SIMON BALLE PUPIL PREMIUM 2016-17
“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 2017-18 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 - £115,000 Actual expenditure - £113,109
Pupil Premium
CLA
Ever 6
Pupil Premium +
Pupil Premium 2016-17 £115,000
College, Youth Connexions & Careers Fair £8000
Staffing & Academic Mentoring £58,000
6th Form Tutoring
Breakfast and After School Club
£3000
Attendance Improvement Officer £3100
£1050 Training and Consultancy £3506
Resources
School Trips
Music
£4170
£10000
£3050
Mentoring and Wellbeing £6120
Sound Training £5250
Transport
£3370
Expenditure breakdown Item / Project
Cost (£)
Staffing & Academic Mentoring
58,000 £58,000
What it involved Maths booster Year 7
Impact 27 students had intervention due to low numeracy results from the KS2 tests (below 97 in KS2 Sats) Baseline also completed. End of summer term there were 17 students. The rest had gone back into class. Summer term results - 1 student % rise 20%, 3 students rise 11-15%, 3 students % rise 6-10%, 3 student results within range of + / -5%. Three students did not score as well as in previous assessment but above 50%. 2 students were absent. (see numeracy report) (+4mths EFF)
Key Stage
3
1-1 and small group work sessions with Maths and English department.
Improving students’ confidence and ability in core subjects. Year 11 – Results in maths - 2 above base and 3 below. Work also in Key Stage 3 on cultural capital (+5mths EFF)
Pupil Premium Coordinator.
Role created to ensure thorough monitoring 3,4 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.
3+4
Literacy intervention
£1000
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 +0.2 reading years. Year 8 +0.11 reading years.
3
Literacy intervention
£5250
Sound Training
Sound Training is a fast, focused and fun multi-sensory teaching method which breaks down words, delivered over a period of 6 weeks. It purports to significantly boost vocabulary development and literacy skills, with dramatic, sustained improvements in reading ages. This in turn opens up access to the entire curriculum and impacts on student overall attainments. It is also claimed to have very positive effects on student confidence and self-esteem. 35 PP students had Sound Training. The reading gains ranged from -4 to 54 and the standard score gain ranged from -2 to 34. All the students except one, showed an improvement
3+4
Training & Consultancy
£3506
CLA County Audit
Looked at monitoring and systems for CLA children at the school. Highest grade received.
National PP conference
Attended by PP Co-ordinator
Connexions & Careers
£8000
Youth Connexions provided interviews for all Yr 10s and 11s, with PP students being given priority. Year 8 and 9 PP students also had an interview. Year 10 and 12 careers fair with over 35 stands. (DFE Report on Strategies to raise Aspirations in Pupil Premium students 2014).
Giving informed direction to KS 4 students. Increased understanding of future pathways and career aspirations.
3 and 4
6th Form Tutoring
£3000
“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.65% of students went up a grade as a result of tutoring. 50% of those receiving tutoring hit their target grade. 100% of the parents who were questioned would recommend the tutoring to others. Case studies. (+5mths EFF)
Attendance
£3100
Termly meetings with Attendance Officer, School’s Designated Attendance Monitor and Deputy Head Working with families with low attendance
Overall attendance PP an increase from last year 94.71%
3&4
FSM attendance 94.33% (Up from 92.3%) FSM P.A – 18% (UP 1%)
Attendance Breakfast club
£1050
Providing vulnerable students and poor attenders with a breakfast and social environment.
Focus group 1 – 6 from 9 students’ attendance rose. Focus group 2 – 8 from 14 students’ attendance rose. Key vulnerable student socially integrated
Resources
£4120
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
£10,000 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 Phasels Wood, the World War I battlefields and Shakespeare’s Globe.
3&4
Music
£3050
We are currently providing 26 students with the opportunity to participate in extracurricular activities regardless of their
3&4
Individual lessons, equipment and exams.
families’ financial situation. 5 students have taken a grading. One student on grade 5 Mentoring & Wellbeing
£6120
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
£308
A free Summer School for invited PP students. (+2mths EFF)
One week’s activities for PP students to aid transition to secondary school. 10 students attended. Student questionnaire showed they found it useful for their transition (100% positive)
3
Transport
£3350
Providing students with a taxi from school if they attend revision sessions. Providing a taxi to school for a key vulnerable student and picked up with a teacher on exams
Student with a history of non-attendance (FSM student) In Year 11 Progress 8 Score +0.7. Another PP student who attended revision lessons achieved (+2.9)
DATA GCSE Our progress 8 score for disadvantaged students is +0.72. This represents a four year upward trend. Progress 8 Score Lower +0.54 (6 students) Middle +1.36 (3 students) Upper +0.46 (1 student)
Attainment 8 Score: Avg 4.45 Lower 3.41 Middle 6.3 Upper 5.1
Progress 8 score for disadvantaged students in English +0.2 Progress 8 score for disadvantaged students in maths +0.3 Progress 8 score for disadvantaged students in EBAC +0.8 Progress 8 score for disadvantaged students in Open +1.4
Primary Phase (Resources linked to data)
67% achieved a Good Level of Development (GLD) Pupil Premium funding was spent in the following areas, leading to the following results. Communication and Language (CL)- Wellcome training and intervention time with qualified staff in this area. 83% achieved expected outcome 0% achieved above expected 100% made expected progress 0% made better than expected progress Physical Development (PD)- Parts of the trim trail were funded to improve gross motor development, teacher used for gross motor club, handwriting scheme. 67% achieved expected outcome 0% achieved above expected 100% made expected progress 17% made better than expected progress
Personal, Social and Emotional Development (PSED) 83% achieved expected outcome 17% achieved above expected 100% made expected progress 33% made better than expected progress Literacy (L)- Handwriting scheme and tools for writing 67% achieved expected outcome 17% achieved above expected 83% made expected progress 50% made better than expected progress Maths (M)- Numicon, number resources and games for small group work and use during interventions. 83% achieved expected outcome 0% achieved above expected 100% made expected progress 33% made better than expected progress Year 1 Outcomes: Teaching Assistants were used after school 2-3 times per week to work on basic numeracy and literacy skills as well as additional phonics support. Phonics books were purchased to support with reading decodable words in line with their phonics phase.
100% of PP students passed the Phonics Screening Check 100% of PP students made at least expected progress in reading, writing and maths. 50% made better than expected progress in maths and writing.
LESSONS TO TAKE FORWARD FROM EXPENDITURE
Shift in academic intervention from KS4 to KS3 has been the right move. Huge focus on the basic skills and cultural capital. Sound Training to students has been beneficial in terms of data and confidence within the classroom. This has worked alongside accelerated reading. Sixth Form tutoring was expanded last academic year and success rate is still good. This will be continued for academic and social reasons. Attendance strategy has had some success but more to do. Interventions have had a varying degree of success but overall figures are up. Focus still required and more emphasis now on PP, FSM lates. Music lessons good for enrichment and grading now taking place. This will need to be monitored year on year. Co-ordinator role to ensure closer monitoring of all academic data, interventions and impact. More emphasis on the primary section as the school grows.
YEAR 11 DESTINATIONS 5 have stayed on at Simon Balle 1 on an apprenticeship 3 are attending college
1 TBC
YEAR 13 4 Students went on to A2 exams. Actual to target grade (+0.64) One student received 3 A grades and an A*, second student 2 A* and an A grade. They are both attending university. PRIORITIES FOR ACADEMIC YEAR 2017-18
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.
Tight monitoring of PP+ students and CLA students (due to increased numbers)
Improve attendance and lates of PP and FSM students.
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 2017-2018
The school is already building on some strong outcomes for disadvantaged students and has a 4 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 2017-18 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. -More robust systems in place for tracking lates.
Year 7 and
- Employing extra
What is the evidence and rationale for this choice? 94.71% PP attendance with a lower FSM attendance (94.33%). -Direct correlation between attendance and achievement (DfE). -In line with early
How will you ensure it is implemented well?
- Data analysis termly. - PP money funding attendance officer. - Daily scrutiny -Governor body scrutiny.
.-Session breakdown
Staff lead JP / MM
MM
When will you review implementation? On-going but termly to governors.
-External
8
T.A to support literacy, numeracy and cultural capital in Year 7+8.
Year 7-10
- Delivery of Sound Training
Year 10 +11
-Extra intervention in the core and some EBAC subjects.
Peer tutoring
Sixth form tutoring 1:1
Raising aspirations of PP students
Careers education
intervention strategy. -Large numbers of PP in these cohorts. - A lot of PP students in Year 7 at the lower academic ability range (Key Stage 2 grades) (+5mths EFF) (Ofsted an update July 2014) Under strategy of early intervention and improving literacy skills. Primarily looking at KS3. Some top up in Year 9 and 10. -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 3 years shows this intervention was a success. Priority is in the core subjects
shared on line. -Linked with English department. Staff in class and outside -
Careers fair, Connexions, 1:1, careers work in Year 8 and 9.
support report at end of session. -TA impact ongoing.
6 week session data analysis
MM
Termly
-Online central monitoring system filled in after each session. - Close communication with subject staff. -Teachers and support staff who have a track record of success.
Core heads MM
Ongoing
-Student and parent feedback. - Previous examination results - Current Go4Schools data
MM, TN
-Teacher feedback ongoing. - Log of intervention. - Report at end of academic year.
-1 day sessions evaluated before and after. -Student voice.
DB,MM, -End of events. TN
(DFE Report on Strategies to raise Aspirations in Pupil Premium students – 2014).
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. 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.