USE OF THE PUPIL PREMIUM IN 2013-‐14 The Pupil Premium is additional funding to help close the attainment gap between children from low-‐income and other disadvantaged families and their peers. In the academic year 2012-‐13 Emmanuel College received £108,569 for this purpose; in the academic year 2013-‐14, £124,200. This document sets out how this money has been/ is being spent, and evaluates the impact of this outlay. A. Pupil Premium Spend 1. Increased provision in Mathematics, English and Science The quality and quantity of staffing in English has been increased in order that an eighth set might be created in Years 7 and 8, and maintained in all other year groups. This creates a bottom set containing only a small number of students and allows specific help to be targeted at our most needy. We have recruited highly experienced teachers of English, the team now benefiting from four former heads of English, a Senior Teacher and a Vice Principal. We believe that skills of reading and writing, speaking and listening are key to progress across the curriculum, and that this investment in English will pay dividends in other subjects. Our objective is that 100% of students achieve a grade C or higher in English GCSE in due course, the previous best being 99%. We have increased the level of staffing in mathematics, too, bringing the number of sets in Years 7 and 8 to eight. This creates a bottom set of just nine students, for whom specific resources have been designed with the aim of bringing a grade C within their reach by the time they reach Year 11. Our target is that at least 95% of students will achieve grade C in GCSE mathematics each year and that all students will make expected progress from key stage 2 to 4. In addition, we have provided an additional lesson of maths and English for those in the bottom set at Key Stage 4, increasing the number of lessons each week to five. This additional time will provide students with greater support in the core subjects, and this will in turn facilitate increased educational gains across all subjects. By increasing staffing provision in science it has been possible to maintain nine sets at Key Stage 4, allowing for significantly smaller class sizes for students who particularly struggle in this subject. It is out aim that all students will achieve their personal best in Science. 2. Renaissance Learning Programme (Accelerated Reader) The Renaissance Learning programme is provided for all students in Year 7, and the most needy in Year 8, to encourage habits of regular reading. This has ensured that reading is a part of every student’s experience each week and is particularly useful for those who may be regarded as reluctant to read. 3. Financial support for needy students Using Pupil Premium funds it has been possible to subsidise the cost of peripatetic music lessons, uniform, sporting opportunities and extra-‐curricular visits for students undergoing particular financial hardship. Our desire is to ensure that all students have the opportunity to take the fullest possible part in College life.
4. A Senior Leadership structure with capacity to focus upon student achievement Two Vice Principals are in post with responsibility for achievement, one at Key Stage 4 and one at Key Stage 5. This has allowed us to focus more attention upon the academic progress of students from disadvantaged backgrounds, and also to broaden our definition of achievement: students are now encouraged and given opportunity to achieve outside the classroom (‘the co-‐curriculum’) as well as in the taught curriculum. The overwhelming majority of students in Year 7 and 8 are committed to extra-‐curricular involvement for the year, and all Year 9 students take part in an outward bound, residential or overseas visit. Record academic results –GCSE and A Level – were recorded in 2013, partly as a consequence of these changes. In addition, students are benefiting from a culture in which wider student involvement is both expected and valued. This initiative has most directly benefited students who would otherwise choose to do the minimum, and is particularly relevant in our drive to close the attainment gap between children from low-‐income and other disadvantaged families and their peers. B. Pupil Premium Impact
The table below summarises the performance at GCSE of both Pupil Premium and non-‐Pupil Premium students. For comparison, the Year 7 results of these students are also given, and the corresponding national statistics. The table shows that, whereas children from low-‐income and other disadvantaged families join us with a substantially lower attainment than other students, considerable progress is made in closing the gap: • In average points per subject there was a difference of a grade and a half between Pupil Premium and non-‐Pupil Premium students in the year 7 exams; this reduced to just half a grade by the GCSE exams. When groups are controlled for prior attainment by using performance against target as the comparator, the difference reduces from almost half a grade to virtually zero. • The Key Stage 2 to Key Stage 4 value-‐added score is significantly higher than the national average for both Pupil Premium and non-‐Pupil Premium students. The difference between the two groups at Emmanuel is less than a third of the difference nationally (7 points versus 22). • The gap between the two groups’ 5A*-‐C including English and maths scores reduced by 10% from year 7 to GCSE. The gap between the groups in relation to expected progress in English halved between Year 7 and GCSE. The gap in relation to expected progress in mathematics was low to start with, and it remained low. 2013 GCSE Cohort Year 7 internal exams
Av pts per subject (6pts per grade boundary)
PP
Non PP
Emmanuel GCSE exams
Diff
PP
Non PP
Diff
National GCSE exams PP
Non PP
Diff
36
45
-‐9
45
48
-‐3
-‐
-‐
-‐
-‐0.96
-‐0.50
-‐0.46
-‐0.29
-‐0.26
-‐0.03
-‐
-‐
-‐
1020.5
1027.8
-‐7.3 983.5
1005.6
-‐22.1
50%
80%
-‐30%
73%
93%
-‐20%
36%
63%
-‐27%
-‐
-‐
-‐
46%
64%
-‐18%
5%
19%
-‐14%
% making expected progress in EN
13%
49%
-‐36%
73%
90%
-‐17%
54%
71%
-‐17%
% making expected progress in MA
81%
87%
-‐6%
87%
96%
-‐9%
51%
73%
-‐22%
Performance against target (+1/-‐1 represents one grade) KS2-‐4 value added score 5A*-‐C inc EN and MA % English Baccalaureate