Pupil Premium is a stream of funding that comes direct from central government. This funding is in addition to our main school budget allocation. It can be used by schools in a variety of ways to support attainment, boost standards and address underlying inequalities for identified students from the most economically disadvantaged backgrounds.
The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point during the last six years. Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.
The aim of the Pupil Premium is to try and close the attainment gap by funding targeted interventions and strategies within school.
Our allocation for (2016/17) is £289,842, made up of; 281 Pupil Premium FSM6 @ £935 = £262,735, 2 Service Children @ £300 = £600, 4 LAC @ (up to) £1900, but some are only for part year = £6320
What our allocation was spent on in 2015-16
Attendance has improved further as our Education Welfare Officer has developed her role further. This has allowed Heads of year more time to focus on student learning, attainment and achievement. Her work and caseload is reviewed regularly with the attendance of PP students a priority. As a result attendance has improved for disadvantaged students. Disadvantaged students attendance for 2015-16 was 94%, this is a 2% increase on the 2 previous years. This is above the national average for all disadvantaged students which is 92.7%. National average for all students is 94.9%.
Our careers officer has continued to work 2 days per week and has been very successful. All Year 11 students were interviewed with SEN and PP a priority and many seen on multiple occasions. All students have had independent advice and progression routes organised.
Year 10 disadvantaged students received help with writing CV’s and letters in preparation for work experience.
All Year 9 students have had careers input though Kudos group sessions in the library. This computer based package allows learners to explore their career ideas and matches their responses to careers related questions to appropriate jobs and occupations.
Most Year 12 students have also had full careers interviews, Year 13 students who did not plan to attend university have also had careers interviews exploring Higher National Diplomas, employment and apprenticeships. 100% of students from disadvantaged backgrounds have gone on to college/sixth form or apprenticeships.
- Accelerated Reader
This scheme ran in Year 7, 8 and 9. This scheme helps to promote reading whole school, improves literacy and encourages reading for pleasure. Students are very positive and enjoy the competitive element, many follow the leader board in the Learning Resource Centre with great interest. All students in KS3 are enrolled in The Accelerated Reader programme and are expected to read for 10 minutes in every lesson with the exception of Maths and Sports lessons. Students in years 7 & 8 have 1 hour a week in the LRC with their English teacher. This lesson is used to monitor progress and to keep students on track. Reports are produced frequently and show great gains in terms of reading.
- Department Allocation
All departments have been allocated part of their budget to support the achievement of PP students a sample of the spending is listed below…English –Money from the English budget was used to pay for students in Y10 to attend the Raising The Grade day at Nottingham Trent University. This day was to help students to develop the skills needed for their GCSE English exams as well as raising their awareness of higher education. It also aimed to develop students confidence through interacting with other students and working on writing their own poetry with a nationally acclaimed poet, Dreadlock Alien.
Money from the English budget was used to pay for Y9 students to attend a day at The Guardian newspaper where the students covered the conventions of writing for newspapers with journalists and produced their own newspaper front page. The students subsequently planned a lesson on this that they delivered to other students in their year group helping to increase their own oracy skills and confidence. Money from the English budget was used to pay for a trip to Leicester Curve theatre where Y11 students watched a performance of An Inspector Calls by JB Priestley. This was aimed at higher ability PP students to develop their awareness of the play being a play that’s performed rather than a text that’s read and to develop their understanding of all areas of the play, including characters and themes.Maths – Revision work books and Maths watch CD’s purchased for all PP students. Incentives purchased for students who attended extra revision sessions.
Raising the grade revision day at Nottingham University for C/D borderline PP students. Several visits to Universities and G and T enrichment for our higher ability PP students.
After school booster sessions put on for Year 8 students below level 4, these were well attended and levels improved for all students who attended regularly. Higher ability problem solving enrichment after school for Year 7 and 8. Mymaths homework clubs at lunchtimes and after school to allow students without internet access at home the resources required to complete online homework.
Science – Year8/9 HA trip to London, pupil premium students were given priority. We issued PP students with free revision guides, and exam/revision resource. Smart Science text books were given out to some KS3 students. Specialist equipment was provided e.g prescription safety glasses/goggles specially ordered in. PP students were invited to the Hawks of Steel flying demo during science week.
Art /Design & Technology – Food: For KS3 a quarter of PP ingredients cost are funded through the food PP budget. PP money is also used to provide Ingredients for after school/ enrichment sessions for GCSE PP students at various times throughout the year.
DT: The laser cutter materials: money was invested in materials all PP in all Key stages were given free outcomes funded by PP monies
Key stage 4: Resistant Materials and Graphics monies from PP were allocated to materials and equipment; better quality of materials and tools equipment including metals cards etc. All PP pupils are allocated free resources. Equipment provided to students to complete controlled assessment work/ homework.
Construction: Investment in tools and equipment, PPE and portable tools including routers etc. All key stage 4 PP students are encouraged to create an additional item free of cost, after course work completion, to encourage and build self-esteem.
Art: The art department supports pupil premium students by paying 50% of money owed for recourses. Year 9- Art equipment (GCSE –Extra funding) £3.50 per student KS3- Additional books, folders and equipment- Pens, pencils, rulers, pencil crayon packs. Students leant/given equipment to complete homework’s. KS3- 50% towards students purchasing any additional equipment in art. Y8 FastTrack- 50%- Portfolio equipment. GCSE- 50% paid for exam books. AS level- (Previous FSM/PP 50% towards £30 box of equipment and additional canvases received.) A level- 50% books/ Materials.
Sport – Full PE kit provided for specific PP students, plus additional spare items to ensure PP students are in full kit and able to participate in all lessons. Revision guides purchased for KS4 PP students. We spent a significant amount of money on squash coaching for PP students in year 7 – this gave them a ratio of approx. 1:6 with a squash coach developing individual motor skills. Over the course of the coaching I was told by the coach that they had all learnt the rules and developed their skills to the point that they could competently play a game – as they had never played before this would represent good progress at least. One of the students then joined the linked squash club. Direct support was given to year 11 PP students in their exam courses on a 1 to 1 basis –supporting in lessons. We specifically invited PP students to play in the ‘all schools rugby’ matches where some money was spent on transport. Some of our disadvantaged students were heavily involved in the leadership aspects of PE – leading and assisting in lots of the primary events as a result of these leadership opportunities we have gained Leadership Academy Status.
Humanities – We have supported our disadvantaged students to go on school trips that would enrich their understanding of the subject. This included the history trip to the medicine museum, geography fieldwork trips and the variety of Travel + Tourism trips. Every PP pupil was given a revision guide for both geography and history. Every PP pupil has a geographical information source at home to revise from and to help them to complete homework. We also supported PP students by purchasing hot drinks and food stuffs for the revision sessions that ran for much of the year, especially for the weekend and holiday sessions. The buying of food stuffs and hot drinks was to encourage pupils to attend these sessions. Finally, geography also purchased USB memory sticks so that PP pupils could work at home and then come into school and carry on working on the school ICT resources. This helped for the Year 11 coursework and for longer essay writing tasks in the 6th Form, although KS3 pupils also used them to work on key pieces of assessment when needed.
Languages – Trip to France -50% were pupil premium students who paid half price (years 7 and 8). An experience which would have otherwise been inaccessible to PP students. Year 11-revision books (£2-50 ) which were given to all PP students. This meant that they were able to work at home independently. Subscription to websites -Linguascope, Atantot, Kerboodle. (students were supported as they could log in at home or in free time at school). Refreshments at year 11 revision sessions. Equipment for use in classroom -pens, pencils, rulers, crayons which meant that learning was not distracted because of lack of equipment. Additional dictionaries which can be borrowed to take home for homework.
Personal, Social, health and careers education – computer memory sticks for students who either cannot afford them or those who cannot afford to print off homework to put into their books – this has especially applied to year 7 and 8’s as they have been completing their Health and Hygiene booklets [year 7] and the Heart Start booklets [year 8]where the results have been really good, individual and well presented. A number of shirts and some trousers for work experience year 10 students – we bought 4 shirts for one student and this allowed him to do both work experience and Citizenship Placement at the Rumbles on the Lawn which he could not have done without them. He did so well they even offered him a job over the summer. Steel-toe capped boots and overalls for WE students who could not buy them for themselves. Food and drinks for year 12/13 students who stay behind for extra classes in Sociology as for some, they did not have the resources to provide for themselves what they needed to continue to work and concentrate. Specific A level text books for those students who did not have access due to the costs and revision cards/resources for planning.
Performing Arts – We have spent our PP allocation on resources and instruments that they would not have access to otherwise. We have offered enrichment sessions for specific PP students such as coursework catch up and extra curricular activities eg concert preparation, rehearsals etc which were all well attended. This seemed to have a positive impact and there was no significant gap between PP and other students’ progress in performing arts subjects.
- Disadvantage Fund
This is used to subsidise/pay for trips, visits and residential experiences to ensure students have access to enrichment opportunities. Activities have included…Year 7 camp, Year 11 Motivational Residential, Year 8 Galleries of Justice, Year 11 Beth Shalom, media museum, celebration of culture days, geography field trips, trip to The Guardian newspaper, visits by poets and authors.
We also use this fund to provide uniform or PE kit for students should the need arise
- Alternative Provision
Most of the external Alternative Provision for Pupil Premium students is through the SPACE Programme. This provision is provided locally by the Schools Behaviour and Attendance Partnership.
A number of students on the special needs register also benefit from planned intervention. The academy offers a wide range of internal interventions such as counselling, catering, boxing and the newly named Bridge Unit which are used successfully prior to considering pupils for external alternative provision. The new social, emotional, mental health flowchart allows for a clear understanding of the different stages of the behaviour pathway linked to when alternative provision is suitable for a student.
The new Bridge Unit Manager has been extremely proactive in developing new strategies to engage students in full time education. He has been able to establish close links with external agencies and engage not only students but parents/carers which has paid dividends in terms of the improved behaviour and attendance of the students who have been referred to the Bridge Unit. The emphasis has changed from being a long term holding area for students to one where small term interventions such as Anger Management are implemented with support in classrooms now more frequent which was always the aim of this unit.
With this change in emphasis and the initiative shown by the Bridge Unit Manager we have one anxiety related non-attendance student whose attendance over the last five years has been below 30% however they are now attending every day due to a reduced timetable with support provided. The fact that we currently have no one in the Bridge Unit on a regular basis is of testament to the efforts of Jimmy Rutter the new Bridge Unit Manager. He is now mainly engaged in attending lessons providing support with those students who attended the Bridge Unit last year.
27 students accessed alternative provision during the academic year 2014-2015 whereas in 2015-2016 we had 14 Pupil Premium students who accessed alternative provision. In 2014-2015 the groups attendance was 90% whereas in 2015-2016 this had increased to 93%. Students who specifically accessed the Bridge Unit in 2015-2016 showed an increase in attendance from 91% the previous year to 94%. There were no Permanent Exclusions for any students at the academy. There were six Fixed Term Exclusions for the Pupil Premium students attending Alternative Provision in 2014-2015 whereas in 2015-2016 there were none. Every single student who attended the Bridge Unit had a reduction in behaviour referrals, isolations and exclusions. The majority of students also make at least the progress expected of them for the duration of their alternative provision related to English and Maths.
The intervention programme in Year 11 was extensive with a focus on small groups and one to one work with PP students, as were after school classes, weekend and holiday schools. Maths and English ran compulsory Year 11 sessions throughout the year. With a compulsory 6th period for all from January until the exams. There was no study leave with all students staying in school until their final exam.
Revise Right Evening/Mock Exam results
Following poor performance by Year 11’s in their Mock Exams it was decided that we need to engage both parents and students in the preparation for their forthcoming exams. We put on an evening which explained the best ways to prepare for your exams and provided students and parents with resources to help them fulfil their potential. The evening was very well attended and we received excellent feedback from everyone
Other Year Groups
Students who are identified as underachieving following half termly tracking data are mentored by tutors or LOLAs and department interventions are put in place
- Teaching and Learning
New initiatives in teaching and learning including DR ICE and collaborative learning have proven results in improving the outcomes for PP students. Both initiatives were introduced in Sept 15 and have been used in all classrooms
45% Disadvantaged – APS on entry 24
55% Non-disadvantaged – APS on entry 26
3% of cohort HA/PP(3) 11% HA/NPP
19% of cohort MA/PP(20) 30% MA/NPP
21% of cohort LA/PP(22) 14% LA/NPP
Large proportion (49%) of PP students are Low ability only 7% of PP students are High ability compared to 2015 when 45% of PP were low ability and 23% of PP were High
Progress 8 score for PP students is 0.17
13% of PP students achieved EBAC
70% of PP students achieved 3LOP in English
HA PP students achieved in line with non PP students
LA PP students achieved broadly in line with non PP students
LA PP progress 8 score is 0.6
Barriers to Educational Achievement Faced by our Disadvantaged Students
- Poor attendance
- High unemployment
- Low aspirations
- Narrow experience of life outside school
- Poor parenting/complex home life
- Little access to ICT/books at home
- High social deprivation index
- Lack of positive role models
- High number of students who come to us from primary schools not secondary ready
Strategy for 2016/17
- Whole school ethos of high aspirations for all
- Behaviour and attendance
- High quality teaching for all
- Meeting individual learning needs
- Addressing Low Literacy
- Using data effectively
- Closing the gap between PP and NPP in Maths and English especially amongst Middle ability students
- Pupil premium middle ability students across all subjects
EWO will continue to work with PP students whose attendance is of a concern.
We will continue to employ our Careers officer 2 days per week. All Year 11 students will be interviewed with SEN and PP a priority. All students have had independent advice and progression routes organised. Year 9 and 10 PP students will also have access to advice and guidance when choosing options and organising work experience.
- Accelerated Reader
Throughout Y7 and Y8 our pupils follow the Accelerated Reader programme. Pupils complete a Star reading assessment at the start and end of each half term. Once they have read their chosen book they quiz and are given a ZPD score to inform their book choice. Personalised discussion with their class teacher ensures following each quiz. Pupils are given a one hour AR/LRC lesson a week during the English timetable to complete this in, whilst ten minutes of other lessons are given to reading across the curriculum. Y9 complete the star reader each term but do not have any specified lessons.
- Department Allocation
Department allocation is to be used to support learning and progress in all years.
- Disadvantage Fund
This will be used to subsidise/pay for trips, visits and residential experiences to ensure students have access to enrichment opportunities. Music lessons for PP students are also paid for.
Plans already in place for trip to Westminster and The London Eye for 25 mixed year PP students.
We are to become part of the Brilliant Club and 8 High Ability Pupil premium students will be taking part.
We are to become a ‘We’ school and PP students will benefit from this.
- Alternative Provision
In 2016-2017 six students will be accessing SPACE at Key Stage 4 with only two other students currently accessing some catering provision and English and Maths support with the Bridge Unit Manager. Some short term interventions related to Key Stage 3 SPACE provision will take place for students to develop their social skills and resilience.
- Teaching and Learning
The new initiatives in teaching and learning including DR ICE and collaborative learning have proven results in improving the outcomes for PP students. Both initiatives will continue to be used in all classrooms.
We have appointed 2 new Literacy co-ordinators. Some of their plans for the coming year are to work with departments on areas of weakness, development of the tutor time vocabulary programme, introduce KS5 Literacy champions, Ensure SEND and PP students are receiving additional literacy support, half termly literacy focus in all lessons, Literacy displays in all classrooms and key areas of school, Spelling Bee competition, Carnegie awards, Enrichment book club.
Students who are not on track to achieve their target grades in Year 11 will receive small group or one to one sessions in Maths and/or English.
Year 11 will attend an extra after school compulsory Maths lesson each week.
All other subjects will provide extra support after school, during holidays and at weekends where necessary.
Mentoring will be put in place for all PP middle ability students and any High ability students who are not on track.Students who are identified as underachieving following half termly tracking data will be mentored by tutors or LoLAs and department interventions will be put in place.All Year 7 students who entered the Academy below a level 4 in Maths and English have been allocated an extra hour per week in the relevant subject(s). Students are taught in very small groups on catch up units in spelling, reading and numeracy.
Revise Right Evening to improve revision techniques and give students support will be delivered in January.
Study Boost Residential for 36 invited Year 11’s. These students will receive workshops in ‘overcoming barriers’, ‘motivation’, Maths and English study skills and outdoor pursuits. We hope this will give students the motivational boost we believe they need to attain their target grades.
Motivation Days for High Ability students plus any middle ability PP students who are just below the high ability cut off point
Impact will be measured in a number of ways…
As part of our half termly data collection the gap between PP and non PP students will be analysed by HODs, LOLAs, and SLT. Where there are issues individual students will be targeted for intervention at the appropriate level.
Attendance will also be checked half termly and PP students will continue to be a priority for our EWO.
Student voice activities will be undertaken to monitor impact of enrichment and careers advice and actions will be amended as appropriate
Strategy Review Date – September 2017