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:
|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|
- “We are an inclusive Community school, proud to be valued citizens serving the borough of Rochdale.”
- “We provide a captivating learning experience and foster a culture of the highest expectations for all.”
- “We ensure every individual is challenged, motivated and inspired to be the absolute best they can be in all that they do.”
Pupil Premium Rationale: As a school, we’ve historically given considerable thought to the potential barriers that some of our Pupil Premium students face, and those that appear to be the greatest barriers to educational achievement are detailed below. However, we recognise these are broad generalisations and that Pupil Premium students are not a homogenous group. We therefore aso place great importance on strong pastoral care and support, and as a result we invest much of our Pupil Premium spending in this area. 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 a high 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 Attitudes to Learning (A2L) 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 achieving the basics and making positive progress in English and Maths. We expect all students to do their best always everywhere.
In deciding where to invest 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.
|Summary information – School’s Pupil Premium Profile 2019|
|Academic Year||2018/19||Total PP budget||£374 000||Date of most recent external PP Review||January 2018|
|Total number of pupils||1364||Number of pupils eligible for PP||401||Date for next internal review of this strategy||Dec. 2019|
|Attainment||OHCS Non PP||OHCS PP||Non-PP (sisra)||PP (sisra)|
|Average KS2 Start Point (actual)||4.87||4.84||4.95||4.46||4.59||4.68||4.89||4.59|
|Average Attainment 8 points||50.71||50.03||47.14||35.55||39.29||39.14||50.09||42.45|
|% Achieving Grade 4+ English||77.8||83.3||76.3||52.3||60.3||66.3||82.2||62.9|
|% Achieving Grade 5+ English||63.7||66.7||56.2||36.9||42.5||49.4||66.8||44.9|
|% Achieving Grade 4+ Maths||74.9||82.7||76.9||47.7||58.9||60.7||76.9||54.3|
|% Achieving Grade 5+ Maths||52.6||56.2||50.3||23.1||34.2||28.1||55.1||31.9|
|% Achieving Grade 4+ E&M||67.3||75.9||66.9||40.6||49.3||52.8||71.7||47.6|
|% Achieving Grade 5+ E&M||46.2||46.9||40.8||23.1||30.1||23.6||48.8||26.3|
|Progress 8 Score overall||0.22||0.17||-0.26||-0.6||-0.25||-0.49||0.15||-0.35|
|P8 Score English||-0.24||-0.03||-0.5||-0.64||-0.56||-0.55||0.13||-0.34|
|P8 Score Maths||0.01||0.36||-0.15||-0.46||-0.08||-0.49||0.13||-0.33|
|P8 Score EBACC||0.48||0.34||-0.20||-0.19||0.04||-0.46||0.16||-0.41|
|P8 Score Open||0.4||0.01||-0.27||-0.45||-0.44||-0.55||0.14||-0.36|
|Key Outcomes 2020 – JW to lead|
|1.||The Attainment and Progress of PP students will improve towards that of non-PP students and will improve in relation to other students nationally.||LSA||
1. Reduce the 9-4 Basics attainment gap from 14% and 5 basics gap form 17%
2. Improve the Progress 8 measure amongst PP students from -0.5 to 0.
|2.||To offer additional support to Pupil Premium students in both key stages through the provision of additional resources, especially in English and maths to impact on the basics.||
1. The gap in P8 between disadvantaged and non-disadvantaged students nationally will be 0.
2. Reduce the Basics attainment gap to national from 27% (2019) to 0% for the 2020 GCSE outcomes.
3. Reduce the 9-4 Basics attainment gap in Y10/9/8/7 to 0%
|3.||Attendance of disadvantaged students improves across all year groups to match that of their peers and national expectations.||
1. PP attendance will improve from 89.42% to 95%.
2. PASS survey will show positive attitudes to attendance vis a vis peers.
|4.||Opportunities for Pupil Premium to access extra-curricular opportunities||DAR||
1. Spreadsheet of extra curricular will show proportion of PP attending extracurricular offer is at least in line with proportion of non PP. Target = 75%
2. All students attend a museum, a live theatre performance and an art gallery.
|5.||To ensure that the students eligible for PPG are not over represented in the behaviour system.||
1. Percentage of PP students in Bridge will reduce from 10.36% to below 8% by July 2020.
2. Fixed term exclusions are in line or below the national average compared to non-PP. (<10%)
3. 100% of PP students will receive fewer than 50 behaviour incidents
4. 90% will be eligible for rewards trip.
|6.||To ensure students eligible for Pupil Premium are offered early careers advice and guidance to help them achieve their aspirations||
1. Monitoring of participation rates shows disadvantaged students are represented and that costs do not impede their participation.
2. ALL Year 11 PP students will have received a careers meeting by Feb. 2020.
3. Y7-10 will have CEIAG
4. 0 NEETs
|7.||Students receive high quality teaching, including feedback, with the highest of expectations||LDU||
1. Drop-ins will show high expectations of PP
2. Exercise books will show pupils responding to feedback and improving.
The 2019 cohort had no students who were NEET on leaving (ie Not In Education, Employment or Training).
Improving the attendance of Pupil Premium students is an ongoing focus for 2019-20. Pupil premium money has therefore been spent on pastoral care and focusing pastoral leads on this aspect. There was a slight decline in 2018-19 in the attendance of PP students to 89.42% Therefore, 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 November 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.
2019 Appendix 1 – PP spending
|Interventions 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|
Year 7 Catch-Up Premium
|2017/18 Year 7 Cohort||2018/19 Year 7 Cohort||Funding in 2017/18||2018/19Allocation|
|287||291||£19 914||£20 192|
A Year 7 pupil recorded on the October 2018 school census and recorded in the 2018 key stage 2 assessment data as not having reached the expected standard in key stage 2 tests. The grant for 2018/2019 was paid to the school in March 2019.
|Maths Intervention – Intensive small group tuition 18/19||£23,000|
|Additional Maths Intervention 18/19||£11,000|
|English Intervention 18/19||£23,000|
Year 7 Numeracy Catch-Up 2019/20
- Currently 70 pupils 29PP/26SEND. Catch-up groups work on the Mastery Scheme.
- The Year 7 Nurture group also study the Mastery Scheme. The scheme is differentiated so that students can assess the curriculum. Regular contact with the LP for Numeracy to provide help and support.
- Sets 4, 5, 6 and Nurture are completing Numeracy Ninjas once a week (practice quick recall of number work). Results recorded on the system. See data below.
- PM tutorial Intervention group put together based on QLA data. Using PixL Times Tables, Maths Mastery resources and SATS based questions. Parents/carers notified via ParentMail.
- Students to complete pre and post-tests and monitor progress.
- Tests have been differentiated to ability.
Year 7 Literacy Catch-Up 2019/20
- Currently 75 pupils 28 PP/14 SEND.
- All students follow the English curriculum but differentiated to the needs of the pupils, so that all can access the curriculum.
- There is a Nurture class and small lower sets on both populations of the timetable.
- Teachers will focus on the areas of need using the QLA from KS2.
- Lexia Intervention is used to support students to improve their reading ages and understanding of the curriculum.
- All students in Year 7 have one allocated Literacy lesson a week aimed at improving understanding of tier 2 vocabulary that has been identified as a barrier to learning.
All students in Y7 follow a Literacy Tutorial programme.