The Pupil premium is provided for children from low-income families who are currently in receipt of / or eligible for ‘Free School Meals’ (FSM) as well as any child who has been continuously ‘looked after’ for more than six months, children of Service Personnel and those children who are identified as ‘Ever 6’ which is defined as children who have been in receipt of FSM at any time over the previous six years. The reason for the funding is to address link between FSM eligibility at any point in a child’s life and the increased likelihood of under achievement and poorer academic results compared to a child not receiving FSM.
Ofsted noted in October 2013 that ‘In 2013 these students supported by the pupil premium were 16 months behind their peers in English and 12 months behind in mathematics. However the gap in students’ attainment and in their progress in both subjects is narrowing for all ability levels. Pupil-premium funding is used appropriately to finance, for example, a programme to help students make the move from primary school and a full time member of staff to support and improve attendance. These actions have contributed to the closing of the gap in eligible students’ attainment with the others.’
Our aim is to use this grant to make a difference to our most disadvantaged students so that every opportunity afforded to their more affluent peers enabling them to achieve their full potential by securing good progress is available to them via the additional funds brought into school via Pupil Premium funding. Pupil Premium funding is designed to allow all students irrespective of parental income the opportunity to achieve success in external examinations and therefore to ultimately achieve success in their chosen career path.
The school has absorbed the findings of the Sutton Trust research and has consequently focused on marking and quality feedback key intervention strategies. Other notable strategies include the ‘Fresh Start’ literacy programme, which is now supported with a fully qualified English specialist alongside the HLTA who initially led the programme, and ‘Lexia’ also to support Literacy development and being co-ordinated by a HLTA working alongside the English team. On-going training of staff to continue these interventions has been financed through PPG and the initiatives are continuing to successfully impact upon student progress
Teaching and support staff are supported with high quality information about vulnerable students; class-level transition matrices support monitoring and tracking and are produced for all pupil premium, SEN and BME (Black Minority & Ethnic) students. Governors are well informed about PPG and are well placed to support and challenge strategies.
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 for the year 2014-2015 to finance the following:
|Attendance year||Pupil premium||Non Pupil premium||Gap||Whole school|
Attendance within school has been a big focus for all students and last year the attendance of the whole student population rose from 93.92% in 2013-2014 to 94.37% in 2014-2015. Of those students classified as Pupil Premium their attendance percentage was 91.07% in 2013-2014, this compared to 93.63% for non pupil premium this has risen to 91.81% for PP students which is pleasing, although a larger increase would have been desirable, particularly given the higher expected attendance rate for all students that will be expected from September 2015 . The attendance of those categorised as non-pupil premium was 93.84%, which means that compared to last year the gap has narrowed, and the overall attendance of all students has improved irrespective of their level of ‘disadvantage’. Even so the comparison between PPG and non PPG still remains that non PPG have better attendance compared to those identified as PP and this will continue to be a focus for future improvement. The on-going use of ‘Wise –Up to Attendance’ is having a positive impact on attendance rates and this along with the unstinting efforts of the school Attendance Team has and will continue to make positive improvements to the overall attendance rates. The work done by the EWO also extends to the feeder Primaries where the intention is to develop good attendance habits in the youngest learners and their families thus insuring high attendance rates as they move through the education system. This support to our feeder schools also comes in the form of our Transition Co-ordinator who works closely with all our local primary schools to ensure that all movers into the school are properly prepared and confident with the move. A well supported and highly effective ‘Summer School’ programme is also a key element to the transition process and this again has been a successful tool to support full attendance once the students have started in September.
The attainment of the pupil premium students in Year 11 increased dramatically by the end of 2015, we saw a substantial 20% increase in those students who achieved 5A*-C including English and Maths with 41% of students attaining 5 A*-C grades including English and Maths compared with 21% in 2014.
This dramatic increase in attainment means that the gap between the disadvantaged students and other students has reduced from 33% in 2014 to 7% in 2015.
Progress as well as attainment has also improved from 2014. In 2015, the percentage of disadvantaged students making expecting progress in English has increased by 10% and by 14% in Maths.
The progress over a range of subjects (value added) also increased in 2015 to 989 points from 969 in 2014.
The funding for the new Academic year has again increased and it is hoped that the projects that have been developed over the last 2 years will be embedded further. The identified students in the Y7 / 8 /9 Nurture groups are this academic year benefiting from as different curriculum model which is already showing benefits and it is hoped that the continuation of this approach will bring further benefits. The training of an English teacher to support the ‘Miskin Project’ has proved to be a very successful addition to the delivery team and we are looking to extend this member of staffs role with regard to ‘dyslexia training and support ‘ for students. Alongside additional literacy support a new project targeting numeracy will also be introduced initially to support in KS3. This will compliment the current interventions already undertaken by the Maths team.
We are also planning to run an XL Group as part of the Princes Trust education programme which will target identified students in Y9-11 including those from the PP cohort. In addition to this we intend to employ a consultant CAMHS practitioner to support students who are experiencing a range of stressful or challenging situations and for whom outside agency support is currently limited.