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Pupil Premium

2015/2016 Pupil Premium

Rationale

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funds to tackle disadvantage reach the pupils who need it most. Pupil Premium is allocated to our school and is clearly identifiable. The Government states it is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, they will be held accountable for how they have used the additional funding to support pupils from low-income families and Looked After Children.

New measures will be included in the performance tables that will capture the achievement of those deprived pupils covered by the Pupil Premium. The Government requires schools to publish online information about how they have used or plan to use the Premium. High Storrs School will use the funding to support the Every Child Matters principles with a particular focus on vulnerable groups. This includes:

• Being healthy
• Staying safe
• Enjoying and achieving
• Making a positive contribution
• Achieving economic well-being

1. Relevant support will be provided for students arriving in High Storrs at below average National Curriculum levels through strategies linked with the Primary feeder schools. (Y7 catch up funding which is in addition to Pupil Premium funding will be used for this)
2. Within KS4 and Post 16 relevant courses will be provided for students at High Storrs that are deemed to be vulnerable.
3. We will ensure that there is support for those students who are in danger of underachieving due to attendance issues.
4. There will be provision of mentoring support for individuals and groups of students deemed to be vulnerable.
5. Targeted intervention strategies will be used with specific groups in High Storrs that appear to be vulnerable.

We have received at total allocation of £172,040 for the financial year from April 2015 – March 2016. This funding is in addition to our main school budget allocation.

The numbers of targeted pupils split by year for this allocation are:

Year 7 = 27
Year 8 = 25
Year 9 = 40
Year 10 = 36
Year 11 = 36

TOTAL = 164

Key Priorities

To close the disadvantage gap by addressing inequalities and raising the attainment of those students in low income families, Looked After Children or previously LAC.

To close the gap in achievement for groups of students deemed to be vulnerable.

Success Criteria

FSM6 & LAC pupils making progress at least in line with expectation or above
FSM6 & LAC – Non-FSM6 & Non-LAC progress gap reduced by 3% in the next year
Black & Minority Ethnics (B&ME) – non-B&ME progress gap reduced by 3% in the next year
FSM and non-FSM attendance gap is narrowed
Reduction in the number of B&ME exclusions

Monitoring

The Action Plan will be monitored by the lead member of staff and the Headteacher and discussed at half-termly meetings

Evaluation

The Pupil Premium Action Plan will be evaluated by the Senior Leadership Team and the Governing Body as to the effectiveness of each objective in reaching the stated success criteria.

The budget will be used in the following ways:

• Appointment of an Education Welfare Officer specialist to look specifically at attendance issues to raise participation in school.
• To engage specialists and role models in school to work with staff and students within specific vulnerable groups.
• Increase the provision of English as an additional language (EAL) support.
• Increase the provision of BME Learning Mentor support.
• Increase the number of Student Support Assistants to four, increasing Pastoral support for vulnerable students.
• Offer resources directly to curriculum areas for targeted intervention, e.g. resources extension to learning opportunities.
• Year 7 Catch Up activities, including small group work in literacy and numeracy, designed to improve access for Y7 students entering school below national levels of attainment.

In future years different strategies may be used to address the priorities.

 

Pupil Premium Student Progress 2014-2015

In Year 11:

70% of students eligible for PP funding made three levels of progress in English

51.6% made three levels of progress in Maths (an increase of 3.6% from 2014)

In Year 10:

74% are on target to make three levels progress in English and 60% in Maths

In Year 9:

94% are on target to make three levels progress in English and 58% in Maths

 

Progress against success criteria

  1. Pupil Premium pupils making progress at least in line with expectation or above
    Pupil premium – Non Pupil Premium  gap reduced by 3% in the next year

In last year’s Y11 the percentage of pupil premium students who made 3 levels of progress in English, although still high, dropped slightly. The gap between pupil premium and non- pupil premium widened by 9%.

In Maths, the percentage achieving 3 levels of progress rose by 2.6% and the gap between pupil premium and non- pupil premium narrowed by 11.5%.

On Progress 8 measures, the gap between Pupil Premium and Non Pupil Premium has narrowed. (From 2016 on wards, schools will be measured using Progress 8. For all pupils nationally, the average Progress 8 score will be zero)

Progress 8 PP Non PP PP Gap
2014 -0.53 0.24 -0.77
2015 -0.2 0.18 -0.38
Change  0.39

 

  1. B&ME – non-B&ME progress and attainment gaps are reduced

There was a slight drop in the 5 A* – C including English and Maths results for the B&ME cohort down 4% to 47%.  However, the gaps narrowed in both English and Maths for three levels of progress.

In English 78.4% of B&ME students made three levels of progress. (The gap narrowed by 2.4% to 7.6%)

In Maths, 56.7% of B&ME students made three levels of progress (gap narrowed by 3.4% to 22.4%)

The number of Pakistani heritage students (APKN) making 3 levels of progress in English increased to 76.7% and the gap between them and non-APKN narrowed by 1%. In Maths, 42% of APKN students made 3 levels progress and the gap narrowed by 2%.

  1. FSM6 and non-FSM6 attendance gap is narrowed

FSM6 attendance decreased slightly in 2014-15 by 1.2% to 91%.

The gap between FSM6 and non-FSM6 attendance has widened slightly from 3.3% to 4.2%

  1. BME and non-BME exclusion gap is narrowed

Overall the total number of fixed term exclusions is low and continuing to fall (from 36 to 26 this year.)  APKN exclusions dropped from 15 to 7. However, the gap between BME and non-BME exclusions has not narrowed this year after a substantial drop last year.