Pupil premium

Pupil Premium Spending Plan 2019-20

Goal Outcome
To support all of our disadvantaged students in accessing the wider curriculum and additional resourcing to ensure high aspirations by:

 

(20K)

 

Disadvantaged students are able to access materials and attend trips offered in primary and secondary to support breadth, depth, engagement and character building
Secondary: To ensure improved progress and attainment for disadvantaged students by:

  • LSA (Part time) in secondary to target learning behaviours to ensure engagement (
  • Timetabled Intervention by maths in maths Y11 for any disadvantaged student who are under-performing
  • Timetabled intervention by English for Y10 for any disadvantaged students who are underperforming

(20K)

Primary & Secondary: Educational Coach to provide support across primary and secondary for target students

(10K)

 

Disadvantaged students progress is in line with that of non-disadvantaged students or the gap is closing rapidly with a focus on English and maths in KS4

 

 

Primary: To ensure improved provision for PP students as part of establishment of intervention base by:

–        HLTA to lead on base

(14K)

Disadvantaged students attendance is improving significantly across all phases and the gap is closing.

Attitude to Learning Data is broadly line for disadvantaged students and non disadvantaged students.

Disadvantaged students progress is in line with that of non-disadvantaged students or the gap is closing rapidly

Pupil Premium Grant Spending and Evaluation 2018-19

Goal Outcome Evaluation
To ensure improved progress and attainment for disadvantaged students by:

  • HLTA role in Primary
  • LSA in secondary to support lower ability pupil premium students in mathematics
  • LSA (Part time) in secondary to target learning behaviours to ensure engagement
  • Educational Coach to provide support across primary and secondary for target students
  • Tutoring in maths and English in Y11 for any disadvantaged student who cannot access this

(44K)

Disadvantaged students achievement is in line with that of non-disadvantaged students or the gap is closing rapidly Primary HLTA FTE ROLE:

Children in receipt of PP are performing in line with their peers overall: there are some subjects and year groups where they are out-performing their peers and others where they are performing less well, both in terms of progress and attainment.

Children in receipt of PP have overall positive attitudes to learning: 14% are outstanding, 56% are good, 31% are satisfactory and none have been graded as needs to improve.  In the school as a whole, 4% are judged needs to improve.  Although  this is a positive picture, our next step is for more students in receipt of PP to move from “satisfactory” to “good.”

Children in receipt of PP have similar attendance to those not in receipt of PP, however not all categories of PP are equal.

Attendance of children in receipt of PP for deprivation is significantly lower than attendance of children not in receipt of PP (29% of those that are in PA are PP, whereas only 9% of children in Primary are PP for deprivation.)  This is a key area for focus next year.

Those children in receipt of PP for deprivation rather than as LAC or Forces have poorer attendance, attainment and progress.  Next year, we will focus on children in receipt of PP for deprivation.  This will include targeted interventions and a named adult as a “key worker” for each child in receipt of PP for deprivation.

Secondary:

LSA support (part time)

There has been an improvement of performance for disadvantaged students by ½ a grade on average.  (-0.8/-1.2).  This remains a priority to ensure this continues to improve

In mathematics the provision of additional teaching for disadvantaged students through targeted intervention in Y11 has improved performance has led to an improvement of over ½ a grade (2018-1.12 and 2019: -0.5)

Educational Coach

In Primary, the Educational Coach has seen one child in receipt of PP this academic year.  She made good progress and parents report that she is happier.  She has made expected progress in all areas.

In Secondary, the Educational Coach saw 11 disadvantaged students, all but one made progress in their attendance and attitudes to learning. 6 out of the 11 made progress with their attainment, however staff observations suggest all students will make progress over the next academic year.

There has been an improvement in attitudes to learning of disadvantaged students through targeted support in lessons and our rewards system. The average attitude to learning grade for disadvantage students is ‘good’ which is in line with non-disadvantaged students.

Only 4 disadvantaged students did not meet the criteria for the end of term reward trip.

There is still a gap between the attendance of disadvantaged students compared to Non-disadvantaged students Disadvantage students = 89.81 – Non-Disadvantaged = 94.97, however there has been a large amount of outside agency involvement to support those disadvantaged students who have attendance issues.

To support all of our disadvantaged students in accessing the wider curriculum to ensure high aspirations by:

 

(10K)

 

Disadvantaged students are able to access materials and attend trips Primary disadvantaged students have been supported in Wrap around before an after school throughout year (£2852) and access to enrichment activities atter school (£985) This has supported engagement at school and in learning.

Across the school disadvantaged students have been supported with access to residential trips such as Primary residentials and in secondary, Iceland, Berlin.  There has been provision of revision booklets for Y11 students.  In secondary piano lessons have been provided for Y9 disadvantaged students to support engagement and attendance.

This has led to improved performance of secondary disadvantaged students at GCSE and attitudes to learning that are broadly in line due to the personalisation of response.  In primary disadvantaged students are above or in line due to this support

Training for staff on developing a consistent approach to a creating an environment for learning (PIVOTAL)

(2K)

Disadvantaged students attendance is improving significantly across all phases and the gap is closing
Attitude to Learning Data is broadly line for disadvantaged students and non disadvantaged students
Primary: Attendance of children in receipt of PP for deprivation is significantly lower than attendance of children not in receipt of PP (29% of those that are in PA are PP, whereas only 9% of children in Primary are PP for deprivation.)  This is a key area for focus next year.

A2L is in line with non-PP children across the school, although children in receipt of PP for deprivation show lower A2L scores than those in receipt of PP for other reasons.

Secondary  

A2L data is broadly in line for disadvantaged students across secondary.  This is an improvement from last year.

Attendance for students in receipt of PP remains below those of non PP.

 

Pupil-Premium-Spending-Evaluation-2018-19

Pupil-Premium-Funding-Review-2017-18

Menu