Curriculum

Pupil Premium Grant

Pupil Premium at Penair School

Background

Pupil premium funding is additional government funding which is provided to raise levels of progress, attainment and aspiration of students who are either:

  • Currently in receipt of Free School Meals (FSM), or have been in receipt at any time during the last six years (Ever 6).
  • The children of Service Personnel.
  • Looked after Children and children adopted from care.

Recent achievement of disadvantaged pupils.

Our GCSE results in 2016 demonstrate that our cohort of disadvantaged pupils made good progress in comparison to previous years.  The 5 A*-C (inc English and Maths) achievement of our disadvantaged pupils improved by 10% between 2015 to 2016. The achievement gap fell by almost 6% between the disadvantaged and their non-disadvantaged peers.  As the disadvantaged students improved both their average grade and total point scores, we are also able to report an increase in Progress 8 measures. The disadvantaged pupils made more rapid progress than their non-disadvantaged peers all of which can be evidenced using our school data systems. The success of this cohort has been shared with Penair staff and Governors.

Context for this Academic Year

During the Academic Year 2016 / 2017 Penair has been allocated a total of £221,775

 

Year 7

Year 8

Year 9

Year 10

Year 11

Whole school

National

 

Free school Meals

 

17

(9.4%)

17

(9.0%)

16

(9.2%)

23

(13.7%)

23

(10.2%)

96

(10.2%)

 

(14.9%)

 

Pupil Premium

Disadvantaged

 

47

(26%)

32

(16.9%)

43

(24.9%)

34

(20.2%)

52

(23%)

208

(22.2%)

 

(28.9%)

Pupil Premium Review

An external Pupil Premium Review was commissioned in October 2016. The Review was conducted by Ken Bush and a report has been written.  The Review reports that:

‘There is a growing body of evidence to indicate that gaps in achievement between disadvantaged students and others are narrowing over time; this represents significant improvement since the previous Ofsted inspection in 2015.’

‘The school has responded exceptionally well to the need highlighted in the 2015 Ofsted inspection to improve the attendance of disadvantaged students. At the time of the inspection, attendance for this group was 88.6%, well below the national averages for this group compared both with similar students and with all students. By the end of the academic year 2015-16, this had risen by 4.5% to 93.1%.’

The next Review will be scheduled for October 2018

Barriers to future attainment (for pupils eligible for PP)

We understand that disadvantaged pupils at Penair are not one homogenous group and we aim to treat them all as individuals. Identified barriers are addressed through many different strategies and initiatives.

In school barriers

  • Behaviour - There has been a reduction in the number of disadvantaged students receiving sanctions such as fixed-term exclusions, referrals to the school’s isolation room and after-school detentions. Nevertheless, this group is still disproportionately over-represented which is an area for further investigation and improvement.
  • Progress in KS3 – Whilst the progress gaps in KS3 are within the 20% tolerance, disadvantaged children often make less progress than their non-Disadvantaged peers.
  • Progress in KS4 – The Progress 8 gap disadvantaged students (PP vs non PP) has improved from 0.60 in 2015 to 0.33 in 2016, the gap with all students has improved from 0.66 to 0.26 in 2016. However, the Progress 8 score for disadvantaged pupils was -0.10 therefore the progress of disadvantaged pupils remains a priority.
  • Homework – Disadvantaged children often struggle with the demands of homework and therefore on average receive lower homework grades than their non-disadvantaged peers.

External barriers

  • Attendance – An action point from the June 2015 Ofsted report.
  • Access to funds – We recognise that not all pupils who are eligible for Pupil Premium funding are socially disadvantaged, however, staff are encouraged to apply for funding to remove any barriers to learning both within the classroom and including extra-curricular activities.

 

Penair School’s Pupil Premium Strategy

It is the responsibility of all members of staff as we strive for Progress 4 all.

In this current academic year there is a whole school Teaching staff Performance Management target for 2016 – 2017; ‘To focus on closing the progress gap for disadvantaged students in the classes for which you are responsible, through the use of effective teaching and learning strategies’.

Over the last 3 years the profile of Pupil Premium has risen as we have promoted the importance of ‘Quality first teaching’  It is now school policy for every teacher to have a seating plan with student groups identified and for all staff to have a GRAPle (Group Raising Achievement Plan) for each class they teach.

Marking and Feedback should be of high quality, with PP pupil’s’ books being marked first. All pupils should engage with their teachers’ marking and evidence of pupil response to feedback should be purposeful and able to demonstrate progress.  All teaching staff have a Teaching and Learning performance management target relating to closing of attainment and progress gap for this academic year.

Most ‘interventions’ have taken place within Year 11 in the past 2 years, but the staff are encouraged to support all disadvantaged pupils throughout the school, by identifying barriers to learning and working with their students to overcome them.  Staff are able to apply for equipment and materials for individuals to support the pupils’ learning.  This has been used to great effect in Expressive Arts through the purchase of Art materials and the provision of an Extra-curricular dance teacher.

All interventions and spending of PP funding is tracked for each individual pupil, to allow cost benefit analysis to take place.  The PP coordinators are regularly held to account by the Head teacher, PP Governors and the Raising achievement committee.  Funding is also allocated to support Social and educational inclusion.  Our data shows the need for some disadvantaged pupils to be supported and taught at other education providers.

Individual pupil data monitoring happens every fortnight for attendance and every half term for progress. Behaviour and attendance is monitored by the Pastoral Leaders for each Key stage.  Academic progress Leaders for Key stage 3 and 4 monitor pupil progress. 

Attendance and progress gaps between disadvantaged pupils and their non-disadvantaged peers remains a key area of focus for this Academic Year. A newly appointed Educational Welfare Officer will be ably supported by our in house Student Welfare Officers (SWO).  Two SWOs will be working to support the Pastoral and Progress Leaders in each key stage.

Out of classroom support is also being provided at both the beginning and the end of the school day.  Pupil Premium funding supports The Big breakfast, where any student in school can receive free breakfast.  We will also continue to support and strengthen our Homework support club where TAs help individuals with their homework. Spring term analysis from 2016 shows that 23 KS3 PP students regularly attended Homework club and of these students 95% have either stayed the same or improved on homework (based on number of -1s). Every year 9 student who has attended has improved.

Initiatives

The progress and achievement of disadvantaged students is measured half termly. Progress in each subject is monitored, reviewed and next steps are formulated to support success. There is a line of accountability for this, as teachers report to their Heads of Faculty. All teachers focus on under-achieving pupils by assessing individual pupil’s needs within the classroom.

As a result of the analysis of student performance Pupil premium funding is allocated in the following ways:

Attendance

  • To improve and support attendance through the Educational Welfare Officer and Student Welfare Officers.
  • Provide academic and social support for students through the Student Welfare Officers

Raising Progress and Achievement

  • Promotion of ‘Quality First Teaching’ through Middle management / line management meetings and staff training.
  • In 2016/2017 all Teachers will have a Performance management target that relates directly to the progress of Disadvantaged students in their class.
  • Provide the opportunity for targeted Year 11 pupils to gain extra qualifications through the ECDL programme.
  • Encourage all members of staff to apply for Pupil Premium funding to support the learning of disadvantaged students across the curriculum.

Inclusion

  • To commission an external Pupil Premium Review in accordance with Ofsted recommendations (completed October 2016)
  • To provide social inclusion opportunities and education at alternative providers.
  • To provide Nurture support and 1:1 interventions in the Bywva Centre.
  • Provide career support for all year 10 and 11 students including disadvantaged pupils. This includes help with Work Experience placements, college applications and post-16 learning.
  • Young College. Provide opportunities for year 10 and 11 students to study for vocational qualifications with links to Truro College.

Strategies for supporting pupils

  • Targeted Literacy Interventions for those students whose reading ages are low, primarily through English lessons with additional HLTA support.
  • Two specific Literacy intervention groups will provide extra Literacy support for pupils who achieved below expected standards at Key Stage 2.
  • Support pupil learning in the classroom with ‘booked for’ Teaching assistants.
  • Management of a supportive Homework club for targeted under-achieving pupils.
  • To provide a free breakfast for all pupils each morning to encourage a high and punctual attendance to school each day.
  • To provide revision booklets, exam materials and targeted after school programmes for year 10 and 11.

Transition

Transition programmes from Key Stage 2 to 3 are inclusive and progressive.   Pupils have regular contact with Penair from feeder primary schools, through a range of activities in both Year 5 and Year 6, which culminates in 2 specific taster days in July. A Summer School programme runs during the first week of the summer holidays and all disadvantaged students from our feeder primary schools are given the priority in booking these places.

 

Planned Pupil Premium spend for 2016-17

 

 

Category of Spend;

Proposed Spend

Planned PP Activities

Strategies for supporting pupils at risk of exclusion

 

 

 

8,000

Education out of School % PP estimate

Attendance

 

 

 

27,563

Student welfare officers (1:1)

 

6,000

EWO (% of the cost on PP)

Inclusion

 

 

 

12,610

Student support in the Bwyva Centre.

 

15,000

Social Inclusion money - Including Nurture Group

Achievement

 

 

 

38,772

Target literacy interventions, primarily through Year 7 Literacy Group. Including accelerator reader costs. Including HLTA x 2 literacy interventions

 

2,500

Young College. Opportunities for year 10 & 11 students to study vocational courses : funding of college course

 

9,500

Information, Advice & guidance

 

28,703

Life skills 

 

19,248

Provision targeted at under -achieving students : Homework club & breakfast club.

 

400

Motivational speaker / coaching

 

9,400

ECDL £60 per PP student plus £8000 for teaching time

 

17,000

Teaching assistants support PP students throughout the school day.

 

800

Top Gear % of spend

Other approaches

 

 

 

15,000

Social deprivation; money to remove financial barriers / barriers to access/Learning resources; revision booklets

 

5,000

Pupil Premium management

 

750

Raising Achievement Lead Practitioner

 

2,000

external PP audit

 

4,000

% CPD growth mind set, numeracy

 

1,500

mentoring time

 

2,500

invigilation, training % of costs to PP

 

3,000

data manager

 

221,246

Total

 

 

 Income  PP £215,755 + PP Y7 catch up £6,000

 

 

Total income :  £221,775

       

 


Rationale behind some spend allocations

  1. Educational Welfare Officer
    • Improve attendance of PP students from 93.1% to 96%.
  2. Student Welfare Officers: (% of wage costs)
  • Ensure PP students for that year group are making progress across the curriculum & intervene when needed. E.g Collect students for homework club if needed and promote & manage the breakfast club.  Run boys/girls groups to help improve attendance & behaviour.
  1. Year 7 Literacy Group
  • To support those students working at below expected standards in English to improve their literacy. English progress data/SPAG tests to show evidence of this.
  1. Homework Club
  • To improve the number of PP students who complete their homework to a good standard. Teachers and Key stage leaders to refer students to the club and parents contacted through the SWO. SWOs to collect the students from period 5 if needed. Half termly data to show impact.
  1. Breakfast Club
  • To improve the attendance of PP students by inviting them to breakfast club with their friends for free breakfast. Key Stage Leaders to contact home to inform parents of this facility. SLS to monitor the impact and compare attendance of those who attend with their attendance last year.
  1. Bwyva Centre Staff (% of wage costs)
  • To provide vulnerable pupils with a safe environment during break time and lunch times and to offer support to those who struggle to cope with a 5 lesson day. Interventions put in place on an individual basis and to be reviewed by Henry Lewis.
  1. Social Deprivation
  • To provide resources to those who need it to students can access the curriculum. For all faculties to provide revision booklets and other materials to support the progress of PP students.
  1. 2 HLTAs providing Literacy support
  • Each TA to keep specific records of the students they work with & the progress being made. The HLTA to work under the guidance of the class teacher but to do 1:1 with targeted students where necessary.
  1. Young College
  • To part fund the vocational courses that disadvantaged students study at college (all Level 2). The aim is to replicate our 0% NEET figure from 2015.
  1. Life Skills, Information & Guidance
  • The IAG coordinator to continue to offer one to one careers guidance by meeting with Disadvantaged/SEN students. To organise small group visits to the college to ensure disadvantaged students meet the key workers. To help secure disadvantaged students work experience placements.