Pupil Premium Report 2019 to 2020

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. 

William Farr Church of England Comprehensive School overview

Metric

Data

School name

William Farr C of E Comprehensive School

Pupils in school

1207 (Years 7-11)

Proportion of disadvantaged pupils

12.3%

Pupil premium allocation this academic year

£130,315

Academic year or years covered by statement

2019/20 – 2021/22

Publish date

November 2019

Review date

November 2020

Statement authorised by

Jonathan Knowler, Headteacher

Pupil premium lead

Jane Grant, Assistant Headteacher

Governor lead

Abigail Parrish

Disadvantaged pupil performance overview for last academic year

Progress 8

0.28

Ebacc entry

3.8%

Attainment 8

45.97

Percentage of Grade 5+ in English and maths

38.5%

Key barriers to learning identified in school

  1. Low levels of Literacy and Numeracy on entry
  2. Attendance
  3. Students’ cultural capital

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

Achieve at least as well as non-disadvantaged students.

September 2022

Attainment 8

Achieve at least as well as non-disadvantaged students.

September 2022

Percentage of Grade 5+ in English and maths

Achieve at least as well as non-disadvantaged students.

September 2022

Other

Achieve national average for attendance

September 2022

Ebacc entry

% Entry to match non-disadvantaged students

September 2022

Teaching priorities for current academic year

Measure

Activity

Priority 1

Embed quality pedagogy to improve students’ Literacy skills

Priority 2

Develop further a Reading culture within and beyond the school

Barriers to learning these priorities address

Improved access to the curriculum; the acquisition of cultural capital

Projected spending

£55,500

Targeted academic support for current academic year

Measure

Activity

Priority 1

Recruitment and retention of an English and Maths Intervention Co-ordinator

Priority 2

Strengthen the Study Support programme with assistance from an English specialist

Barriers to learning these priorities address

Individualised support for students

Projected spending

£50,500

Wider strategies for current academic year

Measure

Activity

Priority 1

Embed and develop the targeted support and outreach work regarding attendance

Priority 2

Embed and develop the targeted support and outreach work regarding careers and aspirations

Barriers to learning these priorities address

Gaps in learning closed; aspirational interventions lead to greater student motivation

Projected spending

£23,720

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Consistent approach to embedding literacy across the curriculum

Use of INSET days, CPD Programme and Development Management process

Targeted support

Ensuring the timing of 1-1/small group work strengthens knowledge and dovetails with the curriculum

Use of Assessment points

Planning meetings ensures cohesion between individualised support and the curriculum

Wider strategies

Engaging with families experiencing challenges

Use of external agencies where necessary

Review: last year’s aims and outcomes

Aim

Outcome

Achieve national average for progress for disadvantaged students

Achieved

Achieve national average for attainment for disadvantaged students

Achieved

Improved attendance for disadvantaged students

Achieved; this intervention needs to be continued and embedded to drive further improvements

VLE

The school's Virtual Learning Enviroment

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School Brochure

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Progresso

Our web-based system for accessing student details

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