Pupil Premium (PP) is additional funding allocated to schools on the basis of numbers of students entitled to and registered for free school meals (FSM) both currently and in the last 6 years. The amount allocated per student is £935 per year. PP is additional funding given to schools so they can support their disadvantaged pupils to match the attainment of non-disadvantaged pupils or at least diminish the difference between them. PP does not have to be completely spent by schools in the financial year in which they received it. Some or all may be carried forward to future financial years.
The Pupil Premium Grant (PPG) has been calculated on the number of pupils who are Ever 6 FSM:
|Allocation Based on October 2016 Census||2017/2018 Funding|
|Pupils||Amount Per Pupil||Total Funding|
|Deprivation Pupil Premium||386||£935||£360,910|
|Service students eligible for Pupil Premium||0||£300||£0.00|
|Looked after students eligible for Pupil Premium||1||£1900||£1900|
Year 7 Catch-Up Premium 2016/2017
|Amount Per Pupil||Total Funding|
The Year 7 catch-up premium allocations are based on £500 for each pupil as follows:
- A Year 7 pupil recorded on the October 2016 school census and recorded in the 2016 key stage 2 assessment data as not having achieved level 4, 5 or 6 in reading or mathematics.The grant for 2016/2017 was paid to the school in March 2017.
|Maths Intervention – Intensive small group tuition 17/18||£23,000|
|Additional Maths Intervention 17/18||£11,000|
|English Intervention 17/18||£23,000|
Outcomes for Students
Pupil Premium Impact Assessment 2016-17
In the table below pupil premium students have performed significantly below non-pupil students at the traditional benchmark of % 5 A*-C inc English and maths at new grade 4. There is a gap at the start but it has widened.
Traditional grades analysis
% 5 A*-C
inc English and maths at new grade 4
The data below is school data for Oulder Hill results. In 2014 and 2015 the school performed well overall for disadvantaged children indicating that there has been a strong impact and outcome from the previous spending of Pupil Premium Grants. In 2016 this dropped for both attainment and progress. In 2017 it has dropped even further. This is now a major focus of the school so that Pupil premium students catch back up to the non-pupil premium students.
The latest 2017 cohort had just 1 Disadvantaged student who was NEET on leaving (ie Not In Education, Employment or Training). Pupil Premium Funds are being directed towards Careers Education, Advice and Guidance (CEIAG where OHCS has a gold award), University visits, alternative provision and packages to support disadvantaged students to aim and achieve high.
In 2017 Oulder Hill had improved attendance for FSM students in particular Persistent Absentees (students below 90%). Pupil premium money has therefore been spent on pastoral care and focusing pastoral leads on this aspect. The impact of this has been that FSM attendance has gone up from 92.3% in 2015 to 93.5% compared to national FSM at 92.8%. However more needs to be done to close the gap and match the national non-FSM at 95.9% and school non-FSM at 96.1%. Puipl premium money is being spent on an extra day of Education Welfare Officer time to impact on Pupil Premium attendance at all levels.
Rationale for spend 2017: As a school, we’ve historically placed great importance on strong pastoral care and support, and as a result we have invested much of our Pupil Premium spending in this area. This has meant a disproportionate amount has been spent on achievement and this is our biggest priority for 2016/17 and going forward. In order to focus fully on achievement, we are placing an even stronger emphasis on teaching and learning, excellent behaviour management in the classroom and engagement in learning. The research strongly suggests that improvements to the quality of teaching disproportionately benefit disadvantaged students; hence our focus in this area. We are aiming for the very highest expectations of all of our students in terms of their learning, including the completion of homework. We expect this to improve mindsets and raise aspirations, in particular of high starter boys, and in turn support the interventions we have in place to raise achievement, with a particular focus on disadvantaged students making good or better progress in English and Maths.
In deciding where to use our Pupil Premium funding most effectively, we consulted a variety of research into the impact of spending on disadvantaged students. These included The Sutton Trust-EEF Teaching and Learning Toolkit, Teaching Schools Council and Dr John Dunford’s research as the Government’s Pupil Premium Champion. Based on the Sutton Trust’s findings that effective feedback adds on average 8 months to a child’s progress, we have launched a new Assessment policy. The Sutton Trust research has also shown the positive impact of small group tuition and we have therefore invested heavily in this area.
The Pupil Premium was introduced in April 2011, and paid by means of a specific grant based on school census figures for pupils.
Pupil Premium is calculated by the number of FSM children at the school in addition to the number of looked after children, who attend the school, calculated using the Children Looked After data returns (SSDA903). A premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.
The Pupil Premium is additional to main school funding and it will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.
- The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils.
- The funding will be used to narrow and close the gap between the achievement of these pupils and their peers.
- The school will use the additional funding to address any underlying inequalities between children eligible for Pupil Premium and others.
- We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.
- Pupil Premium will be clearly identifiable within the budget.
- The Head teacher and senior staff, will decide how the Pupil Premium is spent for the benefit of entitled pupils.
- The school will assess what additional provision should be made for the individual pupils.
- The school will be accountable for how it has used the additional funding to support the achievement of those pupils covered by the Pupil Premium and the Head teacher will report to the governing body and parents on how effective the intervention has been in achieving its aims;
- From September 2012, we will publish on-line information about how we have used Pupil Premium.
- We will ensure that parents, governors and others are made fully aware of the attainment of pupils covered by the Premium.
- We will seek to further develop strategies and interventions which can improve the progress and attainment of these pupils.
- We will track the impact of the strategies put into place through the funding to ensure that we can show the value that has been added to the education of the entitled children.
- We will monitor evaluate and review the success of the impact of the Pupil Premium funding.This policy will play an important part in the educational development of the individual pupils who are entitled to the Pupil Premium.School Barriers 2017
- We will ensure that these pupils are treated equally and as favourably as others and that the additional funding is used well to address the challenges they face. The school will use the additional funding to promote the achievement and progress of all entitled pupils, paying particular regard to the effectiveness of quality first teaching for all vulnerable groups, including pupil premium.
|1. Barriers to outcomes (for pupils eligible for PP including high ability)|
|In-school barriers (issues to be addressed in school, such as poor literacy skills, A2L)|
|A.||Literacy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress in Year 7/8.|
|B.||High attaining pupils who are eligible for PP are making less progress than other high attaining pupils across Key Stage 3. This prevents sustained high achievement through KS3/4.|
|C.||Behaviour issues for a small group of PP pupils are having detrimental effect on their academic progress and that of their peers.|
|D.||Attitude to Learning (A2L) scores of PP students are below non-PP and impact on learning|
|E.||Organisation issues eg planner, homework|
Attendance rates for pupils eligible for PP are 93.46% (below the target for all children of 95%). This reduces their learning hours and causes them to fall behind on average.
PP Persistent Absentees (PAs) =10%
|Out of school Barriers (issues which also require action, such as home circumstances)|
|G.||Experiences and Aspirations eg extra-curricular opportunities, university ambitions and inclusive experiences|
|H.||Lack of parental engagement and impact of a small minority|
|Desired outcomes||Lead||Success criteria|
|A.||High levels of progress in literacy for Year 7 and 8 pupils eligible for PP, especially low starter boys.||
|Pupils eligible for PP in Year 7/8 make more progress by the end of the year than ‘other’ pupils so that at least 50% exceed progress targets and 100% meet expected targets. Other pupils still make at least the expected progress. This will be evidenced using accelerated reader assessments and English written assessments in October, March and June.|
|B.||Improved rates of progress across KS3 and KS4 for high attaining pupils eligible for PP.||
DAR, MOO, LFA, LSA
|Pupils eligible for PP identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 3, so that 85% or above are on track for good progress by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by TLDs and SLT LMs.|
|D.||Behavioural issues of Pupils addressed.||DAR, MOO, LFA, LSA||Fewer behaviour incidents recorded for these pupils on the school system. None on PSPs and reduced IBPs. Reduction in on-calls to PP students and not sig. higher than non-PP.|
|E.||Organisation issues eg planner, homework are equal to non-PP||LPDs||All homework deadlines met. No planner issues.|
|F.||Increased attendance rates for pupils eligible for PP.||LFA||Reduce the number of persistent absentees (PA) among pupils eligible for PP to 5% or below. Overall attendance among pupils eligible for PP improves to 95% in line with ‘other’ pupils.|
|G.||Experiences and Aspirations eg extra-curricular opportunities, university ambitions and inclusive experiences||SLT||Students aspire to be successful in all areas (see surveys eg PASS)|
|H.||Lack of parental engagement and impact||SLT||High attendance of parents at all events by PP groups|
2017 Appendix 1 – PP spending
|TA3 English – Includes On-Costs||£19500||7-11||+4||LRE|
|TA3 Maths – Includes On-Costs||£19500||7-11||+4||LRE|
|TA3 Science – Includes On-Costs||£19500||7-11||+4||LRE|
|Pastoral Year Managers – Includes On-Costs||£162000||7-11||+4||LFA|
|TA3 x 2 Bridge – Includes On-costs||£39000||7-11||+4||LFA|
|Withdrawal for Small Group Tuition – English||£21250||9-10||+4||LRE|
|Withdrawal for Small Group Tuition – Maths||£21250||7-11||+4||LRE|
|Primary School Teacher for Maths||£30000||7 – 8||LRE|
|ECDL – Catch Up Lessons/Extra Classes||£5000||10 – 11||+4||MOO|
|Education Consultant to Lead on Feedback||£40000||7 – 11||+8||LRE|
|Homework Club – TA2||£15500||7 – 9||+5||BBR|
|Additional Education Psychologist Time (5 Sessions)||£2575||7 – 10||+8||BBR|
|Extra EWO Time to boost PP Attendance||£21942||7 – 10||+4||LFA|
|Speech & Language Therapist – Phonics||£8138||7-9||+4||BBR|
|Counselling||£5000||7 – 11||+8|
|English & Maths Revision||£3235||10-11||LRE|
|Other Revision guides||£8568||10 – 11||LSA|
|Revision Packs – LAC||£500||10 – 11||BBR|
|Rewards Cards for After-School Revision Sessions||£500||11||LSA|
|Breakfast for Revision Classes||£1000||11||+2||LSA|
|Additional eg LRC books etc||£314||7-11||JWA|
|Brainpop Access Science||£220||7-11||+4||LSA|
|GCSE Science Active Learn Digital||£800||9-11||+4||LSA|
|GCSE Active Learn PE Digital||£1500||9-11|
|GCSE Active Learn MFL Digital||£940||9-11|
|Software purchased for GCSE Students Maths||£600||9-11||+4||LRE|
|Accelerated Reader (Includes Reach for the Stars Programme)||£6500||11||+5||BBR|
|Lexia Programme||£2000||7 – 9||+4||BBR|
|IDL||£1000||7 – 9||+4||BBR|
|NISAI Online Learning||£10000||10 – 11||+8||BBR|
|Translation Services||£500||7 – 11||+8||BBR|
|KS4 Matters Evening||£250||10-11||+3||LFA|
|Subsidised Music Tuition (Inc GCSE)||£7000||7-11||+5||JWA|
|Boys High Starter Water Skiing||£250||11||+4||LSA|
|Parenting Programme (Based om £120 per half term)||£720||LSA|
|Sports Participation eg gym (Based on £15 monthly membership for 25 students for 1 year)||£4500||7-11||+2||MOO|
|Teens and Toddlers||£500||9-10||+4||LFA|
|Horticulture – Collaborative (Based on 1 hour per week for 100 students @ £25 per hour 38 weeks||£950||9-11||+5||LRE|
|Tassomai – Science||£9000||10-11||+4||LSA|
|Kindles – 20 @ £85||£1700||7-11||+4||DAR|
|Young Enterprise – Collaborative Learning||£1400||11||+5||BBR|
|Reading Programme 10 mins Per Child x 2 per year (Based on 425 hours @ £30 per hour||£12750||7-11||LRE|
|IPADs – LAC||£888||7-11||BBR|
|Attendance Panel with parents||£250||7-10||+3||LFA|
|Behaviour Panel with parents (Based on 2 per term x 3 hours per session x 2 staff @ £30 per hour||£360||7-11||+3||LFA|
|Isolation Room (1 x TA2 inc on-costs)||£15000||7-11||+4||BBR|
|After-school Programmes eg. Monday Night Club (Based on 2 hours per week @ £30 per hour)||£2280||9-11||+2||SLT|
|Kerboodle – Maths||£380||7-8||LRE|
|Additional support LAC Students||£554||7-11||BBR|
|GM Chambers – Young Chamber||£500||7-11||LFA|