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 2017 Census||2018/2019 Funding|
|Pupils||Amount Per Pupil||Total Funding|
|Deprivation Pupil Premium||400||£935||£374,000|
|Service students eligible for Pupil Premium||0||£300||£0.00|
|Looked after students eligible for Pupil Premium||4||£2300||£9200|
Year 7 Catch-Up Premium 2017/2018
|2016/17 Year 7 Cohort||2017/18 Year 7 Cohort||% Change in Cohort 2016/17 and 2017/18||Funding in 2016/17||2017/18 Allocation|
|284||287||1.06%||£19 706||£19 914|
In 2016, the allocation methodology changed and schools now receive the same amount of year 7 catch-up premium that they got the previous year, adjusted to reflect the percentage change in the size of their year 7 cohort, based on the October school census.
A Year 7 pupil recorded on the October 2017 school census and recorded in the 2017 key stage 2 assessment data as not having reached the expected standard in key stage 2 tests. The grant for 2017/2018 was paid to the school in March 2018.
|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 2017-18
In the table below pupil premium students have not performed as well as non-pupil students at the traditional benchmark of % 5 A*-C inc English and maths at new grade 4. However, there has been an improvement in terms of progress.
Traditional grades analysis
|ATTAINMENT 2018||Achieving 9-4 in English and Maths|
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 and 2017 both progress and attainment declined. However, in 2018 there were improvements in attainment and progress and gaps are closing. This is now a major focus of the school so that Pupil Premium students make progress to catch up to the non-pupil premium students.
The 2017 cohort had just 1 Disadvantaged student who was NEET on leaving (ie Not In Education, Employment or Training). The 2018 cohort had no disadvantaged students who were NEET at the start of the academic year. 3 students are now NEET but are all being supported into suitable placements. Pupil Premium Funds are being directed towards Careers Education, Information, 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.
Improving the attendance of Pupil Premium students is an ongoing focus for 2018-19. Pupil premium money has therefore been spent on pastoral care and focusing pastoral leads on this aspect. There was a slight decline in 2017-18 in the attendance of PP students to 89.42% However, more needs to be done to close the gap to the whole school attendance at 94.55%. Pupil premium money is being spent on an extra day of Education Welfare Officer time to impact on Pupil Premium attendance at all levels. Attendance up to May 2019 shows PP attendance to be 90.1%. This is an increase of 0.68% and a larger rate of improvement when compared to whole school attendance.
Rationale for spend 2017/18: 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 2017/18 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.
- 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|
|F.||Attendance rates for pupils eligible for PP are 89.42% (below the target for all children of 95%). This reduces their learning hours and causes them to fall behind on average.|
|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.||The progress of disadvantaged students will improve towards that of non-disadvantaged students and will improve in relation to other students nationally.||
Reduce the 9-4 Basics attainment gap from 27% (2016/17) to 20% for the 2018 GCSE outcomes. (National=63% O.H PP=50.7%)
Improve the Progress 8 measure amongst PP students from –0.5 (2016/17) to better than -0.4 by July 2018.
Progress 8 2018 -0.23
2018-19 Improve the Progress 8 measure amongst PP students to better than -0.2
|B.||To offer additional support to Pupil Premium pupils in all key stages through the provision of additional resources, especially in English and maths.||
The gap in outcomes between disadvantaged and non-disadvantaged students and nationally will reduce.
Reduce the Basics attainment gap to national from 27% (2016/17) to 20% for the 2018 GCSE outcomes.
Gap 2018 18.4%
2018-19 Reduce the 9-4 Basics attainment gap to 15%
|C.||Attendance of disadvantaged students improves across all year groups to match that of their peers and national expectations.||
Reduction in the attendance gap between disadvantaged and non-disadvantaged students
PP 2017/18 = 89.42%
All 2017/18 = 94.55%.
PP attendance will improve to 94% by July 2018.
|D.||To continue to offer opportunities for those in receipt of Pupil Premium to access extra-curricular opportunities.||
Proportion of key groups attending extracurricular offer is at least in line with proportion of key groups.
PP students will receive less behaviour incidents and more credits towards rewards
|E.||To ensure that the students eligible for PPG are not over represented in the behaviour system.||
Less PP students being placed in Bridge including repeated offenders.
Percentage of PP students receiving Bridge placements will reduce from 10.36% to below 8% by July 2019.
Fixed term exclusions are at least in-line with the national average.
Percentage of PP students receiving FTE will reduce from 10.36%.
|F.||To ensure students eligible for Pupil Premium are offered early careers advice and guidance to help them achieve their aspirations.||LFA/LPD/SGR||
Monitoring of participation rates shows disadvantaged students are represented and that costs do not impede their participation.
ALL Year 11 PP students will have received a careers meeting by May 2019. Achieved.
2018 Appendix 1 – PP spending
|Intervention and support||Costing||EEF Toolkit|
|Pastoral managers – to ensure support and provision for students and to monitor attendance, Attitude to Learning and engagement.||£152 000||+4|
|Contribution to salaries for Learning and Progress Directors and Safeguarding Officers – to ensure support for students and to track and monitor progress and attitudes to learning. Work to overcome barriers to learning.||£152 000||+4|
|TA3 for Maths, Science and English – to support students in class and in subject interventions.||£49 000||+4|
|TA3 x 2 in The Bridge – to provide support for students in terms of behaviour and improved attitude to learning.||£43 000||+4|
|Tutoring for LAC students – to provide individual support for students in preparation for external examinations.||£8630||+5|
|Online learning programmes, incl Nisai – to allow students to access online learning to support their work in school.||£20 000||+8|
|Teens and Toddlers programme – to engage students in learning through support and responsibility and to improve attitudes to learning.||£9400||+4|
|Humanutopia – part of the Immersion day programme to develop empathy and positivity in students to improve attitudes to learning.||£2250||+8|
|Attendance and Behaviour panels – to support parents to ensure that students attend school and that they follow the expectations of the school.||£600||+3|