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Pupil premium

Pupil premium

The government introduced pupil premium funding to tackle underlying inequalities between children on free school meals and their peers. In 2015/16 we received £100,000 of pupil premium funding; the information below details how we spent this, the impact it had and our plans for next years allocation.

This table details briefly how we deployed our pupil premium funding of £100,000 for 2015-2016:

Strategies

Rationale

Indicative costs

Additional classes in KS4 mathematics, science and English and associated intervention strategies

  • To reduce class sizes in order to offer more personalised and differentiated support for pupils. Improving the expected 3+ levels of progress for students, especially from a starting point of level 4, is priority. This extra provision combined with a continued focus on improving the quality of teaching will improve the attainment of pupils. Bespoke intervention is coordinated to support pupils whose progress is less than expected. This takes the form of “small group” teaching, sixth-form mentoring and additional revision days.

£45,000

Staff CPD and teaching and learning coaches

  • The meta analysis of research indicates that what teachers do in the classroom is the most significant factor in improving learning and therefore achievement. The professional development of staff is crucial in order to improve standards. A specific focus for 2015-2016 was associated with developing a high quality ‘teaching and learning framework’, which was completed in weekly professional development sessions with two teaching and learning coaches who supported all staff in developing their practice.
  • We also bought into a service level agreement with Durham County Council. This allowed us to provide bespoke professional development for key members of staff, particularly where they were the only person delivering a subject area, or in a small subject team. 
  • Leadership time was used throughout the year to discuss the achievement of pupil premium students and to develop intervention strategies accordingly.

£29,000

Learning support assistants

  • Learning support assistants are deployed appropriately to support students so that they can fully engage with lessons and make outstanding progress.

£10,000

Special educational needs and disabilites coordinator (SENCO)

  • The SENCO has a specific focus on ensuring that pupils who qualify for the pupil premium make excellent progress and have access to a wide variety of personalised opportunities at an appropriate level.  This personalisation is key as the range of our pupil premium students is extensive. Some require additional learning support for a variety of factors, others, a significant stretch and challenge and work on raising personal aspirations.
  • New tracking systems were developed for assessment to better support the SENCO in working with disadvantaged students who did not make enough progress.

£8,000

Additional literacy and numeracy

  • A small group of students did not study languages in Year 9. They were, instead, provided with small group support in literacy and numeracy to help them make more rapid progress.

£5,000

Engagement fund

  • Several students benefited from support in 2014-2015 with educational visits and other extra-curricular trips. These were awarded based on a requirement to motivate students – in certain circumstances to aim for more aspirational educational destinations.

£3,000

This table details briefly how we will deploy our pupil premium funding of around £105,000 in 2016-2017:

Strategies

Rationale

Indicative costs

Additional classes in KS4 mathematics, science and English and associated intervention strategies

  • As mentioned below in the analysis of data the progress of disadvantaged students in these subjects has benefited from this strategy in 2014-2015. This will be continued.

£45,000

Staff CPD and teaching and learning coaches

  • The teaching and learning coaches will continue to lead on the development of staff in terms of developing a framework that supports the learning of all students, but in particular those that are disadvantaged.

£29,000

Assessment and intervention

  • New assessment structures to be established which set high expectations of progress from their starting ‘level’ or ‘standardised score’, for all students regardless of context.
  • In addition to the SENCO, Heads of House (HoH) will also support disadvantaged students so that they achieve their potential by creating bespoke plans.
  • With Year 7 students their standardised scores will be used to identify and put in place bespoke programmes where the ‘standard’ is not being met. Again these will be coordinated by the respective HoH.

£5,000

Learning support assistants

  • Learning support assistants will be deployed appropriately to support students so that they can fully engage with lessons and make outstanding progress.

£10,000

SENCO

  • The SENCO has a specific focus on ensuring that pupils who qualify for the pupil premium make excellent progress and have access to a wide variety of personalised opportunities at an appropriate level. This personalisation is key as the range of our pupil premium students is extensive. Some require additional learning support for a variety of factors, others, a significant stretch and challenge and work on raising personal aspirations.

£8,000

Additional literacy and numeracy, and a coherent approach to literacy

  • A small group of students will partially study languages in Year 8 and 9. They, instead, will be provided with small group support in literacy and numeracy to help them make more rapid progress.

£5,000

Engagement fund

  • This fund will again remain available for those students where there is a need.

£3,000

Impact on achievement data

Achievement data from 2015 (externally validated)

Data from RAISE online 2015 (which is the most recently available external data sets) shows the following key features:

  • 68% of pupil premium students make expected progress in English compared to 57% of pupil premium students who do so nationally.
  • 55% of pupil premium students make expected progress in mathematics compared to 49% of pupil premium students who do so nationally.
  • From at least five out of every six starting points, the proportion of disadvantaged KS4 pupils making and exceeding expected progress in English and in mathematics was similar to that of other pupils nationally.

Achievement data from 2016 (internal data)

  • 64% of pupil premium students made expected progress in English.

  • 39% of pupil premium students made expected progress in mathematics.
  • Internal calculations of value added show that the gap in progress between pupil premium students and others has narrowed markedly from over half grade to less than a fifth of one.
  • There is no real difference in the Progress 8 scores between pupil premium students and others.
  • From all starting points in mathematics and English the number of students making expected and more than expected progress compares favourably to the national rates from 2015.
  • In other year groups the overall trend is that pupil premium students are making at least as much progress as other students.

Targets

  • Improve the percentage of pupil premium students making expected progress in mathematics.
  • The end of Year 8 analysis indicates that pupil premium students moving into Year 9 have made less progress than we would like. The students who have fallen behind need a very clear plan in order to ensure that they catch-up.