Pupil Premium Strategy 2018/2019

Updated: December 2018

The ‘Pupil Premium’ funding was introduced by the Government in April 2011 with the objective of narrowing the achievement gap between students from low income families and their peers (termed disadvantaged students).  Schools are free to spend the Pupil Premium as they see fit, however they are accountable for how they use the additional funding to support pupils from specific target groups.  New measures have been included in the performance tables to show the achievement of disadvantaged students.

Analysing the past performance of disadvantaged students suggested that there are a number of barriers to the achievement and wellbeing of these students:

  • Literacy
  • Numeracy
  • Transition / Attendance
  • Engagement / Lack of access to extra-curricular activities
  • Suitability of curriculum
  • Emotional and social issues

Fallibroome is committed to ensuring support and resources are in place to enable our disadvantaged students to improve their academic outcomes.  We have responded to this challenge by introducing the following initiatives:

  • The creation of an Assistant Principal role with the clear brief to monitor the achievement and general school experience of pupil premium students.
  • Involving the data manager to ensure we track the whole-school experience of disadvantaged students.  Enhancing our approach to tracking students so that achievement issues are quickly identified and acted upon.
  • The provision of a broader range of examination courses and more flexible approaches to examination entries, with students being redirected to alternative routes when their curriculum path is not yielding the expected outcomes.
  • Small group tuition for students who are finding the curriculum difficult to access.
  • Alternative programmes at KS3 and KS4 that are specifically designed to improve student engagement with school.
  • Provision of KS4 texts and resources for disadvantaged students
  • Use of external speakers to promote effective exam techniques and revision for KS4 students
  • Expanding the provision for students with pastoral issues by building a bespoke centre for these students and appointing staff with particular expertise in this area. Ensuring staff in this centre are working to address attendance issues and engage families in school initiatives.
  • Introducing a residential for the whole of Year 7 in order to aid the transition process from KS2.
  • Enhancing the opportunities for staff development, including a strong commitment to the Whole Education and cooperative learning.
  • Providing students with access to supervised study in School during lunchtimes, after school and the school holidays.  This has included Easter revision for Year 11, an after school revision programme and a Summer School provision for Year 6.

 

Year group 7 8 9 10 11
Number of PP students 34 31 26 27 29
Percentage of PP students in each year group 14% 13% 11% 12% 12%

 

Expenditure 2017-2018

Pupil Premium funding for the 17/18 academic year was £151,000

Description Cost
Staffing support – Additional SLT role and Data manager £41,556
Pastoral support – On-site counsellor, Inclusion Resource Centre, Behaviour support coordinator, Careers advisor, etc.   £31,452
Alternative Curriculum – Achieve curriculum, Creative Photography, Work Skills programme, Expressive Arts, Business and Enterprise (KS3 & 4), Digital Media (KS3) £18,324
Intervention groups – Maths, English, MFL, mentoring groups, etc £31,264
External Provision – Off site placements at The Fermain Academy £33,323
Other – Support for residential and educational visits, music tuition, additional resources and assisted iPad purchase. £2,736
Total £168,655

 

Overspend of funding is absorbed by the main school budget.

 

Planned Expenditure 2018-2019

Pupil Premium funding for this academic year will be approximately £179,000.

Description Anticipated Cost
Staffing support – Additional SLT role and Data manager. £44,552
Pastoral support – On-site counsellor, Behaviour support coordinator, Pastoral centre facilities £34,471
Alternative Curriculum – Achieve group, Digital Media, Work Skills programme, Expressive Arts, Business and Enterprise (KS3 & 4), £20,324
Intervention groups – Maths, English, MFL, mentoring groups, etc £46,155
External Provision – Off site placements Fermain Academy. £28,653
Curriculum resources (Ks4 students) £1,500
External speakers (KS4 students) £1,500
Other – Support for residential and educational visits, music tuition, home tuition, etc. £2,750
Total £179,825

Evidence of Impact

The achievement data for our disadvantaged students is monitored very closely and regularly compared against the rest of the cohort. At this point in time, we are focused on improving the Progress 8 score for disadvantaged students.  The key measures we track are:

  • Progress 8 score for disadvantaged students
  • The percentage of disadvantaged students securing GCSE Grade 9-4 in both English and Maths (‘Basics’)

The tables below summarise the progress made against each of these measures.  We have seen a rapid rise in the progress of our disadvantaged students, with the gap between their progress and the progress of other students reducing this year.  This is now well below the national gap.  For the last two years the progress of our disadvantaged students has been well above the national figure for disadvantaged students.

It is also worth noting that our four high ability disadvantaged students had a P8 score of +0.55, with all of them securing at least 5 subjects at Grade 9-4 including both English and Maths.

Similarly, we have seen a rise in the outcomes for our disadvantaged students in English and Maths (Basics) on the new GCSE courses, with the gap between their progress and that of other students narrowing also.  This gaps is also well below the national gap.

 

Progress 8
Score
2016 2017 2018 National
2018
Disadvantaged students -0.53 – 0.21 – 0.05 (-0.40)
Other students +0.03 +0.36 +0.39 (+0.13)
Gap  0.56   0.57   0.44 (0.53)

 

Basics
Score
2016* 2017 2018 National
2018
Disadvantaged students 61% 44% 57% (37%)
Other students 80% 84% 76% (71%)
Gap 19% 40% 19% (34%)

 

*2016 refers to Legacy GCSEs, so outcomes cannot be compared to 2017 and 2018

We analyse the impact of our PP spending each autumn following GCSE and A Level outcomes.

Catch-up 7 Pupil Premium

Catch-up funding for the last academic year was £15,500.

Description Cost
SRA programme £7,874
SULP course £3,830
Fresh Start £13,745
Year 7 transition TAs £9,442
Year 7 Residential support £1,420
Total £36,311

 

Planned Expenditure 2015-2016

Catch-up funding for this academic year is £16,000.  

Description Anticipated Cost
SRA programme £5,249
SULP course £693
Fresh Start £14,513
Year 7 transition TAs £11,803
Year 7 Residential support £300
Total £32,558

N.B Of the 32 children eligible for catch-up premium 10 pupils are also Ever6 children and therefore are funded £935 pupil premium grant in addition to the catch-up funding.  The additional spend over the £16,000 will be included in the main Pupil Premium grant reporting.


Evidence of Impact

An analysis of the results for the targeted students is below.  These results are based on the progression of the students from their Key Stage 2 SAT results to the end of their Year 7 studies.  This table also allows comparison with those pupils who ended KS2 on Level 4 or above

KS2 Average Mid Year 7 End of Yr 7 Average Difference
English Level 3 & Below 2.75 3.5 4.05 1.3
English Level 4 4.38 4.86 5.18 0.8
English above Level 4 5.34 5.59 5.93 0.6
Maths Level 3 & Below 2.55 3.5 3.6 1.05
Maths Level 4 4.35 4.74 4.82 0.47
Maths above Level 4 5.54 5.97 6.17 0.63

From analysing the end of year data, it is clear to see that students who joined Fallibroome below a Level 4 in English are making strong progress. Students who joined Fallibroome below a Level 4 in Maths have also made progress and on average are showing a good improvement of one sub level. We are currently working on a new Maths intervention programme that should help support the development of the students who join the school below a Level 4.