Pupil Premium Evaluation 17/18
The Pupil Premium is a government initiative designed to target resources to 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 (Ever6)
Additionally schools will receive £2,300 for any pupil:
- identified in the January 2018 school census or the alternative provision census as having left local authority care as a result of:
- a special guardianship order
- a child arrangements order (previously known as a residence order)
- who has been in local authority care for 1 day or more
- recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local authority care)
For further information on funding please follow this link:
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 utilise the Pupil Premium Grant at The Angmering School are:
- To ensure the continued improvement of Quality First Teaching with a particular focus on feedback and metacognition.
- To track, monitor and intervene effectively so that we support attendance, engagement in learning and progress.
- To provide activities which improve the engagement of students in learning.
- To provide tailored curriculum approaches for students in line with our inclusive philosophy.
- To provide for the needs of disadvantaged students, including physical materials and emotional support.
In summary; by personalising the provision for disadvantaged students, by targeting resources, we believe we can improve progress and create success for individuals.
Pupil Premium Income and Expenditure 2017/18
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.
|Expenditure total :||198897|
|Existing staffing ( intervention, student support, careers.)||126176|
|Additional staffing (core subjects)||55365|
|YTL activities (inc breakfast and home learning club 7-9)||1257|
|Curriculum development/ Equipment/materials ( Accelerated Reader, Catch up training and materials)||5832|
|Trips and visits (inc Teens and Toddlers)||6596|
|Transport and uniform||1333|
|Other Forms of assistance||1025|
Outcomes for Pupil Premium Students 2017/18
Characteristics of the cohort
- The Disadvantaged cohort was 36 students : 16 boy and 20 girls
- 4 had an EHCP and 14 are SEN school support
Headline measures : information is from 4matrix KPI disadvantaged data set and gap analysis
|Standards pass (4+)||Strong pass (5+)|
|KPI’s||2017 result||In year forecasts (AR2 and AR4)||2018 result||2017 result||In year forecasts (AR2 and AR4||2018 result|
|Both Eng / maths||22%||42%, 39%||36%||8%||22% 19%||14%|
|Eng||41%||50%, 50%||50%||27%||44% 36%||44%|
|Maths||27%||50%, 44%||39%||8%||28 % 22%||14%|
|Sci 2 passes||27%||31%, 33%||34%||6%||33% 17%||19%|
|Hums||20%||28%, 28%||25%||8%||28% 19%||25%|
|Lang||8%||25%, 22%||8%||8%||8% 14%||6%|
|** 5+ A* – C in E/M||20%||39%, 39%||31%||8%||22% 19%||14%|
|Standard pass (4+)||Strong pass (5+)|
|Prior attainment||2017 result||In year forecasts (AR2 and AR4)||2018 result||2017 result||In year forecasts (AR2 and AR4||2018 result|
|High both En and maths||86%||88% 80%||80%||57%||77% 60%||40%|
|Mid both En and maths||17%||63% 45%||36%||0%||27% 18%||9%|
|Low both En and maths||0%||11% 0%||13%||0%||0% 0%||13%|
|** 5+A*-C’s inc E/M||– 47%||-25%|
|APS capped||– 105||-85|
|** A* – C E / M||-46%||-22%|
|Sci 2 passes||-43%||-28%|
Progress 8 over time
Impact of the Pupil Premium Grant
While progress and attainment data for the 2017/18 is below national averages there is evidence of improvement particularly in the attainment of Pupil Premium students. This was evident on many key performance measures as seen above. It also meant that in school gaps in attainment between Pupil Premium and Non Pupil Premium students decreased significantly. Progress of Pupil Premium students made an incremental improvement but still remains below national averages as described by the P8 figure for Disadvantaged students.
After 3 years of continuous improvement of Pupil Premium attendance there was a decline in line with a drop in whole school attendance in the Year 17/18
|2016 Overall||95.03%||Non PP||95.81%||PP||92.12%|
|2017 Overall||94.53%||Non PP||95.63%||PP||90.49%|
Despite all Pupil Premium students having been supported to secure a destination on exit from the school 5 students have not sustained their placements and are currently in receipt of support from the school to re engage them in education
|Overall Percentage going to employment/training destination 2016/17|
|Non Pupil Premium students||89%|
To see in more detail the impact of the PPG please refer to the PPG Spending and Impact evaluation document via this link or by clicking the tab on the Pupil Premium menu:
Focus to further improve the outcomes
- Continue with long term strategies of: focusing on weak attendance of some Disadvantaged students; planning lessons which address the needs of Disadvantaged students; monitoring progress of all Disadvantaged students, enriching the wider curriculum for Disadvantaged students thereby further encouraging engagement in school and learning.
- Achieve appropriate personalisation of the curriculums of key Disadvantaged students
- Ensure a greater proportion of Disadvantaged students fill all 8 slots in the performance buckets.
- Support targeted subjects to engage and retain Disadvantaged students more effectively.
The link below outline the planned expenditure for the academic year 2018/19
In addition to the expenditure and activity described on the main evaluation there has been a range of discretionary activity used by subject teachers, tutors and Year Team leaders to target support and resources to Pupil Premium students. Staff make resource requests on behalf of individual students or classes. A summary of this can be seen in the graphic below:
Case Studies : extracted and anonymised information
A number of case studies are set out 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. 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:
- Daily support from Support2learn team including 1:1 support in specific lessons
- Daily mentoring from Y11 Student Support Assistant to plan her 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 and gained several higher grade passes
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 found it difficult to engage with learning had
- 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
- Reduced timetable
- Careers support to gain a part time place at a military school
- Pastoral Support and Progress Plan
The student remained in school, reduced their instances of poor behaviour and took and passed a range of of GCSE’s and progressed to full time military school.
A student with special educational needs was helped by:.
- Personal trainer for paired DEAR reading.
- Meetings helping them understanding friendships.
- 1:1 support from a specialist teachers and Learning Support Assistants in Social and Communication skills.
- A safe place from which to work
The students behaviour was very good in Year 11 and they successfully sat a full programme of GCSE’s
A student with emotional issues was helped by:
- 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 email, 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.