Pupil Premium Report 2018 to 2019

Pupil Premium Strategy Statement for William Farr Church of England Comprehensive School

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between disadvantaged pupils and their peers.

Disadvantaged pupils are defined as those who are in receipt of Free School Meals or who have been in receipt of Free School Meals in the past 6 years (Ever 6). There is additional funding for Looked After Children (LAC), and those who have been Adopted From Care – also known as Previously Looked After Children (PLAC). In addition, disadvantaged pupils may also include pupils who have a parent serving in the armed forces or a parent who has served within the armed forces in the past 6 years (Service Ever 6).

William Farr Church of England School is committed to providing effective resources and ensuring vital support is in place for Pupil Premium students to improve their academic outcomes. Every student is encouraged and expected to fulfil their potential. We utilise the Pupil premium funding in a variety of ways to support our pupils. Our approach is to ring fence all Pupil Premium funding from the main budget and to offer and implement a range of strategies dependent on need.

Summary information [FSM/E6/LAC/PLAC]

School

William Farr Church of England Comprehensive School

Academic Year

2018/19

Total PP budget

£187 568

Date of most recent PP Review

18 January 2018

Total number of pupils

1456

Number of pupils eligible for PP

204

Date for next internal review of this strategy

18 January 2019

1. Current attainment* [FSM/E6/LAC/PLAC]

KS2 Prior

A8 Pts

Av A8 Grade

A8 Estimate

English P8

Maths P8

EBacc P8

Open P8

P8

Slots

All(238)

4.93

53.95

5.39

50.42

0.335

0.269

0.283

0.525

0.364

9.69

Non –PP(198)

4.95

54.50

5.45

50.39

0.340

0.313

0.299

0.594

0.399

9.71

PP(40)

4.77

44.07

4.40

46.33

0.040

-0.270

-0.390

-0.270

-0.240

9.44

*Correct on 14 October 2018

2. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A.

PP pupils in maths are making less progress than PP pupils in English.

B.

Progress of PP eligible students at KS4 is below that of their peers.

C.

Literacy skills combined with presentation of work continues to be a focus.


External barriers (issues which also require action outside school, such as low attendance rates)

D.

Attendance rates for pupils eligible for PP are 93.8% (below the target for all children of 95%). This reduces their time in school and results in less progress being made.

E.

Extra-curricular opportunities beyond the school environment being inaccessible

3. Desired outcomes (desired outcomes and how they will be measured)

Success Criteria

A.

Outcomes for PP pupils in Maths are positive.

Clear improving picture at the Pupil Progress Points (Nov, March, June)

Evidence of a more robust focus on the performance of PP pupils, including interim reviews between Pupil Progress Points.

Improved confidence measures – positive pupil voice.

Designated Maths Intervention Co-ordinator for PP pupils.

B.

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

The progress of PP eligible pupils is in line with their peers in core and option subjects.

Where pupils are not making expected progress, middle Leaders are putting in place quality interventions and reviewing those interventions.

Evidence of improving progress gathered through the Quality Assurance process, work scrutiny, staff and pupil voice and learning walks.

PP pupils now identified on all internal paperwork.

C.

Consistent approach to embedding literacy across the curriculum.

A co-ordinated approach evidenced through work scrutiny and staff and student voice.

Strategic SEND structures enable pupils who are doubly disadvantaged (SEND+PP) to receive interventions promptly and for those interventions to be reviewed and adjusted in a timely manner.

Pupil information from SEND to be disseminated across the school in order to support the Teaching and Learning and the Care and Guidance of our pupils.

D.

Improve the attendance rate for PP pupils.

Overall attendance for PP pupils to improve to in line with other students nationally (95%)

E.

Extra-curricular opportunities for PP students

Increased attendance of PP pupils on school trips


4. Planned expenditure

Academic year 2017/18

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

a. Quality of teaching for all

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A

Outcomes for PP pupils in Maths are positive.

Bespoke numeracy programmes lead by the Maths Intervention Co-ordinator.

A specialist within the department is best placed to provide support and timely interventions.

EEF Toolkit:

Small group tuition +4 months

1-1 Tuition +5 months

Improved Maths skills of PP pupils. Increased confidence in Maths though 1-1 or small group work.

Improved outcomes in examinations at KS4.

Monitoring at Pupil Progress Points.

Monthly updates to AHT on interventions and outcomes.

Head of Maths/

Maths Intervention Co-ordinator

Monthly

A

Outcomes for PP pupils in Maths are positive.

Strategic deployment of Teaching Assistants to support PP pupils with SEND.

TAs with specialised knowledge of the curriculum, working to support classes, providing targeted 1-1 intervention and small group work will provide consistent and targeted support to students.

EEF Toolkit: Teaching Assistants +1 month

Improved Maths skills of PP pupils.

Increased confidence in Maths through 1-1 or small group work.

Improved outcomes in examinations at KS4.

Monitoring at Pupil Progress Points.

SENDCo(ISP)

Termly

B

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

Strategic deployment of Teaching Assistants to support PP pupils with SEND.

TAs with specialised knowledge of the curriculum, working to support classes, providing targeted 1-1 intervention and small group work will provide consistent and targeted support to students.

Monitoring at Pupil Progress Points.

Increased confidence in abilities through 1-1 or small group work.

Improved outcomes in examinations at KS4.

SENDCo(ISP)

Termly

B

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

Continued Professional Development opportunities.

To provide training to staff to develop differentiation and support for PP pupils within the classroom. Increased knowledge of staff will ensure individual needs of pupils are met more effectively, leading to improved outcomes.

Allocated time at T+L meetings to disseminate and develop knowledge and understanding further.

Use of staff coaching, peer observation and learning walks to evaluate impact on learning.

ASL (NJH)

Termly

C

Consistent approach to embedding literacy (including Presentation) across the curriculum.

Bespoke programmes lead by the English Intervention Co-ordinator.

English SoW to be implemented for SEND Study Support.

A specialist within the department is best placed to provide support and timely interventions.

Improved Literacy skills of PP pupils. Increased confidence in English though 1-1 or small group work.

Improved outcomes in examinations at KS4.

Monitoring at Pupil Progress Points.

Monthly updates to AHT on interventions and outcomes.

AHTs (NGM/DPW)/

Head of English

HoD

SENDCo

Monthly

Total budgeted cost

£79,000


b. Targeted support

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A

Outcomes for PP pupils in Maths are positive.

Maths Tuition

A specialist to support the work of the class teacher continues to be successful.

EEF Toolkit: 1-1 Tuition +5 months

Staff and student voice.

Clear lines of communication between class teacher/HoD and Tutor.

Evidence of progress.

AHT (NGM)

On-going

B

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

Rescue Plans to address underperformance

For HoY, to include Behaviour for Learning data.

A mechanism to identify and address underperformance.

Rescue plans completed.

Middle Leaders to provide updates on interventions and outcomes post Pupil Progress Points.

HoD/HoY

Post Pupil Progress Point

B

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

Homework Club – run by 6th Form students

Taxis

Some PP pupils expressed a preference for completing Homework at school.

Vulnerable pupils are provided with a safe, quiet environment.

6th Form Supervisors provide 1-1 support and guidance in their areas of expertise.

Students serve as aspirational role models.

Taxis home will be provided if necessary.

Repeat attenders.

Positive student voice.

Fewer homework incidents.

Increased pupil confidence.

ASL (RCN)

18 January 2019

B

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

6th Form performance: Rescue Plans to address underperformance and students causing concern

Post-16 Value Added (L3VA) is a school priority.

Rescue plans completed.

Middle Leaders to provide updates on interventions and outcomes post Pupil Progress Points.

AHT (SVE)

Post Pupil Progress Point

C

Consistent approach to embedding literacy (including Presentation) across the curriculum.

English Tuition

A specialist to support the work of the class teacher continues to be successful.

Staff and student voice.

Clear lines of communication between class teacher/HoD and Tutor.

Evidence of progress.

AHT (NGM)

On-going

C

Consistent approach to embedding literacy (including Presentation) across the curriculum.

Handwriting support and Presentation of Work from a specialist member of staff

Identified need within school.

Implemented for previous 2 years [3 rounds]

Positive impact data.

Weekly meetings with Tutor delivering the sessions.

Work scrutiny.

Student voice.

Feedback from class teachers and Middle Leaders.

AHT (NGM)

January 2019 [after round 1 in term 2 2018]

D

Improve the attendance rate for PP pupils.

Increased hours for the school’s EWO to prioritise attendance of PP students and do any necessary home visits

Attendance for PP pupils is a key school priority. Improved attendance will impact positively on progress.

Improved partnerships between home and school.

DHT (JMK)

On-going

D

Improve the attendance rate for PP pupils.

Regular meetings with DHT, HOY and EWO to track and monitor attendance

Attendance for PP pupils is a key school priority.

Improved attendance will impact positively on progress.

Attendance log shows impact over time.

DHT (JMK)

On-going

E

Increase attendance of PP students on school trips

Regular information from trips coordinator

Attendance for PP pupils on school trips is key to developing a more holistic education for PP student. Improved attendance will impact positively on progress.

Attendance log of PP students on school trips

AHT(NGM)

Ongoing

Total budgeted cost

£14000


c. Other approaches

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved progress of PP eligible pupils, the result being that they are in line with the progress of their peers.

Senior Leadership oversight and responsibility of PP and deployment of resources.

The progress of disadvantage pupils is the key priority for the school.

Review of Strategy Statement

AHT (NGM)

18 January 2019

Trips/Visits

Aspirational opportunities and access to the curriculum through enhanced experiences.

Monitor attendance at extracurricular events – intervene as necessary.

ASL (NGM)

On-going

Uniform

Pupils feeling a strong sense of belonging is an important part of the school ethos.

All PP pupils provided with an aspect of school uniform.

AHT (NGM)

July 2019

Stationery

Some PP Pupils lack basic equipment and are therefore disadvantaged in lessons.

Stationery packs issued to all PP pupils.

AHT (NGM)

July 2019

Motivational Speaker

Aspirational opportunity.

Positive student voice.

AHT (NGM)

March 2019

Music lessons/Instrument hire for KS3

Aspirational opportunity.

EEF Toolkit: Arts Participation +2 months

All PP pupils offered Music lessons.

AHT (NGM)

July 2019

Art/Drama Therapy

Criteria would be applied for this intervention.

Individualised personal and educational impact.

AHT (NGM)

July 2019

‘Mini Execs’ program [for Looked After Children and Previously Looked After Children students only in KS4]

Lead by EBP, pupils are matched with a local Business Leader who will, over the course of a year, provide experience in the field of business

Up to 3 pupils participate over the course of the year

AHT (NGM)

October 2019

Aspirational Magazine for LAC students

Aspirational opportunity.

Positive pupil voice.

AHT (NGM)

July 2019

Care and Guidance, Teaching and Learning provision (Middle Leaders to bid)

A range of resources may be provided including personal care items or supporting pupils in accessing whole school events.

Reports of improved pupil wellbeing.

HoY/HoD

July 2019

Additional support from Education Welfare Officer, SAPs, home visits

Attendance of PP pupils is a key school priority.

Improved attendance % for PP pupils.

DHT (JMK)

July 2019

Evidence of progress of disadvantaged pupil in next careers steps

Regular careers interviews for PP students

LincHigher careers programme

An indicator of the impact of Careers Education and Guidance in school.

Meetings with AHT/ASL and careers staff

Evidence gathered – destination data of KS4 students

Engagement of PP students on LincHigher programme

ASL (RCN)

July 2019

Access to SKYPE and termly social lunches (Service students only)

Student voice (Service students) – students report this is an important facility to have available.

Service used; positive student voice.

AHT (NGM)

July 2019

Contingency £2000

Total budgeted cost

£60,000

Resources: EEF Teaching and Learning Toolkit of strategies, The NfER report on supporting the attainment of disadvantaged pupils, Ofsted’s 2014 report on Pupil Premium Progress, Unseen Children: access and achievement 20 years on.

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