“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
Simon Balle School Pupil Premium Report 2012-2013 Background In April 2010, the Government introduced the Pupil Premium. This additional funding was allocated to children from low-income families who were known to be eligible for Free School Meals in both mainstream and non-mainstream settings and children who had been in Local Authority Care continuously for more than six months. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. For the academic year 2010-11, the school received £488 per eligible pupil; this academic year it has risen to £600 per pupil with the eligibility criteria expanded to include pupils from Service families and pupils who do not currently receive Free School Meals but have done so previously within the past six years. This provision is known as ‘Ever-6’ If you want to find out more about pupil premium, please go to: www.education.gov.uk/schools/pupilsupport/premium If you would like to enquire about your eligibility for free school meals, please go to: www.hertsdirect.org/freeschoolmeals
For the academic year 2012-13, Simon Balle received £61,134 of Pupil Premium funding to raise the attainment of its pupils in public care, its pupils currently receiving Free School Meals and pupils who had received Free School Meals within the past six years ( ‘Ever6’ ). The accounting of how this additional money has been spent is divided into two areas:
Targeted spending, where money has been used to fund specific resources or strategies to promote the learning, engagement or well-being of individual pupils; Disaggregated spending, where the cost of a resource provided for Pupil Premium recipients as well as pupils not receiving this additional funding.
It should also be noted that many benefits of funded activities are not easily quantifiable and that it is rarely possible to identify a comparative outcome resulting from a lack of spending against which to measure the impact of the provision of additional resources.
Intervention
Spent (£)
Gifted and talented – Brilliant Club
2,000
Attendance Improvement Officer
3,000
Alternative provision for KS4 Students
2,000
Careers
5,000
Specialist staff in for curriculum booster
2,000
KS4 English/Maths 1:1 support
7,000
Booster days
400
KS3 Literacy/Numeracy support
2,000
Educational visits
1,300
Music fees
1,400
Other curriculum support
3,000
Teaching and learning CPD
4,000
Total
33,100
Assessment of Impact This is broadly divided into two areas:
Case Studies are used to document the impact of single or multiple interventions upon the engagement, learning and well-being of individual students. These are not published as they would make the recipients of Pupil Premium funding identifiable. However, indicators of positive impact include: improved academic performance resulting from inclusion in a study trip; improved attendance as a result of closer monitoring, incentives, time working with parents, funding travel fares etc.; improved behaviour, mentoring or outreach workers. Academic indicators, such as progress towards an aspirational upper quartile target or an improvement in performance across termly assessments, will be calculated for groups of pupils at the end of the academic year. This will measure the impact of interventions such as 1:1 tuition, Learning Support withdrawal groups and other mechanisms of targeted support in literacy and Maths.
Exam Performance of Students Eligible for Pupil Premium Funding – Summer 2013
52% made three levels of progress in English from Key Stage 2 40% made three levels of progress in Maths from Key Stage 2 19% made four levels of progress in English from Key Stage 2 25% made four levels of progress in Maths from Key Stage 2 7% made five levels of progress in English from Key Stage 2
English and Maths -
PP students in Year 11 – 50% received 5 A*-C (14% away from the national average non FSM) This is a 4% improvement on the previous year. 21% difference between PP students and non PP students at Simon Balle.
English -
PP students in Year 11 – 57% received 5 A*-C (16% away from the national average non FSM) This is a 6% drop on the previous year but still better than 2011. 21% difference between PP students and non PP students at Simon Balle.
Maths -
PP students in Year 11 – 57% received 5 A*-C (16% away from the national average non FSM) This is a 9% improvement on the previous year. 16% difference between PP students and non PP students at Simon Balle.
Attendance -
For PP students is 92.2% over the academic year. The average in the year was 96%.
Future plans
PP champion to monitor interventions for impact and check impact across the year groups. 1:1 designated teachers employed. Aim is for early intensive intervention at Key Stage 3. Literacy and numeracy champions employed to drive and oversee the strategy. Increased intervention for pupil premium students in English and maths. Peer tutoring in literacy and numeracy in Years 7 and 8 for targeted students. Review of our curriculum and pathways at KS3 and 4. Staff inset on teaching and learning Achievement for All programme