Pupil Premium


Pupil Premium Impact Review 2014- 2015

 

Introduction

Pupil premium (PP) grant is allocated to schools to support work designed to narrow achievement gaps between 'disadvantaged students' and all others.

In 2014 to 2015 academic year, secondary schools will receive £935 for each child registered as eligible for free school meals at any point in the last six years.

This funding is intended for the use to narrow the disadvantage gap by addressing inequalities and raising attainment and overall achievement for students in low income families (as defined by securing a Pupil

premium allocation). Support is devised carefully using available research and evidence of successful strategy within and beyond school.

 

Key Objectives

 

  1. To heighten awareness of PP students and to raise their profile within school so that staff can monitor their progress, support effectively and challenge underachievement.

  2. To improve curriculum engagement, progress and academic achievement of PP students to narrow the attainment gap between PP students and non PP students.

  3. To improve attendance of PP students so that they have better access to all aspects of the curriculum and thus reducing the attendance gap between PP and non PP students.

  4. To support Year 6 PP students through the transition to secondary school to ensure a smooth induction and a continuation of progress.

 
Raising the profile

At the start ofthe academic year 2014/15 a number of strategies were put in place to raise the profile of pupil premium students so that all staff were aware of who they were both in their teaching groups and also in their tutor group, to facilitate close monitoring.

This was done by the following methods:

 

  • Staff were issued with a list of the pupil premium cohort and asked to identify them on their mark sheets.

  • MINT class was used to produce a seating plan for each class taught and this clearly indicated the pupil premium students.

  • Photographs of underachieving pupil premium students from years 10 and 11 were displayed in the staff room.

  • Underachieving pupil premium students were discussed at monthly progress review meetings for years 10 and 11.

  • A pupil premium champion was elected for all curriculum areas to oversee intervention.

  • Learning walks had a regular focus on pupil premium students, ensuring staff were aware of who they were in their classes and that they were aware of progress.

 
Identifying needs
  • All pupil premium students were interviewed by pastoral staff and SLT to identify areas of weakness and support strategies.

  • Tracking of data to identify students who were underachieving.

  • Close analysis of pupil premium attendance.

  • Monthly progress review meetings for years 10 and 11 to track progress.

 

Interventions
  • Visit to Barwick Hall for students suffering with anxiety.

  • Visit to Barwick Hall for A/A* students focusing on English and maths.

  • Visit to Barwick Hall for B- G students focusing on English and maths.

  • External provision of anger management was arranged for 6 students throughout the year.

  • External provision for motivation and raising self- esteem were put in place for 6 students throughout the year.

  • TAs for English and maths were appointed to work primarily with Pupil Premium students. They worked with students on a withdrawal basis from PSE, tutor time and PE to provide additional support.

  • Thirty-four Pupil Premium students were given a mentor (these students made better progress than students without a mentor)

  • Interventions in place across all subjects to meet PP students' needs (registration, tutor group time, PHSE withdrawal, half term school, Wednesday afternoons, Saturday mornings, FCSE languages, Barwick Hall, 1 to 1 tuition, dedicated TAs in English and Maths)

  • Group tutors were issued with monitoring sheets for Pupil Premium students liaising closely with progress managers to identify support strategies.

  • Links were made with UCLAN and Lancaster University to raise aspirations (Years 10 and 11)

  • Careers interviews for all PP students in Years 10 and 11 were arranged and took place.

  • Portakabin 1 set up to support all students but particularly PP students to maximise usage of time on students' timetable.

  • Effective tracking through Montgomery Transition Matrix.

  • Key stage 3 intervention in English, maths and science on Thursday evenings.

  • Half -term booster classes for 18 PP students in Year 9 in English, maths and science.

  • Financial support to subsidise curriculum based visits.

 

Attendance
  • All PP students who are PA placed on Montgomery Student Support Plan.

  • Fast track specific pupil premium group.

  • Pupil premium attendance blitzes.

  • 0.5 day PWO specifically for PP and SEND.

  • Staff training for improving PP attendance within tutor groups.

  • Group tutors issued with relevant data.

  • Attendance assemblies.

 

Outcomes
  PP NPP Gap National PP National NPP National Gap
2013 24 66 42 41 67 26
2014 35 58 23 36 62 26
2015 39 62 23      

 

 

 

 

Lessons Learnt

A concern we now have is how we could have got the predictions so wrong. We have re-examined data and realised the significance of the information below:

Currently Working At Information from staff:

 

  Cycle 4 Cycle 5 Actual Result
Pupil Premium 41% 51% 39%
Non-Pipil Premium 59% 71% 62%
Gap 18% 20% 23%

 

 

Cycle 4 data was relatively accurate and cycle 5 data was not. Therefore using Cycle 4 data it is interesting to note that PP students performed 2% less well from that data in the real exams and non- PP students performed 5% better. There appears to be a direct link to resilience in the run up to the real exams (absence, parental support, anxiety) and we now feel a strong support package will have to be put in place for PP students in the run up to the GCSEs in 2016.

 

Financial Statement

 

Pupil Premium 2014 / 2015

Number of pupils eligible

420
Amount received per pupil £935
TOTAL  P Received £392,700

 

 

This funding was spent as follows:

Item / Project
Cost (£)
Objective

Staffing- PP Focused Time

£184,000

Staffing support from Assistant Principal PP, Head of lower school, Pastoral and Progress Managers in supporting PP improvements.

Staffing- TA Support English and Maths

£44,000

Full time TA support in English and Mathematics specifically focusing on the progress of disadvantaged students.

Staffing- Data Analysis

£15,500

Data Analyst to provide regular end of cycle pupil premium progress reports for the Headteacher.

Staffing- Nurture Unit

£13,000

High level pastoral I SEN Support.

Staffing- Pupil Welfare Officer

£4,000

Targeted contact with parents/carers of PP specific pupils. (0.5 Days per week)

Staffing- Accelerated Reader Programme

£13,800

Implemented from September 2012 enabling students who have not made the expected level of progress in reading and weaker readers more generally to make more rapid progress Implement 'Accelerated Reader' alongside inhouse reading schemes.

Interventions

£37,600

Interventions including, mentoring, anger management and counselling. Additional schooling at Easter and on Saturday's during Spring term to ensure we are meeting the needs of disadvantaged students.

Music Lessons

£9,200

Free music lessons for disadvantaged pupils undertaking Music as a chosen subject.

Barwick Hall Programme

£9,600

3 additional weekend offsite tuition workshops targeted to improve results of disadvantaged pupils.

IT Subscriptions

£9,900

Accelerated Reader, Mint Class, Vision 2 Learn software subscriptions.

School Uniforms

£37,800

Support for families in need to purchase uniform and other curriculum related items so as to remove a key emotional and practical concern for students.

Educational Materials

£13,200

Includes educational equipment, ingredients for food tech, revisions guides, and course materials for PP students.

School Visit Contributions

£1,700

Contributions to school trips for PP students eligible to take part in specific trips.