majority of students in the LSU are entitled to pupil premium hence support has been extended to that group including more dedicated teaching time. We are also seeking to raise aspirations including enabling more pupils to participate in extra-curricular offsite educational visits.

Year 7 Catch up premium 2017-2018 

Introduction                                                                                                                                                                                                                        

The DfE has made additional funds available for improving the attainment of our disadvantaged students, known as the Year 7 Catch-Up Premium. The funds are primarily aimed at improving Maths and English levels.               

What was the allocation for Year 7 Literacy and Numeracy Catch up premium for 2017-2018? 

Total Funding £14,727 Reading Maths
Number of pupils <100 59 39

How was the Year 7 Catch up premium spent last year?

At the start of school in September, following assessments, NFER reading tests and a detailed analysis of Key Stage 2 information, students are targeted for a variety of literacy and numeracy interventions as follows and the catch up premium was allocated in the following ways:

  • The employment of student ambassadors to work with students on a 1:1 basis in numeracy and literacy.
  • The use of specialist programmes.
  • Homework Help Clubs run after school for Year 7 students who have difficulty managing their homework at home.

What was the impact?

In 2017-18, 59 students entered the School below <100 in English and 39 in Maths. 26 pupils were below in both.

Of the 59 students had achieved below <100 in English Reading by the end of Key Stage 2. By the end of Year 7, 40 students had improved their English level achieving a C or above.

In Maths, 39 students had achieved below <100 by the end of primary school. At the end of Year 7, 15 students had improved their Maths level achieving a C or above.

These patterns have laid excellent foundations for Year 7 Pupil Premium students moving into Year 8 and accessing the school’s additional provisions during the rest of their school careers.

Date of next review October 2019

 

Pupil premium 2016-2017 

Introduction

The pupil premium grant provides additional funding for raising the attainment of disadvantaged pupils and closing the gap with their peers.

Funding is £935 for every pupil in receipt of free school meals in the last 6 years (Ever 6) and £1900 for every pupil who has been in local authority care.

 

School Context

The school received £298,732 in total pupil premium funding for the academic year 2016/2017. In addition to the ongoing policy of maintaining small class sizes, the funding has been deployed in a number of ways to target disadvantaged students in order to narrow the gap between them and their peers.

 

Rationale for Approach

Our strategy for supporting the achievement and progress of disadvantaged pupils is based on the NFER research project, ‘Supporting the attainment of disadvantaged pupils’.

This focuses on:

  1. Whole school ethos of attainment for all.
  2. Addressing behaviour and attendance.
  3. High quality teaching for all.
  4. Meeting individual learning needs.
  5. Deploying staff effectively.
  6. Data driven and responding to evidence.
  7. Clear responsive leadership.

The most significant barriers to success for our disadvantaged pupils relate to:

  • Weak literacy and numeracy levels on entry to the school (the 2016/17 Year 11 cohort had an average point score 2.7 below the national average on entry).
  • The lack of an appropriate environment for learning outside of the standard school hours for a significant number of students.
  • Limited family experience of higher education.

 

Deployment of Funds

The school is using this funding in the following ways:

  • PREP Club is now running 4 evening’s a week until 7pm (Mon-Thurs) and for 1 hour on Fridays, providing an opportunity to students to complete their homework in a quiet atmosphere with staff supporting and including access to ICT facilities. A light supper is also provided at no extra cost. There are separate KS3, KS4 and KS5 rooms.
  • The range of after school and lunchtime clubs which students can attend at no cost has been extended.
  • Pupils are being offered more opportunities to participate in offsite educational visits.
  • Using robust reporting and monitoring systems such as GO4Schools, Testing4Schools etc. to identify need and determine the necessary interventions.
  • Extra tuition after school, lunchtimes and on Saturdays as well as during School Holidays – subject specific and exam syllabus – including small groups and 1-1 sessions.
  • English Classes after school, on Saturdays and during school Holidays for those identified with little or no English
  • Cross curricular Literacy and Numeracy Programmes.
  • Weekly after school Youth Club with various sporting and other activities.
  • Daily Homework Club to allow students to complete their homework in a quiet environment with staff on hand to support.
  • Mentoring and counselling.
  • Dedicated Learning support staff to allow disruptive pupils to learn in a supported environment until they are ready to reintegrate.
  • E-Praise reward system to encourage effort and attainment.
  • Highly able workshops.
  • University visits (including English booster sessions during Easter Holidays) and taster days including Oxford and Cambridge.
  • Free breakfast for students arriving early to ensure that they are sufficiently nourished to aid concentration during lessons.
  • Working with universities to provide the school with students to work in class with the pupils to mentor, support and inspire them.
  • To expand the range of Higher Education visits targeted at those eligible for Pupil Premium funding.
  • To give more reading intervention support and English writing to those eligible for Pupil Premium funding. 

 

Impact of Funding

In the 2016/17 Year 11 cohort 35% of the pupils were disadvantaged.  The progress of disadvantaged pupils was outstanding; the score of 0.35 for these pupils was considerably above the national figure.  This progress score puts the school in the top 9% of schools nationally for the progress of disadvantaged pupils.  The progress score of all pupils was 0.76.  The attainment 8 score of all pupils was 46.23 compared to 43.48 for disadvantaged pupils.

For the English element the progress score was 0.58 for all pupils and 0.38 for disadvantaged pupils (top 14% of schools nationally for the progress of disadvantaged).  The attainment score was 9.2 for all pupils and 9.3 for disadvantaged pupils.

The progress in the Maths element was 1.14 for all pupils 0.75 for disadvantaged pupils (top 3% of schools nationally for the progress of disadvantaged).  The attainment score was 9.46 for all pupils and 8.45 for disadvantaged pupils.

The progress in the Ebacc element was 0.51 for all pupils and -0.14 for disadvantaged pupils (below but broadly in line with the national figure, in the top 30% of schools nationally).  The attainment score was 12.53 for all pupils and 10.76 for disadvantaged pupils.

The progress in the open element was 0.87 for all pupils and 0.61 for disadvantaged pupils (top 10% of schools nationally for the progress of disadvantaged).  The attainment score was 15.04 for all pupils and 14.96 for disadvantaged pupils.

The percentage of pupils achieving a standard pass (grade 4 and above) in English and Maths was 63% (in line with national expectations) and for disadvantaged pupils it was 58%.

 

Impact of Funding on Progress of Year 7-10

The impact of interventions on academic progress indicates that the gap between disadvantaged and other pupils has closed significantly.  The end of year results of other year groups in core subjects is as follows:

Year 7

In English 84% of pupils met or exceeded their target grade compared to 84% of disadvantaged pupils.

In Maths 85% of pupils met or exceeded their target grade compared to 86% of disadvantaged pupils.

In Science 87% of pupils met or exceeded their target grade compared to 86% of disadvantaged pupils.

In RE 81% of pupils met or exceeded their target grade compared to 78% of disadvantaged pupils.

Year 8

In English 78% of pupils met or exceeded their target grade compared to 96% of disadvantaged pupils.

In Maths 79% of pupils met or exceeded their target grade compared to 86% of disadvantaged pupils.

In Science 83% of pupils met or exceeded their target grade compared to 92% of disadvantaged pupils.

In RE 82% of pupils met or exceeded their target grade compared to 79% of disadvantaged pupils.

Year 9

In English 81% of pupils met or exceeded their target grade compared to 81% of disadvantaged pupils.

In Maths 80% of pupils met or exceeded their target grade compared to 82% of disadvantaged pupils.

In Science 84% of pupils met or exceeded their target grade compared to 81% of disadvantaged pupils.

In RE 76% of pupils met or exceeded their target grade compared to 81% of disadvantaged pupils.

Year 10

In English 75% of pupils met or exceeded their target grade compared to 90% of disadvantaged pupils.

In Maths 86% of pupils met or exceeded their target grade compared to 90% of disadvantaged pupils.

In Science 80% of pupils met or exceeded their target grade compared to 90% of disadvantaged pupils.

In RE 80% of pupils met or exceeded their target grade compared to 82% of disadvantaged pupils.

 

Impact of Funding on Progress of Year 7-10 Data Table

 

Year 7

Year 8

Year 9

Year 10

 

All

Dis.

All

Dis.

All

Dis.

All

Dis.

English

84

84

78

96

81

81

75

90

Maths

85

86

79

86

80

82

86

90

Science

87

86

83

92

84

81

80

90

RE

81

78

82

79

76

81

80

82

 

 

 

 

 

 

 

 

 

 

Estimated Pupil Premium Allocation for the Academic Year 2017/2018

The estimated pupil premium allocation for the academic year 2017/2018 is £312,000. This will be used to support the after school prep club. The majority of students in the LSU are entitled to pupil premium hence support has been extended to that group including more dedicated teaching time. We are also looking to increase the amount of intervention support at weekends and after school in addition to maintaining the interventions that were already in place last year.