Please see the document below for details of our Pupil Premium Strategy.
Click the image to see the plan in full
PPG data - The current number of Pupil premium students receiving funding are as follow:
Evidence shows that the most effective schools achieve improved student outcomes for all –
including FSM pupils through a combination of high quality teaching, strong and dynamic
leadership, a relevant curriculum, a culture of high expectations and a programme of targeted
catch-up and enrichment activities. To that end Ercall Wood has used the Pupil Premium funding to
finance the following:
I. Primary transition programme led by a full time non-teaching member of staff
II. Revision programme for Maths English and Science GCSE’s led by teachers before and after school periods and additionally during Holiday periods. TA’s and HLTA’s paid to undertake Form Tutor duties.
III. Full time Education Welfare Officer to support and improve attendance
IV. Targeted attendance reward scheme for PPG students whose attendance fell below PA levels of 90% in all years.
V. Embedding Lexia Literacy programme for all year groups and associated training for staff
VI. Full Time Vulnerable Groups co-ordinator to monitor track and mentor identified students
VII. Full Time Intervention Co-ordinator to monitor, track and mentor identified PPG students
VIII. Staffing of an intervention mentoring programme for Y11 targeted PPG students
IX. Alternative off-site provision to engage disaffected Y9 / 10 / 11 students
X. Delivery of the Princes Trust XL Programme to engage and support identified students in Y9-11 at risk of PEX
XI. Subsidising activity days, educational trips, uniform, music lessons and sports kit to ensure all students have access to common opportunities
XII. Careers and Higher Education advice and guidance provided by external consultancy providers – Future Focus
XIII. ELC Manager and behaviour mentors working with those students most at risk from exclusion
XIV. Counselling provided by ‘Relateen’ to support vulnerable studunts
|Attendance year||Pupil premium||Non Pupil premium||Gap||Whole school|
|2012 - 2013||91.68|
|2013 - 2014||91.07||93.63||2.56||93.92|
|2014 - 2015||92.01||95.53||3.52||94.44|
|2015 - 2016||92.29||96.21||3.92||95.17|
|2016 - 2017||92.80||96.22||3.42||94.99|
|2017 - 2018||92.01||94.36||2.35||93.59|
There is still a significant attendance gap between PPG and Non-PPG students, but it is reducing and
although sadly PPG Student attendance did not improve last academic year. In order to address this
disparity a rewards programme was introduced to encourage PPG students who had an attendance
rate lower than PA (90%) to attend more regularly, this programme will be continued in the coming
academic year with alternative rewards being offered to students. The programme will be targeted at
very specific individuals and families with whom it is felt the greatest impact can be achieved.
Academic interventions have been delivered across whole year groups and not specifically at PPG students.
The reason for this ‘blanket’ approach was due to the numbers of students involved, and the need to
additionally support large numbers particularly at KS4. The size of the PPG cohort meant that small scale
targeted intervention was difficult to achieve but this is something that is being planned for Maths and
English in the coming academic year.
The ‘pre-school’ registration interventions have been supporting (throughout the year) large numbers of
students. Those in Y11 have focused on Maths and English, although several Foundation subjects including
Geography; D&T; as well as Science have provided these sessions where staffing has allowed. Impact has
not been measured in terms of short term progress and this has been discussed as the way forward for
After school intervention has been maintained throughout the year and the Intervention Co-ordinator and
the Vulnerable Groups co-ordinator have galvanised and monitored attendance to all the different subject
sessions that have been run on a nightly basis. Students have been invited to attend specific sessions in
particular subjects and parental support and involvement has been sought to enable this. The attendance
has been monitored at these sessions and that information fed back to staff in order that all
underperforming students could be targeted. The outcomes of those PPG students who regularly attended
additional intervention sessions was also shown to have been positively affected by their involvement in
the revision programme and this information was tracked, monitored and fed back by the Intervention Co-Ordinator.
The Basic measure refers to the percentage of pupils achieving a grade of 4 or above in both English and
Maths (A*-C grade in 2016) The percentage of pupil premium students achieving this measure in 2018 was
26%, which is similar to the 27% achieved in 2016 but a decrease from the 41% who achieved the measure
The Progress 8 measure for our Pupil Premium students improved in 2017 which considerably narrowed
the gap between the progress of our Pupil Premium students and other students are Ercall Wood.
However, the gap has widened in 2018.
|Progress 8 Pupil||Pupil