2015-2016

PupilPremiumStrategy2015-2016

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PupilPremium2015-2016PupilPremiumfundingisintendedtobenefitstudentsonfreeschoolmeals,childrenwhohavebeenlookedaftercontinuouslyformorethansixmonths,lookedafterchildrenandservicechildren.TheGovernmentbelievesthatthePupilPremium,whichisadditionaltomainschoolfunding,isthebestwayofensuringthatfundingtotackledisadvantagereachesthepupilswhoneeditmost.

ThegovernmentbelievesthatitisforschoolstodecidehowthePupilPremium,allocatedtoschoolspereligiblepupil,isspent,sincetheyarebestplacedtoassesswhatadditionalprovisionshouldbemadefortheindividualpupilswithintheirresponsibility.

WhilstschoolsarefreetospendthePupilPremium,theyareheldaccountableforhowtheyhaveusedtheadditionalfundingtosupportpupilsfromlow-incomefamilies.FromSeptember2012,thegovernmentrequiredschoolstopublishonlineinformationabouthowtheyhaveused,andareusing,thePremium.Thiswillensurethatparentsandothersaremadefullyawareoftheattainmentofpupilscoveredbythepremium.

RationaleThespendingofpupilpremiumfundinghasbeendecidedbyexternalresearchsuchastheDfEstudyintoeffectiveuseofPupilPremiumfunding(Fig.1),theexperienceofstaffastowhathasworkedwellbeforeandcollaborationswithotherschoolsinordertoascertainwheretheyhavefoundsuccesswiththefunding.

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Figure1–Whatarethemosteffectivewaystosupportdisadvantagedpupils’achievement,DfEReport(November,2015)i

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PupilPremiumWaveSupportModelThefundingreceivedforpupilseligibleforpupilpremiumwillbeutilisedtodevelopteachingandlearninginaccordancewiththeWavesofInterventionModel(Fig.2).Thewavesofinterventionmodeldescribeshowdifferentlevelsofinterventioncanbeunderstoodandsystematicallyimplemented.WhilenotalloftheworkrequiredtodevelopteachingrequiresdirectfundingfromthePupilPremiumallocation,itisimportanttohighlightthewiderworkcurrentbeingundertakentoimproveprogressandoutcomesforourdisadvantagedcohort.

Figure2

• Wave1describesqualityinclusiveteachingwhichtakesintoaccountthelearningneedsofallthechildrenintheclassroom.PupilPremiumfundinghasandwillprimarilybeusedtoimprovethequalityofthisfirstteachingforall.ThequalityoffirstteachingisofparticularimportancetodisadvantagedpupilsashighlightedbythelandmarkSuttonTrustResearchin2011(Fig.3)

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Figure3

Wave2describesspecific,additionalandtime-limitedinterventionsprovidedforsomechildrenwhoneedhelptoacceleratetheirprogresstoenablethemtoworkatoraboveage-relatedexpectations.Wave2interventionsatSEAhaveincludedacademicmentoring,incentiveprogrammes,highabilityprogrammes,literacyandnumeracyinterventions,parentalengagementandextra-curricularopportunities.

Wave3describestargetedprovisionforaminorityofchildrenwhereitisnecessarytoprovidehighlytailoredinterventiontoaccelerateprogressorenablechildrentoachievetheirpotential.Thishasincluded1-1support,workwithteachingassistantsandtheprovisionforadditionalresources.

ThisapproachtothestrategicdeploymentofpupilpremiumfundingwillbesupportedbytheEEFtoolkitandevidencefrompreviousinschoolinterventionstoguidethespendingplanforthecurrentacademicyear.

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PupilPremium2015-2016KeyPriorities1. Closethewholeschoolattainmentgap.2. Increasethewholeschoolfocusondisadvantagedstudents.3. Increasetheprovisionfordisadvantagedstudentsinordertoremovebarrierstolearning.

1. KeyObjective:Closethewholeschoolattainmentgap.Action:Specialistone-to-oneandsmallgrouptuitioninEnglishandmathematicsforidentifiedstudentsinKeyStage3andKeyStage4.Rationale:Suttondocument‘One-to-onetutoring+5monthsmoderateimpact’‘Forpupilseligibleforfreeschoolmeals(FSM)withlowerpriorattainment,thosewhoreceivedtuitionweremorelikelytoachieveLevel4atKS2andtomaketwolevelsofprogressthanthosewhodidnotreceivetuition.’EvaluationoftheMakingGoodProgressPilot(2010).DCSFResearchReportRR184.PricewaterhouseCoopers(PwC)LLP.SuccessCriteria:AreductionintheattainmentgapofPPandnonnonPPstudentsinyear11whencomparedwiththe2014examresults.DatesSept2015-June2016

PersonresponsiblePDE

MonitoringandEvaluationTrackingandmonitoringdataofPPcohortviadatacollection,studentfeedback,exitdata,progresscoordinatordataanalysis.Lessonobservationscheduleofinterventionlessonsaspartofperformancemanagement.Impact:theattainmentgapnarrowedfrom29%(2014GCSEResults)to19.9%(2015GCSEResults).Therewasalsoa4.1%increaseinthenumberofdisadvantagedstudentsachieving5ACEM.ThesamecomparativeresultsshowedthecontinuationofanarrowgapinEnglishforexpectedprogress(1.2%)anda5%narrowingofthegapinmathsforexpectedprogress.

Cost£68,763

Action:Provisionoftwolearningsupportassistantstoprovideindividualpupilswithextrahelpinclasses.

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Acrosstheschooldisadvantagedpupilsweretargetedforadditionalinclasssupport.Ratherthanremovingthemfromlessons,thestrategyhasbeentohelpfacilitatequalityfirstteachingacrosstheschool.Rationale:Qualityfirstteachinghasadisproportionateimpactondisadvantagedstudentswhencomparedwiththeirpeers(SuttonTrust2011).Thereforeitisessentialthatallbarriersberemovedthroughtheinitialprovisionoftheteacherandsubsequentlytheadditionalclassroomsupport.SuccessCriteria:Narrowgapsinsubjectsacrosstheschoolalongsideimprovedperformanceofdisadvantagedpupils.DatesSept2015–June2016

PersonresponsiblePDE

MonitoringandEvaluationDataanalysisKS2–firstY7dataentry.Datareviewpointsallowedforanalysisofthegapsfromfirsttheteacher,thenHoD,thenclusterleaderandfinally,theheadteacher.Overall9%reductionin5ACEMindicatesanimprovedpictureacrosstheschoolfordisadvantagedstudents.

Cost£32,778

2. KeyObjective:Increasethewholeschoolfocusondisadvantagedstudents.Action:AppointmentofPupilPremiumLearningChampions–AmemberofstaffforeachyeargrouptargetingeachcohortRationale:RecommendationsfromthebestpracticeguidefromOfstedsuggestnamedmembersofSLTandkeystakeholderstoleadonprovisionfordisadvantagedstudents.SuccessCriteria:Narrowinggapsacrosseachyeargroupthroughthefocussedworkofthelearningchampions.DatesSept2015-June2016

PersonresponsiblePDE/LCs

MonitoringandEvaluationAsreflectedinthePPimpactreport,therewasasignificantimprovementinthedisadvantagedstudentsProgress8score.Furthermore,thegapbetweenthisgroupandOthersnarrowedsignificantly.Inaddition,thesamecanbesaidforallotherheadlinemeasures.Thisresultedfromanincreasedfocusthroughlearningchampions,teacherbaseddatareviewprocesses,increasedfocusinlearningwalksandatargeteduseofPPfundingtosupportWave2&3interventions.

Cost£12,658

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3. KeyObjective:Increasetheprovisionfordisadvantagedstudentsinordertoremovebarrierstolearning.

Action:Provisionoflearningresourcestoenhanceandfacilitatecurriculumandenrichmentactivities,specificallytargetedatdisadvantagedstudentsRationale:Suttondocument‘thechoicesthatschoolsmakeinallocatingthemoneywillbevitalsothatthefundingcanhelpraisepupils’attainmentandaspirations.’SuccessCriteria:AttainmentgapbetweenPPandnonPPreduces.PPstudentsmakeprogressinlinewithexpectations.DatesSept2015-June2016

PersonresponsiblePDE/LCs

MonitoringandEvaluationBarrier–studentsinKS4canstruggletoaffordtripsandrevisionbooks.Thesestudentshavebeenprovidedwithfundingwhichsupportstheminthisway.Forexample,allPPEnglishstudentshadtheirtriptoseeBloodBrothersattheLowryTheatrefunded.Whiletheimpactisdifficulttoquantify,theoverallperformanceoftheEnglishdepartmentreflectsastrongprovisionforthisdisadvantagedcohort.

Cost£1,913

Action:Fundingtosupportspecificneedsincludingassistancewithtransportcosts,schoolmeals,enrichmentactivitiesandmusictuition.Rationale:Removingobstaclestostudentslearningisalignedwithourschoolmissionandallowsfordisadvantagedstudentstoaccessthesameopportunitiesastheirpeers.SuccessCriteria:Improvedattendancefordisadvantagedstudentsandincreasedinvolvementinextracurricularactivities.DatesSept2015-June2016

PersonresponsiblePDE

MonitoringandEvaluationBarrier–alackofresourcesathomeaffectedtheattendanceofsomestudentsandsofundinghasbeendirectedtowardsupportingthesestudentswithuniformandabuspass.

Cost£7,478

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PPattendanceofextendedcurriculum,activities,activitiesdaysupport.SupportPPstudentsinperipateticlessons

Totalproposedspend2015/2016:£128,596

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