SIMON BALLE PUPIL PREMIUM 2015-16
“Education is the great engine of personal development. It is through education that the daughter or son of a peasant can become a doctor, that the son of a mineworker can become the head of a mine, that a child of farm workers can become the president of a great nation” Nelson Mandela
RATIONALE In April 2010, the Government introduced the Pupil Premium. This additional funding is allocated to ensure that all pupils, from Reception through to Year 11, are given the same opportunities to achieve academically and so that no pupil is disadvantaged due to economic or social circumstances. From April 2014 the amount of the grant for pupils in secondary education is £935. The three identified groups entitled to the Pupil Premium are; 1) students who are currently, or who have been entitled to free school meals at any point over the past 6 years (ever 6), 2) children in local authority care or adopted from local authority care (CLA) and 3) students who have at least one parent working for the Armed Services or have had at some point in the past 3 years. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying socio-economic inequalities between children. For the academic year 2015-16, the school received £935 per Year 7-11 child, £1320 per Reception to Year 6 child and £1900 for CLA students. The allocation for 2016-17 is estimated to be £120,000. If you want to find out more about pupil premium, please go to: https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2016-to-2017 If you would like to enquire about your eligibility for free school meals, please go to: https://beta.hertfordshire.gov.uk/services/schools-and-education/at-school/free-school-meals/free-schoolmeals.aspx
Chair of Governors – Paul Connelly Governor for Pupil Premium – Neil Tether
LAST YEAR’S BUDGET SUMMARY Allocation - £94,000 Actual expenditure - £80,000
Pupil Premium 2015-16
£94,000
Staffing & Academic Mentoring £45,000
6th Form Mentoring
Connexions & Careers £8,300
Training & Consultancy
£3,000
Attendance £3,300
£1,500
Resources
School Trips
Music
£6,800
£7100
£1,000
Summer School £300
Mentoring & Wellbeing £3700
Expenditure breakdown Item / Project
Staffing & Academic Mentoring
Cost (ÂŁ)
What it involved
44,000 .- 1-1 and small group work sessions with Maths and English department.
-Maths booster Year 7
-GCSE booster session in English for PP students (Year 11)
- Pupil Premium Coordinator.
Gross motor / fine motor development
Impact
Key Stage
Improving students’ confidence and ability in core subjects. Increase in sub levels for most students. (+5mths EFF)
3&4
51 from 52 students went up in test scores as a result of the intervention. (+4mths EFF)
3
When comparing their marks with the March mock the great majority of students had improved their total on each question by 2+ marks. 95% of students felt that their confidence in all aspects of paper 1 had improved significantly. (+4mths EFF) Role created to ensure thorough monitoring of students and intervention put in place where needed. Links with parents forged and another point of contact for parents. Liaison with primary schools and new starters to ensure better transition. Development of Summer School. Improved gross motor development and improved ability to hold a pencil and use effectively.
4
3,4
EYFS
Literacy intervention
300
Accelerated Reader
A strategic investment was to buy in the Accelerated Reader Programme. This is a long term strategy to ensure that all students develop in their reading and literacy ensuring they are GCSE ready. Impact Year 7 +1.01 reading years. Year 8 -0.01 reading years.
3
Literacy intervention
17
Reading books
Achieved in line with expectation in reading
EYFS
Training & Consultancy
1,338
PP Audit
Consultancy (LLE and Pupil Premium Reviewer) to ensure effective use of PP resources. Showed correct strategy and evidence led.
3&4
CLA County Audit
Looked at monitoring and systems for CLA children at the school. Highest grade received.
N/A
Connexions & Careers
8,250
National PP conference
Attended by PP governor and Deputy Headteacher
N/A
Wellbeing conference
Attendance of key workers for networking opportunities and ideas.
All
Youth Connexions provided interviews for all Yr 10s and 11s, with
Giving informed direction to KS 4 students. Increased understanding of future pathways and career aspirations. PP students all had
3 and 4
PP students being given priority. Year 8 and 9 PP students also had an interview. (DFE Report on Strategies to raise Aspirations in Pupil Premium students 2014).
future college / further study destinations.
6th Form Tutoring
2,981
“A*” or “A” grade 6th formers mentoring Yr 11s in maths and science, before or after school. Using past papers and direction from HODs.
Massive increase in confidence with Yr 11s. 4 Engagement was high. Many of the students said they liked the fact they were working with peers as they felt they understood the pressures they were under. 85% of the exams taken by PP students who received tutoring achieved A*-C. 100% of the parents who were questioned would recommend the tutoring to others. Case studies. (+5mths EFF)
Attendance
3,307
Termly meetings with Attendance Officer, School’s Designated Attendance Monitor and Deputy Head Working with families with low attendance
Overall attendance PP 94.6% an increase from last year (92.4%).
3&4
FSM attendance 92.5% (a rise from the previous year)
Resources
6,826
Text books, revision guides, art materials, food tech materials, revision packs, i-pads, stationery, software, licenses
Enabled students who may otherwise be at a financial disadvantage have access to materials that assisted them with their learning.
EYFS, 3&4
School Trips and Cultural Capital
7,129
Residential trips and day visits.
Ensured all students had the opportunity to participate in spiritual, moral, cultural and character building school trips. For example to places such as Osmington Bay, the World War I battlefields and Shakespeare’s Globe.
3&4
Music
1,019
Individual lessons, equipment and exams.
We are currently providing 10 students with the opportunity to participate in extra-curricular activities regardless of their families’ financial situation
3&4
Mentoring & Wellbeing
3,695
Individual mentoring sessions for vulnerable students.
Mentoring and well being specialists who run sessions to focus on helping students’ self esteem, confidence and mental health.
3&4
Summer School
309
A free Summer School for invited PP students. (+2mths EFF)
One week’s activities for PP students to aid transition to secondary school. 24 students attended. Student questionnaire said they found it useful for their transition
3
DATA
The value added for KS4 EBacc was overall significantly higher for disadvantaged pupils in comparison to the average. Our progress 8 score for disadvantaged students was +0.53. This represents a three year upward trend. Progress 8 Score Lower – 2.72 Middle – 0.37 Higher – 0.52
Attainment 8 Score: 53.20 Lower – 65 Middle – 51.38 Higher – 65
Progress 8 score for disadvantaged students in English +0.5 Progress 8 score for disadvantaged students in maths +0.03 PP basics (English and maths) was 53%. CLA - Average progress 8 Score +0.52
3 students came off the PP list mid-Year 11 who had positive value added.
Attendance PP - 94.6%
Absence FSM – 7.7%
EYFS
100% of students (2 children) achieved ELG in all prime areas. 0% of students did not achieve GLD at the end of reception for maths and literacy. therefore extra intervention is being put in place for Autumn term to enable accelerated progress.
LESSONS TO TAKE FORWARD FROM EXPENDITURE
Shift in academic intervention needs to move from KS4 to 3 to cement key skills, especially with the growing numbers of PP coming through. Sixth Form tutoring was expanded last academic year and success rate is still good. More to be recruited and used in KS4 and if possible in KS3. Attendance strategy has had some success but more to do. More systematic using form tutors and HOY to raise profile. Students on FSM have not shifted enough and so a change in strategy required. Music lessons good for enrichment but impact needs to be through grading.
YEAR 11 DESTINATIONS 9 have stayed on at Simon Balle 6th form 4 have gone on to college 2 TBC YEAR 12 4 students – All on or above target. Many high attaining – 5 A grades achieved -One of the students is applying to Oxbridge. -Another completed a week’s work experience with an M.P. and is looking to study Politics at university. YEAR 13 1 PP student went on to complete their A2 exams and achieved a residual target to actual grade -0.04. this was 1 A grade and 2 C grades.
PRIORITIES FOR ACADEMIC YEAR 2016-17
Maintain the profile of PP across the school, in departments, and first wave teaching.
Improve aspirations, understanding of future pathways and motivation of PP students.
Additional specialist staff to raise achievement of PP in KS3.
Increase use, and earlier intervention, of sixth form mentors for PP students.
Increased focus on pastoral and well being of PP students at KS3 and 4.
Closer monitoring of attendance with designated member of staff focusing on PP students.
Improve attendance of PP students from 94.6%.
Systems refined to monitor and track interventions for primary students in All Through School.
More centralisation and coordination of tracking as intervention team expands. Strategic plan for disadvantaged students at Simon Balle School 2016-2017
The school is already building on some strong outcomes for disadvantaged students and has a 3 year upward trend. Barriers to learning 1) Aspirations of some of disadvantaged students. Our context means that many students become first generations in families to stay at Sixth Form and progress to University 2) The ability of our parents to be able to support students at home. 3) Further driving up attendance of disadvantaged students. 4) Continue to develop basic literacy and numeracy levels in key stage 3. 5) Embedding a culture of achievement with FSM families who have the most complex needs
The allocation for 2016-17 is estimated to be £120,000. Formal review termly to governors. Target Area
Chosen actions
Attendance
-Central monitoring system in place. -Weekly analysis of data. -Breakfast club for Key Stage 3 PP and vulnerable students.
Year 7 and 8
- Employing extra T.A to teach literacy and numeracy in
What is the evidence and rationale for this choice? 94.6% PP attendance with a lower FSM attendance. Key stage 3 evidence suggests is the issue. -PP students not having a proper breakfast in the morning. -Direct correlation between attendance and achievement (DfE). -Absence rate 7.7 below national for FSM. -Large numbers of PP in these cohorts. - A lot of PP
How will you ensure it is implemented well?
Staff lead
-Attendance monitoring of breakfast club. - Data analysis. -Governor body scrutiny.
MM
-Impact report from external company. -Internal baseline and
MM
When will you review implementation? On-going but termly to governors.
-External support report at end of session.
Year 11
Year 7+8. - External support for boosting literacy in Year 7. -Employing a primary teacher to accelerate low achievement in numeracy. -Extra intervention in the core subjects through group work and 1:1
Peer tutoring
Sixth form tutoring 1:1
Raising aspirations of PP students
Careers education
students in Year 7 at the lower academic ability range (Key Stage 2 grades) (+5mths EFF) (Ofsted an update July 2014)
end testing for impact of intervention.
-Parental support at home and the work ethic and organisation to prepare revision and notes is not always good enough. -Impact in the previous year and lessons learnt. -EEF research evidence. (+5mths EFF) Evidence over the last 2 years shows this intervention was a success. Priority is in the EBAC subjects.
-Testing before and after intervention. -Teachers who have a track record of success. - Formal assessment each term.
Core heads MM
-Ongoing
-Student and parent feedback. - Go4Schools data
MM, TN
-Teacher feedback ongoing. - Log of intervention. - Report at end of academic year.
University trip to Cambridge, careers fair, connexions 1:1, careers work in Year 8 and 9.
-1 day sessions evaluated before and after. -University trip – specific programme. Student voice.
DB,MM, -End of events. TN
-Observations from Play Aloud. -Attendance records. -Formal report.
RO
(DFE Report on Strategies to raise Aspirations in Pupil Premium students – 2014). Play aloud
EYFS opportunity to attend social interaction / play session.
This enables play and a hot meal each week.
-TA impact ongoing.
-Termly
Of course, this is not an exhaustive list of the work we will be doing with our students but highlights some of the key foci we will be working on this year. In addition, we will be working with our parents to ensure that they can support their child and working hard to reach out to the parents who perhaps do not attend school events. In addition, we will be a large piece of work on Mental Health which is a key area for the school in 2016/2017 We will of course continue to support, track and intervene with all groups of students including the most able to maximise their opportunities and outcomes at our school.