Pupil Premium

What is Pupil Premium?

The Pupil Premium is additional funding provided to schools that are publicly funded in England. Students eligible for Pupil Premium are often referred to as ‘Disadvantaged Pupils’ by the government and schools. The purpose of this funding is to raise the attainment/improve the progress of disadvantaged pupils and close the gap between them and their peers.

The School receives £935 of additional funding for each child registered as eligible for free school meals at any point in the last 6 years. Schools also receive a sum of £1,900 for each looked-after pupil who has been looked after for 1 day or more, was adopted from care on or after 30 December 2005, or left care under a special guardianship order or a residence order. A premium of £300 is issued for pupils whose parents are in the armed services.

Pupil Premium at Framingham Earl

We are committed to using our Pupil Premium funding to support our students, aiming to tackle and remove barriers to progress. The performance and well-being of our disadvantaged students is tracked diligently to inform the strategies introduced for each individual.

How have we spent Pupil Premium funding (2015/16) and what was the impact?

The school received £77,879 in Pupil Premium funding for 2015-16 to support 95 students recognised as ‘disadvantaged’. This represented 14% of the total number of students on roll. In this same period, the School spent £93,217 on supporting disadvantaged students.

Funds obtained through Pupil Premium were used to support all eligible students to achieve well. This included supporting specific staffing roles within the school to effectively monitor student performance, lead on interventions and work with teaching colleagues to help improve outcomes.

During 2015-16, this moeny was spent in the following ways:

Staffing: £81,552

To improve the outcomes for our Pupil Premium students the School’s Aspirations Ambassador and other supporting staff developed their roles in order to offer increasingly bespoke support, earlier intervention in all year groups and improved monitoring and evaluation of impact as well as disseminating this information more widely across the school.

  • The vast majority of expenditure in 2015/16 in terms of staffing was to provide a nurture classroom for our most vulnerable students in Year 7, to provide for a smooth transition into high school. By supporting the appointment of a full-time classroom teacher and a dedicated Learning Support Assistant to facilitate this offering, we have committed to ensuring that those students for whom the move to high school could otherwise prove too daunting, are well supported and their progress allows them to catch up with their peers academically and socially. In 2015/16, this cohort of students consisted of 7 disadvantaged students (in September 2015), which was approximately 50% of the total nurture cohort. The inset delivered by these staff members to all staff to ensure the principles of nurture are delivered consistently in all classrooms will ensure that this expenditure offers value outside of the nurture classroom itself.
  • The School’s Intervention Coordinator (in post until March 2016) continued to deliver and monitor Key Stage 3 literacy programmes and provide staff training in successfully supporting students, including those eligible for Pupil Premium, with literacy across the curriculum through staff inset. Six of the seventeen students who received this intervention were disadvantaged students and they benefitted from literacy intervention sessions with all participants boosting their reading scores. Students received literacy intervention either on a 1-1 basis, or part of a small group for between two and five twenty- minute sessions per week (maximum 1.5 hours per week) for a total of between six and eighteen weeks between Sept 2015 and March 2016.
  • The school’s Aspirations Ambassador (in post until April 2016) worked with disadvantaged pupils to develop ‘pen portraits’ of these individuals to facilitate actions that remove barriers to attainment and achievement. He also promoted awareness of disadvantaged learners amongst school staff and monitored their individual progress as well as contributing to our ‘Raising Achievement Group’ to champion these young people. This individual also worked with each disadvantaged student individually, helping them with many aspects of school-life from organisation and homework to improving their controlled assessment in English to ensure they were not disadvantaged going into the final GCSE exams.
  • Increased out of hours learning provision to provide both a venue where students can study and staff support during the sessions. Approximately 8 of our disadvantaged students used this provision regularly through the year but this is an important offering for those students who may struggle to work in a focused manner at home or require additional support for their learning. We will continue to focus our work towards ensuring that this resource is used by those students for whom it is needed.
  • Continued employment of the Intervention Administrator (until April 2016) – this person supported the Raising Achievement Group in key tasks such as monitoring of intervention provision, communication with parents/carers, distribution and collation of monitoring documents and organisational details of intervention provision. We consider this good value for money, as efficient administration ensures our programmes run smoothly and effectively, with teachers able to concentrate on supporting young people.

Further Intervention in Core Subjects (£5,176)

Small group and one to one intervention across all year groups to narrow any gaps in progress as early as possible during the period students are at the school. The impact of this intervention varies depending on the student but we monitor this carefully and report it regularly to governors. Feedback from last year’s programme has been used to further develop this programme and make it more useful to our students.

We worked with various external intervention providers during the year to provide high quality intervention in both Maths and English to support the progress of our students. A high proportion of intervention groups contained disadvantaged students in them.

Resources and Trips: £6,489

£3,031 was spent on resources to support the learning of students considered ‘disadvantaged’. This included the purchase of revision texts, netbook computers and similar resources to directly support the learning of our disadvantaged learners. These resources are requested by teaching staff or the students themselves.

£436 was spent within the nurture classroom on resources to support a number of learning activities necessary to the development of skills in this cohort of students.

Disadvantaged students were supported in accessing extra-curricular activities, college courses and educational trips (£3,022). For example, transport set up which previously would have prevented participation allowing students to attend school trips to Paris, Bletchley Park and London or to access college courses to ensure the curriculum available to them supports their learning.

Impacts of Expenditure 2015-16 on GCSE Outcomes

This table shows the gap between disadvantaged students and other students:

2013  2014 2015 2016
5 A*-C inc English & Maths 51% gap 21% gap 32% gap 7% gap
Expected progress in English 42% gap 15% gap 21% gap 7% gap
Expected progress in Maths 31% gap 6% gap 11% gap 2% gap favouring disadvantaged students

Pupil Premium Funding 2016-17

What is the grant allocation for the current academic year?

The school has received £77,290 in Pupil Premium funding for the 2016-17 academic year.

What are the main barriers to educational achievement faced by eligible pupils at the school?

As always, we treat each student as an individual, and those classed as ‘disadvantaged’ (as well as many not classed as ‘disadvantaged’) present with a range of barriers to achievement. Many of these students require far more support than the Pupil Premium funding we are allocated could possibly cover, and some require very little support over their 5 years with us.

Examples of common barriers to achievement seen within our School are:

  • Underperformance at Key Stage 1 and 2, leaving students with insufficient foundation knowledge to confidently and successfully access KS3 and KS4 curricular. This requires early, targeted intervention, often focused on literacy and numeracy to support rapid progress.
  • Insufficient private study space can lead to students falling behind through lack of engagement with homework and private study. Our response to this is to ensure that students can access a quiet, supportive work space each day after school.
  • Underdeveloped ability to organise themselves. This can manifest itself in students being ill-prepared for class (e.g. incorrect books or equipment), or can become apparent through incomplete homework or lateness to school/lessons. The work that our Interventions Coordinator does with individuals to help prepare them for the school day supports these students.
  • Self-esteem issues stemming from family difficulties or previous school experiences. This is supported through our nurture provision (where severe) and through general principles of nurture as applied throughout the School. Additionally, the work that our Interventions Coordinator does to build on student self-esteem supports individuals.
  • Limited awareness of the variety of further and higher educational opportunities available to them. This is addressed through our careers programme and personal meetings with our Independent Careers, Advice and Guidance Consultant, Debra Bland, as well as our links with various employers and colleges who regularly present to students.

This list is far from exhaustive, and each student in the School is supported to deal with their own personal barriers to learning.

How will you spend the Pupil Premium to address these barriers?

The following outlines some of the key areas in which this additional funding will be used:

  • Appointment of a replacement Aspirations Ambassador (from September 2016, now known as Interventions Coordinator). This will mean we will be able to deliver further intervention in a range of subjects and support positive working relationships with students. The role also increases our capacity to analyse any potential barriers to progress at a one-one level. This will help us tailor our support and intervention much more closely to individuals and better support families. All disadvantaged students will gain benefit from this appointment.
  • Funding for staffing as described in the 2015-16 section above will continue. There will be an emphasis on supporting and intervening the moment students enter Framingham Earl High School.
  • A continuation of our extensive intervention programme, which will increasingly focus on students in the lower school as appropriate.
  • Purchase of resources such as Accelerated Reader to further develop our intervention programmes. This will support the developing literacy of some of our younger students and evidence suggests that this is a very powerful tool for engaging young people with reading and improving literacy.
  • We anticipate supporting more students at a personal level with the purchase of resources such as netbooks and tablets to allow them to overcome barriers to learning which have previously hindered their progress. For students for whom writing hinders their progress, this can be an invaluable resource.

How will you measure the impact of the Pupil Premium funding?

As always, impact of this expenditure will be measured in a variety of ways.

  • We will continue to use academic progress data to indicate whether students are making sufficient progress.
  • We will use other data-based measures such as improvements in spelling and reading age tests to indicate the impact of these interventions.
  • For our students with social and emotional or developmental needs, we will use Boxall Profiling techniques to demonstrate the impact of our nurture provision.
  • We will use student voice surveys to engage with the young people receiving support and ensure that this meets their needs and aids their progress.
  • All interventions will be monitored regularly (ordinarily 6 weekly) to collect data and compare this with starting ‘baseline’ data in order to ascertain whether this is the correct intervention for the student in question.
  • Where possible, data on behaviour and attitudes to learning will be utilised to provide evidence of the effectiveness and value for money offered by our work.

The School’s Pupil Premium strategy will be reviewed at the end of each term and amended to reflect the current needs of our students.

 

© 2016 Framingham Earl High School