Pupil Premium 2016/2017 - proposed spending
Key information for 2016/2017 regarding the spending of the Year 7 literacy and numeracy catch-up premium of £9,500 and PP funding of £119,000.
Since the introduction of PP funding and the additional funding for Year 7 Literacy and Numeracy catch-up we have focussed our attention on improving Literacy through the timetabling of an additional period of English per fortnight and the introduction of the Accelerated Reading Programme and Success Maker. These approaches have resulted annually in some good and very good improvements in reading ages and an increasing number of students reading for school and for leisure. (Details of these successes can be acquired from Richard Addison our Pupil Premium Learning Support Co-ordinator.) Additional success can be measured through the increasing percentage of students achieving 3 levels of progress in English Language and English Literature. In 2014, 58% of disadvantaged students achieved 3 levels of progress in English Language/Literature; in 2015 the percentage had risen to 68% and in 2016, 75%, just 5% less than non-disadvantaged students. In the last two years using the measure of 3 levels of progress, SEN students have improved from 46% to 60%, FSM students from 63% to 73% and Gifted and Talented disadvantaged students from 86% to 100%.
In Maths there is greater variation in the outcomes and although 74% achieved 3 levels of progress in 2015, only 38% achieved this outcome in 2016. Students and teachers have identified the need for small group teaching and 1 to 1 sessions focussing on specific skills and content. To address this issue we have introduced a similar model to that used in English. The two populations in Year 7 are allocated additional inclusion staffing to work with the students on topics identified by their classroom teacher. The students will be tested following each intervention to ensure learning and achievement has taken place. These performances will be judged against the new 9 – 1 scale and CAT testing to evidence improvements from KS2 performances. The new version of Success Maker allows access remotely and has been purchased using funds from the Catch-up Premium. This will enable parents’ access to the program and provide opportunities to support their child.
The funding for disadvantaged students will also cover the cost for members of the maths department to attend PiXL (Partners in Excellence) conferences and purchase their resources. Currently there are over 1,000 schools working in partnership providing resources for personalised learning and clarification of the requirements for each of the grades 9 – 1. A further focus for the funding will be on FSM students in Maths and in all three categories; current FSM, FSM in the last 6 years and FSM ever. We will identify the barriers for learning for these students and set targets to provide personalised pathways for improvement and progression.
The key information outlined above should be read in conjunction with the file entitled, ‘Allocation of funds with commentary and outcomes’ specifically but please take the time to read the other associated information.
The Department for Education introduced the Pupil Premium in April 2011. The Pupil Premium is additional funding provided to enhance the education of students entitled to free school meals, those who have ever been entitled to free school meals over the last 6 years, adopted or children looked after or children of parents in the armed forces/services.
The conditions of the grant are outlined in a document from the Department for Education.
For more information about the Pupil Premium please follow this link PP 2016 2017 Guidance DfE
The overall objectives in spending our Pupil Premium Grant are:
- To continue the excellent work of our feeder schools through the joint publication of a Policy for Pupil Premium – please scroll down to the penultimate section in this document
- To raise attainment and progress for Pupil Premium students at Kingsmead School through the additional support of the Leaders of Achievement
- To narrow the attainment and progress gap between the Pupil Premium and non-Pupil Premium students
- To improve the attendance of Pupil Premium students at Kingsmead School
- To provide excellent pastoral care and support for our most disadvantaged students through employing a Pupil Premium Co-ordinator, PSFAs a Student Support Welfare Officer and an enhanced Inclusion Centre
- To provide counselling support for our most vulnerable learners
- To fund extra-curricular opportunities to enhance our Pupil Premium students whole school experience with a focus on aspirational visits to further educational venues and work places
- To enable targeted intervention and support for our Pupil Premium students across all year groups through the appointment of Leaders of Achievement and their work with Leaders of Learning and Assistant Leaders of Learning
- To ensure personalised provision is in place for Pupil Premium students giving all students equal access to the curriculum
- To ensure the best quality of teaching and learning is available day in and day out in the classroom as this has the greatest impact on the overall achievement of Pupil Premium students (please see graph and commentary below:
“Firstly, quality of teaching and learning counts most. Schools that create the best outcomes for students, recruit, train and retain great teachers and support staff. They adhere to model practice in the use of professional development. If the teaching is not consistently very good at your school, then that should be the focus for Pupil Premium funded activity – any other initiative is sticking plaster” The new Kingsmead Teaching & Learning policy ensures all teaching and support staff identify and seek to address the needs of PP students as a matter of priority. See Policy Section on Website.
Pupil Premium funding is being used in a number of ways to ensure that entitled students achieve their full potential, academically and emotionally. In addition to tailored academic support it is being targeted at participation in extra-curricular activities and some of the funding has been used to improve attendance.
Please follow this link for an analysis of how the funding is spent and a commentary on the outcomes Allocation of funds with commentary and outcomes
Attendance is to be the focus for 2016 to 2017.
Some specific examples of how it is being used are:
- To employ Mentors and other key staff to support our students
- To fund some trips and visits for students in order for them to access the full curriculum e.g. Drama productions and the GCSE Geography Fieldtrip
- To employ our Pupil Premium Co-ordinator who supports students in raising attendance
- To employ key staff in leadership roles focussing on Pupil Premium students e.g. the Deputy Headteacher, Leaders of Achievement, Applied Learning staff to increase the range of subjects for a personalised curriculum
- To fund Boost, our Year 7 Literacy and Numeracy catch up provision through the purchase of appropriate software e.g SuccessMaker, Accelerated Reader and others
- To support students attending trips abroad and other educational activities
- To fund extra-curricular opportunities at lunch time and after school
- To create a personalised provision for our students e.g. Applied Learning opportunities, Inclusion Centre activities eg Horse-Riding, Multi-sensory training and others, PE, Catering and Science BTEC resources, Music tuition, subject specific resources and revision guides etc.
Our spending of Pupil Premium is aimed to redressing some of the disparity of opportunity which is evident within our student population. We have a number of students from more deprived backgrounds, and it is important to us that they are able to flourish as much as any others.
Research suggests that young people growing up in more deprived communities experience less access to language and literacy-rich activities at home and in the community. They are also more likely to have emotional, social and behavioural difficulties. Some are more likely to experience physical hardship and neglect. Therefore, the interventions that we have been able to implement as a result of this funding all attempt to redress this balance in some way.
Pupil Premium funding is allocated to ‘close the attainment gap’ and to give those who may be financially disadvantaged the best opportunities in their school life.
We have written a joint Pupil Premium Policy with our Primary Schools to improve the transition benefits. Follow this link Kingsmead Pupil Premium Joint Policy with Primary Schools
The overall impact of the various strategies we have deployed have had a very positive impact upon the achievement and attendance of our Pupil Premium students. Overall absence rates for PP students have decreased with a continuing positive trend. Persistent absence for Pupil Premium students is also reducing but not yet closing the gap because of the overall improvement in whole school attendance. The 5 A* to C gap including English and Maths has fluctuated over the last three years but the trend indicates a decrease and is significantly lower than gap nationally as evidenced in the Inspection Dashboard and RaiseonLine in 2015. Significantly the A* to G ‘Inclusion’ figure has consistently increased over time reflecting on improved Teaching and Learning and a flexible approach to the curriculum for our Pupil Premium students. Follow this link to the Accountability Measures for 2016 results Accountability measures 2016 At this point it should be recognised that the accountability measures have changed significantly for all schools and consequently historical data will have no relevance to future outcomes.
What PP funding expenditure has had the greatest impact and why?
PP funding has been used to support students across Years 7-11, not just Year 11 examination groups. We believe this is crucial if we are to make a difference over time with all our PP students. (Please see attached PP document above for more detail)
1. Appointment of our Pupil Premium Learning Support Co-ordinator has improved the number of readers in the school and the reading age of a large number. Figures provided in school. Many students have attended Universities and work-place visits to raise their aspirations and a variety of projects have taken place such as the production of a short film and the building of an Eco-car for a local competition.
2. Leader of Achievement positions in each of the phases has led to increased tracking and monitoring of performance of PP students leading to an improving trend in achievement and attainment over the last 3 years.
3. Additional staffing allowed us to put on additional teaching groups in core and option subjects cutting class sizes. Positive impact in terms of results and behaviour in most subjects.
4. Additional personalised 1:1 support in Year 11 has been effective across many subjects with PP students performing almost as well as non-pp students.
5. Revision classes for Year 11 were run every day during Feb half-term, Easter holidays. Staff were paid for these during holiday time. Targeted sessions were run for PP students and other special groupings.
6. We run a late bus 2 nights a week allowing all students, but particularly PP students, the opportunity to attend revision classes and catch up sessions
7. We produced additional revision materials, ran additional mock examinations (staffed by external invigilators), paid for revision guides across all subjects for PP students and funded school trips and visits for subjects such as Drama and History in order for PP students to access the full curriculum
9. We have ensured all PP students have had mentors in Year 11.
10. In 2015/16 all staff had a target to raise the performance of PP students within their classes. A key focus has been on Teaching and Learning, particularly personalisation in the classroom. Observation data highlights this as strength and we support the research that this is the key to improved performance.
11. We have insisted on class packs for all subjects with all teachers highlighting all subgroups but particularly PP students. Detailed monitored of lesson planning shows that additional strategies are being used every lesson to support these students.
12. We have supported the salary of one of our senior leaders who has overall responsibility for the progress of PP students. He carried out an in-depth analysis of provision and held regular RIO meetings with staff and parents to raise aspirations.