Pupil Premium

Pupil premium strategy / self- evaluation 2019/2020 

1.     Summary information 
School The Angmering School
Academic Year 2019/2020 Total PP budget 240,130 Date of most recent PP Review 2014
Total number of pupils 1194 Number of pupils eligible for PP 250 Date for next internal review of this strategy Feb 2020

 

2.               Current attainment 
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
Progress 8 score average -0.60 +0.12
Attainment 8 score average 38.0 50.3
3. Barriers to future attainment (for pupils eligible for PP)
Academic barriers (issues to be addressed in school, such as poor literacy skills)
Literacy deficit, reading, writing
Low levels of metacognition
Self regulation and appropriate behaviours for learning
D. Boys attitudes to learning
E. Social / environmental conditions
Additional barriers (including issues which also require action outside school, such as low attendance rates)
F.  Low attendance / persistent absence
4.               Intended outcomes (specific outcomes and how they will be measured) Success criteria
Improved literacy – reading for comprehension Improved reading scores for all students in receipt of Lexonic training or small group intervention
Students manage their  learning more effectively Continued reduction of LLD and reduced numbers of on call
Reduced exclusions and isolations (periods in the reintegration room) Fixed term exclusion figure for Pupil Premium  below national figures of  13.65%
Improve outcomes – continue to close the PP gap 2018/2019 P8 -0.62  ; 19/20 P8 -0.4 or less
E.  Improve overall attendance and reduce rates of persistent absence Pupil premium absence rates below national figure of 7.2%

Pupil premium persistent absence rates below national figure of 21.6%

 

5.               Planned expenditure 
    Academic year 2019/2020
The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i.Quality of teaching for all
Action   Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? When will you review implementation?
Teaching plan focus : knowing your students Teachers  scaffold learning for students so they make more progress Outcomes for specific groups of students ( in particular L and M prior attaining disadvantaged students )  are below national averages Learning walks, Performance Development reviews, calendared work scrutiny, Disadvantaged  student data reviews. After the first formal Assessment Review for each year group. These will start in November and run through until January.
Teaching plan focus :

challenge

Teachers expectations of all students is high and work stretches students of all abilities As above. Also, progress outcomes for middle prior attaining students lag behind those with higher prior attainment. Learning walks, Performance Development reviews, calendared work scrutiny, Disadvantaged  student data reviews. After the first formal Assessment Review for each year group. These will start in November and run through until January.
Teaching plan focus : questioning Teachers use questioning strategies which include, challenge and support disadvantaged students As above. Our self evaluation shows a strong correlation between effective questioning and student progress. Learning walks, Performance Development reviews, calendared work scrutiny, Disadvantaged  student data reviews. After the first formal Assessment Review for each year group. These will start in November and run through until January.
Action research to reduce the gender gap Close the gap in progress between boys and girls. Last year girls made almost 0.5 grades per subject more progress than similar boys. Management of the intervention team by Deputy Headteacher. Impact measured through Assessment Reviews and behaviour data. After the first formal Assessment Review for each year group. These will start in November and run through until January.
Action research to improve metacognition of students To develop skills of students to be able to regulate and control their learning more effectively Students skills for learning are undeveloped and with training and development could impact significantly on their progress Action learning framework which will evaluate strategies that impact and inform roll out  in year 2 February and June 2020
 Budget cost:

Class Charts  

Coaching training

 

 

£4000

£2500

(£6,500)

   ii.           Targeted support
Action   Intended outcome What is the evidence and rationale for this choice? How will you ensure it is implemented well? When will you review implementation?
Small group literacy intervention Students read more effectively and improve reading ages Students on entry to year 7 with low reading scores

Students in year 8 with reading scores 2 years below their chronological age

SENCO with Intervention teacher assess for progress at key milestones Dec 2019
Lexonik roll out PP students in year 10  and 11 have improved exam outcomes Achievement of specific groups such as PP, and PP SEN overlap,  middle ability boys – below national average Lexonic programme has in built assessment framework which will show progress. Review of assessment outcomes in Jan 20 (after first cohort ) Dec 2019 / Jan 2020
Attendance strategy: nudge approaches Improving attendance in order to positively improve progress outcomes SSIF and DofE project from 2018-19 – nudge theory re. letters and text communication with home I will oversee the admin staff who will implement this with regular meetings. We will track on a weekly basis but review every 2 weeks Every 2 weeks and every half term
Attendance strategy:  individual support plans Creating clear individual plans for key students written with home, student and school which are more regularly reviewed. This could include the use of EBSA tools. Consistent approaches towards attendance plans have improved attendance outcomes for individuals in 2018-19. The EBSA tools have been developed by EP service and have proven evidence based practice. Through half termly conversations with YTLs. HST to review in their LMM with YTLs. Every half term but more often with key individuals
Edukey SEMH education and attendance plans See above
Zones of regulations teaching and tool kit To improve engagement of learning of specific students with behavioural difficulties by developing their capacity for emotional regulation Identified students on behaviour stages 3-4 who disrupt learning or “act out” to the detriment of themselves and others Before and after analysis of behaviour records and reports  of identified individuals in receipt of the tool kit On going
S2L To provide mentoring  and emotional  support and curriculum modifications  to students on behaviour stages 4 and 5 with the aim of preventing exclusion and re establishing positive engagement with learning Identified students on behaviour stages 4 and 5 have well documented clear emotional and behavioural needs which are a block to successful engagement with the curriculum and furthermore put them at risk of exclusion Ongoing evaluation of progress through monitoring of Class Charts / SIMS,  review of pastoral support plans, multi agency review meetings and academic review reports. Half termly review of exclusion and reintegration statistics. On going
Alternative provisions To engage students at behaviour stage 5 and AROE – thereby preventing exclusion and providing a progression route to post 16 and avoidance of NEET status Small numbers of students who are unable to comply with school behaviour policies and expectations and do not respond to intervention packages  are at risk of  PEX. Termly review of college reports, attendance at review meetings, weekly checks on attendance. Annual analysis of destination data. On going
Budget costs:

Lexonic teaching 

Lexonic programme 

Small group literacy intervention

Student support staffing

Alternative provision    

 

£18,000

£11,000

£13,000

£182,000

£5,000

(£229,000)

 iii.           Other approaches
Action Intended outcome  What is the evidence and rationale for this choice? How will you ensure it is implemented well? When will you review implementation?
Aspiration /careers activity To create a Moving On plan for all Pupil Premium students in year 10 (23s) Below national average sustained destinations for disadvantaged students Programme devised in advance, qualitative evaluation by students June 2020
Targeted careers interviews To advise Y10,11 and 13 PP students to achieve sustained destination  outcomes See above Annual analysis of destination data and use  Risk Of NEET Indicator Jan 2020
Curriculum developments Cultural and literacy capital of Year 7 PP students is  expanded National data on cultural and literacy deficits of PP students. Theatre workshop programme intended to develop oracy and give   theatre experience to students. Planned evaluation of attendance  and behaviour statistics of target group Mar 2020
Solihull Parenting course To develop resilience and skills of parents to support their children’s education more effectively Request for help form parent body. Multi agency reports and interventions which highlight need for parental support. Qualitative survey / evaluation to inform the development of programme for next cohort  Jan 2019
Restorative Justice Develop skills of empathy of students and capacity to deal with negative emotion and feelings High proportion of Pupil Premium students on behaviour plans and experiencing FTE and reintegration sessions. 1 day per week of specialist intervention focusing on key individuals and issues. Review of behaviour plans and data of targeted individuals On going
Budget cost 

Unifrog 

 

£300

 

6.               Review of expenditure 
Previous Academic Year 2018/2019
i.Quality of teaching for all
Action Intended outcome  Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). Lessons learned 

(and whether you will continue with this approach)

Cost
Rationalisation of teaching learning priorities to : Knowing your students , questioning and challenge. CPD to support this Teachers have a clear set of priorities and training to achieve them. Consistency within and between subject teams improves and greater progress made by students Challenge was observed to improve in the majority of subject areas and agreed approaches to questioning also observed across the curriculum. Outcomes significantly improved for Pupil Premium students and Non pupil premium students. Negative P8 score for pupil premium students halved and P8 for non Pupil Premium students. Clarity of teaching and learning priorities key allowing teachers to target their efforts. 3 key priorities carried forward into academic year 19/20 Inset / cpd time
Pupil Premium First Teachers plan and execute lessons with Pupil Premium students at the forefront. All teachers: have clear seating plans in which PP and SEN students strategically placed; give targeted feedback so students know how to improve Seating plans with key student information and  targeted feedback observed in the vast majority of lessons by leadership team and Ofsted (May 2019). The outcomes for Pupil Premium students improved by 50% There remains pockets of feedback which is non specific and staff are being supported to develop this area of their practice, principally through co planning where moderation and standardisation of marking is now routine. Staff now looking at a wide range of feedback mechanisms such as live feedback which has been shown to increase motivation of students as above

Class Charts £4000

Mixed ability teaching groups All subjects group their students on a mixed ability basis in line with evidence base which shows little or no impact on outcomes All subjects bar mathematics now grouping by mixed ability which has contributed to raising expectations of Pupil Premium students Mathematics,  despite significantly improving the outcomes still has the challenge of raising outcomes of some students students  who are middle and low prior attainers and pupil premium. Review of grouping in maths planned in 19/20 No cost
   ii.           Targeted support
Action Intended outcome  Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). Lessons learned 

(and whether you will continue with this approach)

Cost
Eng Maths teaching  and intervention PP students at risk of falling below grade 3 in maths, English and science targeted with support during DEAR time. Additional teachers – support for classes or additional groups Impact achieved with passes in both E/M at 4 moving from 36% – 47% and at 5 from 4% to 22% Still potential to achieve greater impact with middle prior attainment students – particularly boys. Gender gap now a focus targeted by Behaviour  Learning and Teaching group £55,000
General pastoral support Student Support Officers  providing attendance, behavioural and emotional support See commentary below. Potential for further integration of support  services and greater impact. Consequently remodelling of  pastoral support in terms of team structures and accommodation to create a Support Services hub.  

Salary costs

£124, 000

Specialist pastoral support :S2L To minimise the exclusions of a range of vulnerable student groups including Pupil Premium 16 students across all year  groups provided with intensive support and mentoring to be able to re engage with learning or develop strategies for self regulation. Significant reduction of all types of exclusion or isolation in 18/19
Attendance strategy, To improve the attendance  and engagement of all students and achieve whole school target of 96% and bring attendance of pupil premium students in line with other pupil premium students nationally. Whole school target of 96% not met but movement towards this goal achieved.  But some significant impact in specific year groups such as year  which exceeded 96% ( historically a year group that falls below the 96% threshold. Some significant wins the specific individuals but equally some PP students difficult to move their attendance because of complexity of home / personal situation Some success with home visits and commitment to this in 9/20 should resources allow. Rationalisation of attendance team and consistency of process on going with training for new staff. Embedding rewards for good attendance and engagement such as hot chocolate  mornings
Teens and Toddlers Students on the programme have improved attendance and engagement and achieve level   qualification Attendance of students on the programme mixed, but all achieved level  in 1 in Personal Development and made positive course choices for Year 10 Programme discontinued due to the high cost model and alternative lower cost developed in school. £4000
 iii.           Other approaches
Action Intended outcome  Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). Lessons learned 

(and whether you will continue with this approach)

Cost
Targeted careers provision 22s (Pupil Premium students in Year 11) all have moving on plan, do not become NEET having a sustained placement post 16 All of target group in sustained placement Effective model which is being rolled forward to the current year 10 ( 23s) with enriched package giving students greater range of employment / education experiences Proportion of salary cost :

£13,000    (see support staff above)

 Alternative provision To minimise exclusions and provide appropriate learning pathways to support transition to post 16 Students in alternative provision placements all completed  courses and have route to progress to education and training at 16 Not possible to entirely remove the need for AP and small number of placements budgeted for 19/20 and 20/21 £5000
Breakfast clubs To boost attendance and support student performance in examinations No attendance issues in any public examination. Sustained attendance from target group of students in Year 7 and 8 As well as boosting attendance of  individuals in Years 7, 8 and 11,  providing breakfast also contributed to positive climate and approach to examinations in Y11. This is something we are replicating in 19/20 £1000
Year team discretionary fund for welfare support To enable families / students to have the appropriate resources for successful attendance at school e.g. travel costs, uniform, equipment 30 %  of PP students accessed some form of financial support. Reduced issues relating to uniform, students able to access school trips Need is growing and  continued support of this nature required £7000 (inc trips and visits)

 

 

Pupil Premium Evaluation 17/18

Introduction

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:
    • adoption
    • 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:  

 

Funding and Accountability for Schools

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.

 

Heading Allocation
Income total 219880
Expenditure total : 198897
Balance 20983
Staffing
Existing staffing (  intervention, student support, careers.) 126176
Additional staffing (core subjects) 55365
Activity
External tuition 90
Counselling 120
YTL activities (inc breakfast and home learning club 7-9) 1257
Resources
Books 461
ICT hardware 1556
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
Photocopying 95

 

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%
Gap analysis* 2017 2018
**  5+A*-C’s inc E/M – 47% -25%
APS capped – 105 -85
** A* – C E / M -46% -22%
Sci 2 passes -43% -28%
Hums -22% -26%
MFL -30% -26%

Progress 8 over time  

 

2016

2017 2018
-1.39 -1.08

-1.23

 

Impact of the Pupil Premium Grant

Exam outcomes

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.

Attendance

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

 

Whole School
2016 Overall 95.03% Non PP 95.81% PP 92.12%
2017 Overall 94.53% Non PP 95.63% PP 90.49%

 

Destinations

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
Pupil Premium 86%
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:

PPG spending map and impact evaluation 2016/17

 

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

Planned Pupil Premium Activity 18/19

Additional activity

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.