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Deprivation Pupil Premium is awarded according to the number of students who are entitled to receive Free School Meals or have been eligible at any point in the last six years (FSM*). The school has a small but growing number of students classed as ‘Pupil Premium’ and our total funding for the Financial Year 2016-17 is £83,925 (£68,945 in 2015/2016).
We aim to ensure that all students from low-income backgrounds can access fully the curriculum and the wide variety of extra-curricular opportunities we offer and have similar career aspirations to those of other students. We regularly monitor and track the progress of all students, with particular reference to students in vulnerable groups, including those identified as Pupil Premium. Our data shows that the vast majority of Pupil Premium students achieve outcomes in line with non-Pupil Premium students.
The Ofsted RAISEonline Summary Report (unvalidated) for 2016 shows that disadvantaged students (FSM*) achieved a Progress 8 score of 0 which is line with all students nationally. Students in this category achieved scores in the range of +0.73 to -1.06. When split by Key Stage Two prior attainment (PA), middle PA group of 4 disadvantaged students scored an average of -0.24 against a non-disadvantaged national score of 0.14 and the high PA group of 8 students scored an average of 0.06 against a non-disadvantaged national score of 0.07. In terms of attainment, the average for all students was 68.02 points and for the 12 disadvantaged students the average was 61.5 points against a national non-disadvantaged average score of 52.56.
The Ofsted Inspection Dashboard 2016 provides a summary of the strengths in 2016 which includes the statement:
Disadvantaged pupils’ Progress 8 was not significantly below the scores for other (non-disadvantaged) pupils nationally overall or for any prior attainment group, including for English and Maths, and across all the curriculum areas (English Baccalaureate or open element, science, languages or humanities).
These figures can fluctuate year on year due to the small number of eligible students in each academic year and comparative data can vary greatly depending on outcomes of individual students in the cohort.
Pupil Premium funding enables us to invest in:
- Individualised support for students through dedicated Student Support Managers, a counsellor and Peer Mentoring
- Curriculum support such as revisions sessions and one-to-one interventions including small group support sessions after school and on-line tutoring
- Study skill and revision skill support, including purchase of revision materials
- GCSE revision classes during the holidays
- Additional enrichment activities both in an out of school
- Support for smaller classes in core subjects in KS4
- Hardship fund for students requiring direct financial support for extra-curricular activities, such as music tuition, school trips, transport to school and uniform
- Careers and higher education advice to help students avoid deprivation in the future.
A Director of Curriculum has responsibility for Pupil Premium.
Plans for the current year and evaluation
Our experiences and those of other institutions have suggested that small group support sessions after school have not always been as effective as we would have hoped. Thus whilst we plan to continue to offer this support to those whom we feel are likely to benefit, its effectiveness will be monitored on a termly basis. We are also trialling the use of online tutoring with some KS4 students.
As there is some research suggesting support is more effective in the classroom, we introduced a pilot scheme using subject coaches in Term 2 of this academic year. A group of 26 Year 12 and Year 13 students attended a training session and joined classes with Pupil Premium and other students who are facing challenges in their learning in five subjects. The effectiveness of this scheme was assessed using surveys of students and staff at the end of the term. In the light of feedback received it is now being extended to other subjects during the rest of the academic year and is to be evaluated by reviewing student progress data.
We are also exploring ways of using alumni to share experiences with Key Stage 3 students who are potentially the first generation aspiring to higher education. We are conducting a survey of all Year 7 and Year 8 students to find their current aspirations in order to plan this.
A survey has been conducted of Year 10 and Year 11 students to assess their views of the effectiveness of revision aids and support currently offered and this has been used to target the provision of revision aids for pupil premium students more effectively.
The effectiveness of the use of the counsellor is monitored through students completing a sense of well-being questionnaire at the beginning and end of their sessions. We also review the impact of support towards curriculum visits and transport using pupil progress and attendance data.