Pupil Premium Evaluation 15/16
The Pupil Premium is a government initiative designed to target resources on those pupils deemed to be from a disadvantaged background. Specifically the Pupil Premium money is provided for those pupils who have been on Free School Meals (FSM) at any point over the past 6 years (Ever 6) or those children who have been looked after continuously for at least 6 months (CLA).
For the year 2015/16, the Pupil Premium has a value of £935 per eligible pupil in secondary education and £1300 per eligible pupil in primary education. Pupil Premium money comes into school for CLA (Children Looked After) and FSM (Free School Meals). The government agencies have not dictated how the Pupil Premium Grant should be spent, but what is clear is that the money should be used to promote strategies which narrow the attainment gap between the highest and lowest achieving pupils.
The core principles upon which we have utilised the Pupil Premium Grant are:
- To ensure the continued improvement of Quality First Teaching with a particular focus on marking and feedback.
- To track, monitor and intervene effectively so that we support attendance, engagement in learning and progress.
- To provide tailored curriculum approaches for students in line with our inclusive philosophy.
- To provide for the needs of disadvantaged students ranging from physical materials to emotional support.
In summary by personalising the provision for disadvantaged students and targeted resourcing we believe we can ensure success for individuals.
School Context 2015/16
Key considerations for the year 2015/16:
- Outcomes for disadvantaged students were below national averages in most areas. The school believes this is in part “legacy performance” and that subsequent cohorts will show improvements in response to changes put in place in the summer term 2015 (acknowledged in HMI May 2015 report). However the fact remains that progress was significantly below national averages in :
- Progress 8 in all prior attainment groups
- All prior attainment groups in maths element ; low and middle prior attainment groups in English element
- All prior attainment groups in Ebacc and Open elements
- The “Closing the gaps” plan aimed at improving outcomes for disadvantaged students was launched in Summer term 2015
- Revised leadership and management arrangements were put in place in summer term 2015 to drive the Closing the gaps plan.
- HMI inspected the school’s provision for disadvantaged students in May 2015. Recognising many strengths they also gave the following recommendations for improvement:
- Decide on, and then use effectively, different ways of measuring and evaluating the impact of pupil premium expenditure on the full range of disadvantaged students’ needs.
- Consider how pupil premium funding may be used to improve attendance and reduce exclusions among disadvantaged students.
- Develop the use of pupil premium funding in subjects other than English and mathematics and in supporting students’ pastoral and social needs
Pupil Premium Profile 2015/16
Our number of Pupil Premium students is currently 237 which is just below average in comparison with schools nationally. The table below gives breakdown by year group. Within each cohort of students we strive to understand the needs of each of our students and provide them with support which is relevant to their needs.
Pupil Premium Funding 2015/16
Each disadvantaged student attracts £935 of additional government funding. For students who are looked after (CLA) £1900 (Pupil Premium Plus) is available to support the education of the child. A proportion of Pupil Premium Plus is held by the Virtual School who administers on behalf of West Sussex and in partnership with its schools. For last academic year there was a carry forward which is expressed in the total budget figure in the table.
Pupil Premium Income and Expenditure 15/16
The school planned its Pupil Premium expenditure on a range of activities which were designed to promote the progress of disadvantaged students. Below are the broad headings of expenditure.
Planned Pupil Premium Expenditure 2016 / 2017
Adjustments to planned expenditure in response to the Closing the Gaps plan and HMI inspection in May 2015 included:
Restructure of Year Team Leader roles to give more accurate tracking of student progress and timely interventions
- Surplus teaching periods were directed into in class Pupil Premium support
- Creation of an afterschool club Homework Club
- An increase resource requests from subject areas.
- An increased allocation to educational visits and trips to widen participation of Pupil Premium students.
- 1:1 or small group tuition in maths
- Funding of alternative provision for a small number of Year 10 and 11 students
- Funding the Teens and Toddlers programme targeted at Year 9.
- An increased allocation to counselling due to growing demand to support the emotional and social well being of students.
Impact of the Pupil Premium Grant
While progress and attainment data for the 2015/16 shows little iimpact of the PPG there is evidence of improvement in attendance, exclusions and personal development and behaviour. The evaluation of this year’s PPG allows us to conclude that during the period April 2015 July 2016 the impact of the grant has been to:
- Improve Pupil Premium attendance by 2%
- Reduce the progress gaps in years 7-10 to levels significantly lower than the gap as indicated by the %5A*- C gap in years 2013 – 2015
- To improve the progress of disadvantaged students within specific subjects such as science.
- To improve the sustained destination data for disadvantaged students to 79%
Other more specific impacts are exemplified by impacts such as:
- Within the Science Department Year 11 Pupil Premium Students have received ISA Intervention either in small groups or 1 to 1 sessions and on average improved by 3.42 grades.
- The Support 2 Learn team have helped 8 students improve their behaviour and avoid permanent exclusion
- All Pupil Premium students in years 7-9 had off site cultural experiences by June 2016
- 8 students completed the Teens and Toddlers programme ensure significantly improved attendance and behaviour for learning
- Alternative Provision ensured progression to further education of 5 students with EHCPs of special educational needs
- 47 disadvantaged students received counselling to support their mental health and emotional well being. This represents 47.2% of those who received counselling during this period..
- All Pupil Premium students with a reading deficit was/is supported by a personal trainers (older students) who listen and help them to read during DEAR.
Evaluation of 2015/16 outcomes for disadvantaged students:
These are below national averages because:
- 5 of 38 students were in Alternative Provision gaining few or no Level 1 or 2 qualifications. This was response to complex needs and a strategy in some cases prevent permanent exclusion
- 5 students had significant emotional/mental health needs recognised by social care orders or medical diagnosis and consequently had modified curriculums taking less than 8 GCSEs
- 6 students with EHCPs had personalised curriculums to meet their needs and took less than 8 GCSEs
- 1 was missing in education achieving no qualifications
- 1 student was managed move to a neighbouring school late in year 11 to prevent permanent exclusion and followed a reduced programme of GCSEs
- A significant number of the cohort of 38 were persistent absentees.
- Teaching and progress of mathematics required improvement and significantly affected disadvantaged students outcomes
Raising achievement approaches targeted specifically at 2015/16 Year 11 Pupil Premium students included:
- Additional intervention and small group work in English and Maths
- 1:1 support via mentors or Support2learn
- Coursework support in Science
- ECDL (European Computer Driving License)
- Mentoring support for Pupil Premium students
- Careers and transition support
- Attendance plans
- Behaviour and Reintegration plans
Progress of disadvantaged students Years 7-11 2016/2017
GCSE results for disadvantaged students were poor, and the gap between them and others remains at 32% for ‘5 A*-C including English and Maths’. In 2016 Pupil Premium students scored 56% and 25% in expected progress in English and Maths respectively. A renewed focus by the school is making impact on the progress of these students and the disadvantaged students in our current Y11 are showing much better progress in English (71% 3LOP). The equivalent maths figure for 3LOP is 31% (disadvantaged) giving a gap of 27%, highlighting the need for better progress in Maths in general. Internal data from trial exams and collaboration within 2 regional maths hubs shows the progress in maths improving within a context of uncertainty relating to new GCSE boundaries..
2017 forecasts : Year 11 2016 17 Headline Measures :Predicted Y11 AR2
Data : Years 8 -10
The most immediate impacts of the Closing the gap plan are apparent in the improved attendance and reduced fixed term exclusions of Pupil Premium students. Overall attendance in 2015/16 continued its trajectory of improvement but within that the % of sessions missed by PP students was more than non PP students (4.4). PP students are also over represented within our persistent absence figures.Attendance and exclusions
However analysis of each year cohort shows that improvements are occurring in response to new approaches.Patterns of attendance of PP students are improving.
Whole school attendance: and Pupil Premium Attendance 2014/15; 2015/16 and 2016/17:
Both fixed term and permanent exclusions for the school as a whole remain below the national average but exclusions for FSM students are higher than the national average. So far this year show signs that the exclusion gap is narrowing
Fixed Term exclusions:
|Exclusions Summary – 2014-2016 Non PP and PP Students|
|Number of Non PP Students on Roll||1037||1001|
|Number of PP Students on Roll||216||237|
|Number of Non PP Students with FTE||27||27|
|Number of PP Students with FTE||31||24|
|% of Non PP Students with FTE||2.60%||2.70%|
|% of PP Students with FTE||14.35%||2.40%|
|PP Fixed Term Gap for % of Pupils with 1 or more exclusions||11.75%||-0.30%|
Destination data gathered by the school shows some improvement for Pupil Premium students but is still below national average. This is a consequence of flexible approaches to curriculum provision, high quality careers guidance and an excellent Years 7 -13 careers education programme .
Activity and approaches to “Close the gap”
In addition to the expenditure and activity described on the main evaluation there has been a range of discretionary activity within subjects and year teams to target support and resources to Pupil Premium students. A summary of this can be seen in the graphic below
“Decide on, and then use effectively, different ways of measuring and evaluating the impact of pupil premium expenditure on the full range of disadvantaged students’ needs.”
A number of case studies are aligned below to give exemplary qualitative evidence to show the full range of impact on students welfare and needs of the strategies employed by Angmering school.
Case Studies : extracted and anonymised information
Pupil Premium students are supported using a wide range of strategies and approaches personalized to their needs. For example:
A student with low attendance had a return to school plan was put together which contained the following actions:
- Modified curriculum; incremental timetable to build steadily to full time
- Daily support from Support2learn team including 1:1 support in specific lessons
- Daily mentoring from Y11 Student Support Assistant to plan his day
- Support to catch up on coursework
- Reduced number of GCSEs for student to be able to catch up and cope with 6 qualifications
- PSPP plan and report
The impact was that the student was back at school full time and made improvements in academic review grades.
A student who had some issues with home life was supported with:
- Pastoral support plans,
- mentoring support provided from a student support assistant
- Family support via the Early Help framework
- Material support to enable attendance school prepared and in uniform.
A student who was absent from school for a long period was received:
- Help to purchase uniform and equipment
- Specialist support from the Support 2Learn team including 1:1 support at the start of mainstream lessons
- Student services staff giving extra support to get to class
- Financial support for travel to and from school
- Reduced timetable
- Gradual increase in the length of day he attends
- Beyond the Baseline scheme – an athlete mentor comes into school to deliver sessions through Tennis on employability and life skills.
The student returned to school extremely anxious at the start but has gradually become more confident and is attending many mainstream lessons now and will soon return to a full day timetable.
A student with special educational needs was helped by:
- Personal trainer for paired DEAR reading.
- EDV meetings re understanding friendships.
- EDV helping with organisation and a constant attender for Wednesday PP homework club.
- Involvement in Art enrichment, ‘toy hacking’ day. Circus day will be later in the year.
- Numeracy and literacy intervention
The student is now happily, settled and trying her best.
A student with emotional issues was helped by:
- Funded a specialist psychologist.
- 1:1 tuition for Literacy and English;
- Small group Maths and English and is progressing well.
- Modified curriculum
- Support from our student services to help cope with the school life..
- Regular contact with parents via e-mail, phone-calls and meetings to discuss progress and well being.
The student is making making steady progress and is assimilating well into this school. 100% attendance and is doing well collecting credits.