Pupil Premium 

A summary of the Kingsmead Strategy for disadvantaged students.

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
• To raise attainment and progress for Pupil Premium students at Kingsmead School.
• To narrow the attainment and progress gap between the Pupil Premium and non-Pupil Premium students and students Nationally
• 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 early intervention in KS3 and supported preparation for GCSE study in KS4
• To ensure personalised provision is in place for Pupil Premium students giving all students equal access to the curriculum
• To support students in better managing their own learning process through metacognitive strategies
• 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”  OFSTED 2017

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.  

Some specific examples of how it is being used are: 

• To fund trips and visits for students in order for them to access the full curriculum
• To employ our Pupil Premium Co-ordinator
• To employ key staff in leadership roles focussing on Pupil Premium students e.g. the Deputy Headteacher, Applied Learning staff to increase the range of subjects for a personalised curriculum
• To fund our Year 7-8 Literacy and Numeracy catch up provision through the purchase of appropriate software e.g. 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 resources, Music tuition, subject specific resources and revision guides etc. 

Spending rationale

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.

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.

1. Appointment of our Pupil Premium Learning Support Co-ordinator has improved the number of readers in the school and raised the average reading age. Many students have attended Universities and work-place visits to raise their aspirations. 

2. Leader of Upper and Lower School have led to increased tracking and monitoring of performance of PP students.

3. Additional staffing allowed us to put on additional teaching groups in core and option subjects cutting class sizes.

4. Revision classes for Year 11 were run during Feb half-term, Easter holidays. Staff were paid for these during holiday time. Targeted sessions were run for PP students. 

5. Bespoke transport arrangements have allowed PP students to attend revision classes and catch up sessions afterschool.

7. We produced additional revision materials, ran additional mock examinations (staffed by external invigilators), paid for revision guides across all subjects 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 PP students have had mentors in Year 11.

10. All staff have Performance Management targets 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 to support these students.

12. We have supported the salary of one of our senior leader who has overall responsibility for the progress of PP students. He carried out an in-depth analysis of provision and held regular meetings with staff and parents to raise aspirations. 

For full details of our 2019-2020 Pupil Premium strategy, click here

For precise details of our 2019-2020 Pupil Premium spend, click here

For precise details of our 2018-2019 Pupil Premium spend, click here

Year 7 Catch-up Funding

Upon arrival to Kingsmead a number of students are identified as in need of additional support in Maths and English. The Inclusion Centre coordinates 1 to 1 and small group intervention to raise ability in core subjects, with the objective of improving their access to all other curriculum areas through this intervention. The impact of all such interventions are recorded by Inclusion Centre staff.  For an example of 2018-19 catch-up spend outcomes, click here

Joint Pupil Premium Policy – Shared by Kingsmead and our feeder schools)

This is a joint policy drawn up with our feeder schools. The actions and interventions are shared with Kingsmead during transition. The feeder schools and Kingsmead have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that our children are given every chance to realise their full potential.

Overview

The pupil premium is a government initiative that targets extra money at pupils who meet a specific set of criteria, including whether they are, or have been, in receipt of free school meals.  Comprehensive and well-established research shows that these pupils underachieve compared to their peers.  The premium is provided to enable these pupils to be supported to reach their potential. 

There are three categories of children that qualify for pupil premium:

• Children who are eligible for free school meals (FSM)
• Looked after children
• Armed forces children

Context

When making decisions about pupil premium funding it is important to consider the context of the school and the subsequent challenges faced.  Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties and attendance and punctuality issues.  There may also be complex family situations that prevent children from flourishing.  The challenges are varied and there is no “one size fits all”.

Key Principles 

• We will provide a culture where staff believe in ALL children;
• We will ensure that there are ‘no excuses’ made for underperformance;
• We will support staff in adopting a solution-focussed approach to overcoming barriers;
• We will seek to ensure that teaching and learning opportunities meet the needs of all of the pupils;
• We will seek to ensure that appropriate provision is made for pupils who meet the relevant criteria. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed;
• In making provision for socially disadvantaged pupils, we will recognise that not all pupils who receive free school meals will be socially disadvantaged;
• We will also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the premium as the school sees fit to ensure all pupils achieve their potential.

Analysing data 

We will ensure that:

• All staff are involved in the analysis of data for their students so that they are fully aware of the needs and priorities for their pupils;
• We use research when appropriate, such as the EEF’s Sutton Trust toolkit, to support us in determining the strategies that will be most effective;
• Pupil premium children receive expedient support for their individual needs. 

Identification of Pupils 

We will ensure that:

• All staff are aware of who pupil premium and vulnerable children are;
• All pupil premium children benefit from the funding, not just those who are underperforming;
• Underachievement at all levels is targeted (not just lower attaining pupils);
• Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…”.

Improving day to day teaching and provision

Quality First Teaching has the greatest impact on the outcomes for all children. As a school, we will ensure that the following impact on the attainment, progress and holistic wellbeing of pupil premium students:

• Facilitate pupil’ access to education;
• Facilitate pupils’ access to the curriculum;
• Provide additional teaching and learning opportunities;
• Provide alternative support and interventions;
• To continue to set high expectations;
• Ensure precise differentiation;
• Provide small groups support and individual support from a range of staff members;
• Support the funding of enrichment activities and educational visits;
• Ensure consistent implementation of the non-negotiables, e.g. marking and guided reading;
• Share good practice within the school and draw on external expertise;
• Provide high quality CPD;
• Improve assessment through joint levelling and moderation. 

Increasing learning time

We will seek to maximise children’s learning time:

• Through monitoring and close liaison with the educational attendance officer, parents and pupils we will seek to maximise pupils’ learning time with improved attendance and punctuality where required);
• By ensuring that any necessary interventions are in place quickly.

Additional support

We will ensure that any additional support we provide is effective by:

• Looking at the individual needs of each child and identifying their barriers to learning;
• Ensuring additional support staff and class teachers communicate regularly;
• Using the most experienced and skilled teachers to provide high quality interventions across their phases;
• Matching the skills of the support staff to the interventions that they provide;
• Working with other agencies to bring in additional expertise;
• Providing extensive support for parents:
• To develop their own skills (English, mathematics and computing through family learning courses);
• To support the children’s learning within the curriculum;
• To manage in times of crisis, for example through engaging with the PFSA;
• Tailoring interventions to the needs of the child (e.g. targeted mathematics and English sessions in the afternoons for those who may struggle in the main lesson);
• Recognising and building on children’s strengths to further boost confidence.

Monitoring and evaluation

We will ensure that:

• A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice;
• Assessment data is collected half termly so that the impact of interventions can be monitored regularly;
• Assessments are closely moderated to ensure they are accurate;
• Teaching staff attend pupil progress meetings each term and the identification of children is reviewed;
• Regular feedback about performance is given to children and parents;
• Interventions are adapted or changed if they are not working;
• Case studies are used to evaluate the effectiveness of interventions.
• The headteacher maintains an overview of pupil premium spending, and works alongside the SLT to ensure provision is based on accurate monitoring and evaluation processes;
• A governor is given responsibility for pupil premium and takes an active role in ensuring successful outcomes for these children. 

Reporting

It will be the responsibility of the headteacher and SENCo, to regularly report to the governors on:

• the progress made towards narrowing the gap, for pupil premium pupils;
• an outline of the provision that was made since the last meeting;
• an evaluation of the cost effectiveness and impact of the provision in terms of the progress made by the pupils receiving a particular provision. 

When reporting about pupil premium funding we will include: 

1. Information about the context of the school
2. Objectives for the year

• Reasons for decision making
• Analysis of data
• Use of research when appropriate
• Learning in the curriculum
• Social, emotional and behavioural issues
• Enrichment beyond the curriculum
• Families and community
• Total PPG (pupil premium grant) received
• Total PPG spent
• Total PPG remaining 

1. Nature and support of allocation
2. An overview of spending
3. A summary of the impact of PPG  

Parents will receive information as to the progress of pupils through personal information sent home on individual education plans (where relevant) and through reporting of assessment results at the end of each term and the academic year.

The governors of the school will ensure that there is an annual statement to parents on how the pupil premium funding has been used to address the issue of ‘narrowing the gap’, for these pupils. This task will be carried out within the requirements published by the Department for Education and will appear on our school’s website.

Progress Data for Pupil Premium students

Data Measure	2019	2018
Progress 8 for disadvantaged students – Overall	-0.64	-0.36
Progress 8 for disadvantaged students – English	-0.52	-0.41
Progress 8 for disadvantaged students – Maths	-0.56	-0.26
Progress 8 for disadvantaged students – Ebacc	-0.27	-0.02
Attainment 8 score for Pupil Premium students	32.68	37.78

The next review of the Pupil Premium Strategy will be October 2020