Impact of Pupil Premium 2014 – 2015 H Newcombe Assistant Principal The Heath School
1|P age
Impact of PP 2014-2015
Report on Spending of the Pupil Premium and impact 2014-2015
Pupil Premium 2014/2015 Number of pupils eligible
350
Amount received per pupil
£935
TOTAL PP received
£327,250
Key expenditure: One to one tutors:
Partial funding of mentors
Total
Maths
£24,037
English
£24,296
Counselling
£23,815
Nurture Mentoring Mentoring Part LSA funding
£36,848 £32,537 £20,011 £69,757 £231,301
The four key objectives: 1. Transition: to improve transition and attainment outcomes for PP* students to ensure attainment is in line with or exceeding expected levels of progress 2. Literacy: to maintain the reading scheme intervention to improve the reading age of students whose reading age is below national average 3. Engagement: to improve curriculum engagement and academic achievement for PP students 4. Attendance: to implement strategies addressing the attendance gap between for PP non PP students (*PP – referring to any student in receipt of Free School Meals in the past 6 years)
2|P age
Pupil Premium Cohort – 2014 - 2015
Pupil Premium Students per year group 2014 - 2015 250 200
150 100 50 0 Year 7 total
169
NPP
110
PP
59
Year 8 0
196
65%
0
138
35%
0
58
0
214
70%
0
136
30%
0
78
total
IMPACT
Year 10
Year 9
NPP
0
208
64%
0
142
36%
0
66
Year 11 0
233
68%
0
144
62%
32%
0
89
38%
PP
GCSE 2011-2015 (Unvalidated Data) 2011 - 2012
% Pp year 11 Cohort National 5A* - C (inc Ma/Eng) Heath A* -C inc Ma/Eng Non PP/CLA
58% 66% 73%
2012 - 2013 23% 60% 69% 74%
PP/CLA
48%
56%
55%
46%
National NPP/CLA Heath Gap National Gap
64% -25 -26
67% -18 -27
62% -12 -26
63% -27 -27
-11
-7
-17
Heath Gap to National NPP/CLA -16 Levels of Progress 3 year trend (unvaildated) 2015 Maths
LoP NPP PP Gap English LoP NPP PP Gap
2013 Sch
National 2013
78 61 -17.0
70 76 54 -22.0
80 61 -19.0
69 74 56 -18.0
3|P age
Sch PP vs Nat NPP
-15.0
-13.0
2014 Sch
National 2014
71 63 -8
65 71 48 -23.0
70 51 -19
70 75 58 -17.0
Sch PP vs Nat NPP
2013 -2014 29% 55% 65% 67%
2014-2015 38% 56% 63% 73%
2015 sch
National 2015
Sch PP vs Nat NPP
-8.0
74 50 -24.0
66 72 49 -23.0
-22.0
-24.0
88 71 -17.0
69 74 57 -17.0
-3.0
Attendance impact 2014 - 2015 Whole School Attendance – Cumulative
Performance Indicator
Whole School Attendance Girls Boys
SEN Girls Boys
Non SEN Pupil Premium Girls Boys
Non PP
Current %
Previous Year
National %
Sep 2014 – May 2015
Sep 2013 – May
95.3 95.2 95.4 92.3 90.2 93.3 95.9 93.8 94.2 93.3 96.3
95.2 94.6 95.7 92.9 91.0 94.2 95.9 92.9 92.4 93.5 95.8
2013-14 Benchmark 94.9 94.6 94.9 92.5 95.3 91.7 95.4
Whole School Attendance - PA Current PA % Sep 2014 – May 2015
Previous Year PA% Sep 2013 – May
3.8 3.0 4.6 11.4
4.6 5.9 3.4 11.3
* *
* *
2.8 8.4
2.9 9.3
9.7 11.2
* *
2.1
2.8
Overview of Impact of Pupil Premium Plan 2014 – 2015 Key Objective 1: Transition: to improve transition and attainment outcomes for PP* students to ensure attainment is in line with or exceeding expected levels of progress a/ Year 6 Summer School: Clear impact seen on the cohort that attended in comparison to those PP who did not attend. English saw the greater gains in the % of students making or exceeding ELoP by the end of year 7, in comparison to maths. Cost Year 6: Resources Trip Writer in residence Teacher hours
=£204 (approx. PP)
total: £5916
Action: Re-evaluate effectiveness of Maths offer during the week (yr6) Wider advertising of the Summer School needed to encourage great uptake (yr 6 & yr8) b/ Intervention schools: Year 8 Intervention School – impact currently being monitored Cost Year 8: Resources Theatre Company Teacher Hours 4|P age
=£106 (approx. PP)
total:£1908
National PA % 2013-14 Benchmark
5.3 5.6 5.0 11.3 4.0 12.7 3.9
Action: Wider advertising of the Intervention School needed to encourage great uptake of Yr 8 students Yr 11 Intervention School Clear impact seen on the cohort that attended in terms of attainment and levels of progress. English saw the greater gains in the % of students making or exceeding ELoP , in comparison to Science. Cost Year 11: Resources Plas Menai & coach Teacher Hours
=£97 (approx. PP)
total:£2,330
Action: Review Science programme of support to ensure focus on LoP Consider alternative venue/means of delivery of the same level of small group support c/ Additional Literacy support: Year 7 & 8 – additional Literacy support – clear impact on progress of students in terms of their levels of progress and their end of year results – a very vulnerable group of learners were able to make progress due to the smaller group teaching. Cost Year 7: Resources Teacher hours
=£153 (approx. PP)
total: £2592
=£153 (approx. PP)
total: £2592
Cost Year 8:
Resources Teacher hours
Action: Continue with year 7 & 8 additional literacy intervention Enable swifter movement into and out of the cohort Increase monitoring opportunities of pupil progress Change reading scheme followed in year 7
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Key Objective 2: Embed the reading scheme to improve the reading age of year 7 and year 8 students whose reading age is below national average. a/ Y7 reading scheme: All students whose attainment falls below the national expectations for reading and functional literacy (RA 9 .6) are supported before and during registration time by LSAs to follow reading scheme. Cohort identified from year 6 scores and from Term 1 RA data. Clear impact seen 75% of students improved their reading age by >8 months Cost Year 7: Resources Teacher hours
=£45 (approx. PP)
total: £1000
Action: Continue with year 7 reading scheme Enable swifter movement into and out of the cohort and consistent tracking of cohort Increase monitoring opportunities of pupil progress b/ Reading champions Y9: Students identified as Reading Champions, trained (by SENDCO) to provide reading support to the under achieving students. Students were trained and supported vulnerable readers during ‘Early Bird Breakfast Club' Cost Year 9:
Resources/training Badges
=£30 (approx. PP)
total: £300
Action: Continue with year 9 reading mentors Liaise with English Dept re Literacy Champions Ensure cohort of trained Reading Champions shared with Eng Dept Consider possibility of introducing a Reading Award during end of year Certificate Evening c/ Action: Letterbox Club: The focus was on improving the educational outlook of looked after, and other vulnerable children who need additional support aged 5-13, by providing them with a parcel of books, maths activities and stationery items once every month for six months. Issued to students as part of the catch-up premium – full analysis of impact to follow as scheme ran till end of T1 year 8 Costs: Letterbox Subscription
£135 (PP)
total: £4320
d/ Action: Y8 reading scheme: All students whose attainment falls below the national expectations for reading and functional literacy (RA 9 .6) are supported by after school Readers Workshops run by LSAs. Cohort identified from year 7 scores and from Term 1 RA data. Clear impact seen 73% of students improved their reading age by >3 months 6|P age
Cost Year 8:
Resources Updates to reading scheme Additional texts to support reading [RM on line – not purchased}
=£41 (approx. PP)
total: £1000
Action: Continue with year 8 reading scheme incorporating Lexia into the intervention support given Enable swifter movement into and out of the cohort and consistent tracking of cohort Increase monitoring opportunities of pupil progress e/ Action: Premiere League Reading Stars: A reading intervention programmes utilising the motivational power of football to inspire readings and improve literacy skills. Working with identified cohort of Pupil Premium students in year 8 who are not making expected levels of progress in English. Clear impact seen as 2014 – 2015 SEND focus group – exceeded non SEND cohort in key groups in terms of expected LoP Year 8 Cost Year 8:
Resource Pack Training (+cover) Additional texts purchased for on line challenge =£100 (approx. PP)
total: £1300
Action: Continue with Premier League Reading Scheme in year 8 Maintain levels of communication between intervention teacher and English class teacher/s Purchase additional motivating texts to support progress Increase monitoring opportunities of pupil progress
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Key Objective 3: to improve curriculum engagement and academic achievement for E6 students a/Implement an academic subsidy: The subsidy is to enable PP students to fully access the curriculum and reduce attainment and progress gap. As part of the School Framework for Development, each curriculum area was given the opportunity to bid for additional funding specifically to be used to address progress/ attainment gaps between PP and Non PP students in their curriculum areas. (case studies for impact are available from school)
Cost all years: =£89 (approx. PP)
total: £31000
Action: Continue with additional Closing the Gap funding as part of framework biding Devolve an additional sum to enable flexible within year interventions for innovative projects aimed at addressing emergent needs of cohort Review impact proforma to ensure cohort details and data are included in impact evaluation Utilise WSV meetings to ensure coverage of PP students and that focus is not solely year 11 b/Implement an engagement subsidy: The subsidy to enable PP students to fully access the extra-curricular and financially dependent curriculum activities and reduce attainment gap, support those students who do not have breakfast and support students with home-based learning by supporting staff to enable after school access. [Case studies are available from school] Cost:
DAS Breakfast Club Afterschool HWK Club LOTC (inc Kingswood) HTI
=£131 (approx. PP) =£9 (approx. PP) =£9 (approx. PP)
total:£7500 total:£3000 total:£4500 total:£10000 total:£10000
Action: Continue with funding to support vulnerable students and to ensure that their financial circumstances do not adversely disadvantage them Continue with breakfast pass for all PP students Continue to devolve key sum of money for DAS fund to support with uniform and equipment Continue to fund PP places for Kingswood (year 7) Use LOTC funding protocol to support those students wishing to attend residential experiences Develop closer tracking tools 8|P age
Utilise Pupil Voice as part of feedback
c/ Developing Leadership Skills: Research into how developing leadership, leadership skills and developing Lead Learners can impact on progress and attainment of the most vulnerable [See HTI for Pixel 6 funding]
Key Objective 4: Attendance: to implement strategies addressing the attendance gap between PP and non PP students Embed strategies to promote good attendance of PP students and reduce the attendance gap between PP and Non PP students: Clear impact seen in reduction of PA (persistent absenteeism) gap between PP and Non PP student by 0.7% and overall increase of PP attendance by 0.9% {see data dashboard figures p4} Cost: Rewards and incentives Release of teachers form FT for interventions Utilisation of outside agencies to support transport =£35 (approx. PP) total:£12000 Action: Continue with funding to support vulnerable students attendance in order to continue to narrow the gap between PP and Non PP students Research and develop further strategies to further promote and support attendance of PP SEN students Appoint a Pupil Premium Champion for attendance to work with specific cohorts during the year.
9|P age
Academic Subsidy Summary for subject areas (2014 – 2015) (Specific case studies for Departmental PP spends, impact and evaluation are available from the School)
As part of the school’s commitment to narrowing the attainment gap, research was and is being undertaken in school with a focus on managing intervention strategies for disadvantaged and vulnerable pupils. The research is part of a wider National College project, considering which strategies have the greatest impact in narrowing the attainment and progress gap in schools. This research has been used and is being used to inform, proposed spending and initiatives aimed at narrowing the attainment gap in GCSE outcomes for Pupil Premium (PP) students and their peers. Key Objective 3: to improve curriculum engagement and academic achievement for E6 students
The pupil premium was used to support and develop intervention, intervention strategies and the guidance and support, provided for students at The Heath, in order to maximise attainment and progress and to reduce barriers to learning. It was focused on targeting students whose attainment and progress would ultimately affect their life choices and thus focused on the core performance indicators of 5 A*-C including English and Mathematics , as well as those students in public care
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Art: after School Art Club, GCSE revision guides Business Studies: workbooks for GCSE students to aid revision CSI: ipads to improve literacy skills and engagement Dance: workshops for identified GCSE student cohorts Drama: additional texts to enable greater differentiation and support DofE: enable a wider range of students to access DoE opportunities English: additional texts in year 7 to enable greater differentiation and engagement, study support for year 9 cohort, revision guides and set text study guides for year 11 cohort. Food technology: support all PP students (all years) to enable inclusion and access for all Geography: ks3 intervention materials for identified cohort, ks4 revision guides History: Work booklets to support PP revision at home. Revision Booklets for year 11 PP students ICT : year 10 revision guides to support progress of cohort Mathematics: revision guides for cohort, outside the classroom intervention for identified cohort Music: support all PP students (all years) to enable inclusion and access for all PE: support with PE kit, Revision guides for all PP, breakfast blast club to promote PP engagement with sport, PP bespoke revision day/s RS: support with revision materials and KS3 intervention materials Science: KS3 revision guides to support progress, KS4 intervention weekend for identified cohort Textiles: support literacy for PP cohort at KS4; support all PP students to enable inclusion and access for all