Pupil Premium

Overview

Allocation

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 2016/2017 Funding
Pupils Amount Per Pupil Total Funding
Deprivation Pupil Premium 390 £935 £364,650
Service students eligible for Pupil Premium 1 £300 £300
Looked after students eligible for Pupil Premium 1 £1900 £1900
Total 366,850

 

Year 7 Catch-Up Premium 2016/2017

Allocation

Pupils 2016-17 funding
Amount Per Pupil Total Funding
Allocation 34 £500 £17000

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 2015/2016 was paid to the school at the end of February 2016.

Maths Intervention – Intensive small group tuition £12,000
Additional TAs to support Literacy and Numeracy £10,000
Summer School £4,000

Outcomes for Students

Below is the Education Endowment Federation (EEF) graph showing the most recent performance of Oulder Hill (orange dot) pupils compared to pupils in similar circumstances of prior attainment and deprivation (2015 outcomes).

In the graph Oulder Hill is the orange dot. Outcomes are classed as being in the top quadrant for progress. In this quadrant progress is strong for both Pupil Premium students and for non-Pupil premium students. The grey dots are all the similar schools in the country’s performance with the most similar school in terms of numbers of Pupil Premium being the blue dot. The school is very pleased with this performance.

This graph and analysis can be accessed by anyone typing in EEF toolkit in a search engine and going in to the family of schools database.

Pupil Premium Impact Assessment 2015-16

Traditional grades analysis

ATTAINMENT 2016

GCSE Average 

Grade

FFT Aspirational

Target

  KS2 Start
  Level
Non-pupil premium 4a C+ C
Pupil Premium 4b C – D+

The data below is taken from the Government’s 2016 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 Government Attainment benchmarks are similar to previous but the benchmarks for progress have changed from “Value Added” to “Progress 8”. The validated graphs for attainment and progress are below. In the chart the X axis across is Key Stage 2 results and then it is compared to actual results achieved – Attainment at Key Stage 4. The red line is national progress for all students.

In the graph you can see that many students have made better progress than the national. The blue squares are PP students.

Disadvantaged compared to national non-disadvantaged

Main results for disadvantaged pupils (FSM) at OHCS compared to national non-disadvantaged (non-FSM) are:

Attainment English

2016 = OHCS = 53% (national non-FSM = 80%)
Attainment Maths

2016 = OHCS = 61% (national non-FSM = 75%)

Progress 8 (P8)

Progress 8 for OHCS Disadvantaged Pupils is -0.27 compared to national P8 = 0 and non-FSM = 0.3 so the pupil premium has not closed the gap compared to non-FSM. Without students who joined after the start of GCSE work it would be -0.06.

Attainment Basics (ie achieving both English and maths C+)

2016 = OHCS = 39% (national non-FSM = 69%)

Destinations

The latest 2016 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.

Attendance

In 2016 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%.

 

Policy

Overview

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.

Overview

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.

Objectives

  • 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.

2017

This policy will play an important part in the educational development of the individual pupils who are entitled to the Pupil Premium.

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.

School Barriers 2017

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
F.

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
2.    Outcomes
  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.

CGA, EKE

 

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 thsan 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

 

TITLE Cost Year EEF Toolkit SLT Lead Impact RAG term
1 2 3
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 FMO
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
Science Revision £5700 11 +4 LSA
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 KLO
Subsidised Trips  £2500 7-11 +4 JWA LMO
Boys High Starter Water Skiing £250 11 +4 LSA AWA  n/a
Parenting Programme (Based om £120 per half term) £720 LSA  n/a  n/a
SEALS £5600  7-8 +4 BBR        
Sports Participation eg gym (Based on £15 monthly membership for 25 students for 1 year)  £4500  7-11 +2 MOO RFI
PASS Survey  £1660 7-11 +8 LFA
Humanutopia  £2250 9   +8 LFA
Books LRC  £2500 7-9 DAR
Teens and Toddlers  £500 9-10 +4 LFA
Art equipment  £8000 8-11 +2 LFA SGA
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 TBA  n/a
Kindles – 20 @ £85 £1700 7-11 +4 DAR  n/a
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 LPD
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
Student travel £430 7-11
GM Chambers – Young Chamber £500 7-11 LFA
TOTAL £555,979