Pupil Premium

Strategy for disadvantaged students.

The overall objectives in spending our Pupil Premium Grant are:

“Firstly, quality of teaching and learning counts most. Schools that create the best outcomes for students, recruit, train and retain great teachers and support staff. They adhere to model practice in the use of professional development. If the teaching is not consistently very good at your school, then that should be the focus for Pupil Premium funded activity – any other initiative is sticking plaster”  OFSTED 2017.

The new Kingsmead Teaching & Learning policy ensures all teaching and support staff identify and seek to address the needs of PP students as a matter of priority.

Pupil Premium funding is being used in a number of ways to ensure that entitled students achieve their full potential, academically and emotionally. In addition to tailored academic support it is being targeted at participation in extra-curricular activities and some of the funding has been used to improve attendance. 

Some specific examples of how it is being used are: 

Our spending of Pupil Premium is aimed to redressing some of the disparity of opportunity which is evident within our student population. We have a number of students from more deprived backgrounds, and it is important to us that they are able to flourish as much as any others.

Research suggests that young people growing up in more deprived communities experience less access to language and literacy-rich activities at home and in the community. They are also more likely to have emotional, social and behavioural difficulties. Some are more likely to experience physical hardship and neglect. Therefore, the interventions that we have been able to implement as a result of this funding all attempt to redress this balance in some way. 

Pupil Premium funding is allocated to ‘close the attainment gap’ and to give those who may be financially disadvantaged the best opportunities in their school life.

What PP funding expenditure has had the greatest impact and why? 

PP funding has been used to support students across Years 7-11, not just Year 11 examination groups. We believe this is crucial if we are to make a difference over time with all our PP students.

1. Appointment of our Pupil Premium Learning Support Co-ordinator has improved the number of readers in the school and the reading age of a large number. Figures provided in school. Many students have attended Universities and work-place visits to raise their aspirations and a variety of projects have taken place such as the production of a short film and the building of an Eco-car for a local competition.

2. Leader of Achievement positions in each of the phases has led to increased tracking and monitoring of performance of PP students leading to an improving trend in achievement and attainment over the last 3 years.  

3. Additional staffing allowed us to put on additional teaching groups in core and option subjects cutting class sizes. Positive impact in terms of results and behaviour in most subjects. 

4. Additional personalised 1:1 support in Year 11 has been effective across many subjects with PP students performing almost as well as non-pp students.

5. Revision classes for Year 11 were run every day during Feb half-term, Easter holidays. Staff were paid for these during holiday time. Targeted sessions were run for PP students and other special groupings.

6. We run a late bus 2 nights a week allowing all students, but particularly PP students, the opportunity to attend revision classes and catch up sessions 

7. We produced additional revision materials, ran additional mock examinations (staffed by external invigilators), paid for revision guides across all subjects for PP students and funded school trips and visits for subjects such as Drama and History in order for PP students to access the full curriculum 

9. We have ensured all PP students have had mentors in Year 11.

10. All staff have Performance Management targets to raise the performance of PP students within their classes. A key focus has been on Teaching and Learning, particularly personalisation in the classroom. Observation data highlights this as strength and we support the research that this is the key to improved performance. 

11. We have insisted on class packs for all subjects with all teachers highlighting all subgroups but particularly PP students. Detailed monitored of lesson planning shows that additional strategies are being used every lesson to support these students.

12. We have supported the salary of one of our senior leaders who has overall responsibility for the progress of PP students. He carried out an in-depth analysis of provision and held regular meetings with staff and parents to raise aspirations. 

Kingsmead Pupil Premium Policy  (Joint policy with our feeder schools)

Aims  

This is a joint policy drawn up with our feeder schools.

The actions and interventions are shared with Kingsmead during transition.

The feeder schools and Kingsmead have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that our children are given every chance to realise their full potential.

Overview

The pupil premium is a government initiative that targets extra money at pupils who meet a specific set of criteria, including whether they are, or have been, in receipt of free school meals.  Comprehensive and well-established research shows that these pupils underachieve compared to their peers.  The premium is provided to enable these pupils to be supported to reach their potential.

There are three categories of children that qualify for pupil premium:

Context

When making decisions about pupil premium funding it is important to consider the context of the school and the subsequent challenges faced.  Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties and attendance and punctuality issues.  There may also be complex family situations that prevent children from flourishing.  The challenges are varied and there is no “one size fits all”.

Key Principles

Analysing data

We will ensure that:

Identification of Pupils

We will ensure that:

Improving day to day teaching and provision

Quality First Teaching has the greatest impact on the outcomes for all children. As a school, we will ensure that the following impact on the attainment, progress and holistic wellbeing of pupil premium students:

Increasing learning time

We will seek to maximise children’s learning time:

Additional support

We will ensure that any additional support we provide is effective by:

Monitoring and evaluation

We will ensure that:

Reporting

It will be the responsibility of the headteacher and SENCo, to regularly report to the governors on:

When reporting about pupil premium funding we will include:

  1. Information about the context of the school
  2. Objectives for the year
  1. Nature and support of allocation
  1. An overview of spending
  1. A summary of the impact of PPG 

Parents will receive information as to the progress of pupils through personal information sent home on individual education plans (where relevant) and through reporting of assessment results at the end of each term and the academic year.

The governors of the school will ensure that there is an annual statement to parents on how the pupil premium funding has been used to address the issue of ‘narrowing the gap’, for these pupils. This task will be carried out within the requirements published by the Department for Education and will appear on our school’s website.

The next review of the Pupil Premium Strategy will be January 2019.