Each year the School receives additional funding to help the learning of students who receive or have received free school meals or who are in the care of the local authority. This is called the Pupil Premium. The Pupil Premium was introduced in April 2011 in order to narrow the achievement gap between disadvantaged students and their peers.
We are currently reviewing how we use our Pupil Preumium funding and are developing a three-year strategy to improve outcomes for disadvantaged students. This review is being led by Mr Sherry.
What do we know about our disadvantaged students already and what do we need to find out?
We know that, as a group, our disadvantaged students do not achieve as good outcomes as our non-disadvantaged students. We must close the gaps in outcomes that exist between our disadvantaged students and non-disadvantaged students:
(using the 2019 National coefficient)
-0.11 (Gap -0.47)
|-0.11 (Gap -0.27)|
41.86% (Gap -11.23%)
|43% (Gap -28%)|
43.22 (Gap -8.99)
|42.47 (Gap -9.46)|
|Percentage of Grade 5+ in English and maths
37.21% (Gap -15.26%)
|30% (Gap (-24%)|
|Percentage of Grade 4+ in English and maths||
|60% (Gap -15%)|
We also know that, as a group, the attendance on our disadvantaged students is well-below that of our non-disadvantaged students. There is a direct link between attendance and student outcomes. Therefore, we must improve the attendance of our disadvantaged students:
Other Barriers to Learning
We must systematically identify and evaluate the barriers to learning which affect our disadvantaged students’ progress to know how we can most effectively use funding to improve outcomes for these students. Barriers to learning may include:
Individual barriers to learning
Attendance, personal behaviour incl. exclusions, cultural capital, health issues, homework, parental/carer engagement, prior attainment, socio-economic issues
Structural barriers to learning
These are barriers to learning that exist due to existing practice, policy and culture in the school and may include behaviour experience, curriculum design, expectations, quality of teaching and learning
Based on what we know about our disadvantaged students already, we can identify strategic objectives that must be achieved over the next three academic years:
Progress 8 - The progress gap between disadvantaged and non-disadvantaged students is zero.
Attainment 8 - The average Attainment 8 score for disadvantaged and non-disadvantaged students is equal.
Percentage of Grade 5+ in English and Maths - The percentage of disadvantaged students and non-disadvantaged students achieving Grade 5+ in English and maths is equal.
Ebacc entry - The percentage of disadvantaged students and non-disadvantaged students entered for Ebacc is equal.
Attendance - Attendance of disadvantaged students is at least 95%.
Current spending and strategies
2020/21 Pupil Premium Grant Allocation and Budget
In 2020/21 our Pupil Premium grant allocation is £188,375.
This is based on:
What does this expenditure look like in school?
- Providing strategic leadership and capacity to measure progress and provide accountability
- Teaching assistants who can provide interventions
- Additional classes to reduce average class sizes
- Pastoral support staff to provide behaviour interventions and support to vulnerable students, including looked-after children
- Fully-funded individual peripatetic music tuition for disadvantaged students
- Achievement for All programme to promote improved parental/carer engagement
Areas for development
A strategic approach to improving outcomes for disadvantaged students
We must be more strategic in how we use Pupil Premium funding and the Education Endowment Foundation’s model of spending is a guide to how we could achieve this:
1.Investing in Teaching and Learning
Professional development, early career support and recruitment and retention
2.Targeted academic support
Structured interventions, small group tuition, one-to-one support
Improving attendance, improving behaviour, providing social and emotional support
What our school must do
- Identify community-specific Barriers to Learning
- Review our current expenditure and consider alternative sources for elements currently funded through the Pupil Premium grant
- Set whole-school SMART objectives to improve outcomes for disadvantaged students each academic year and over a 3-5 year period
- Set SMART objectives for any projects or colleague funded in part using Pupil Premium funding#
- Review these objectives on a termly-basis (minimum) as either met or unmet, and amend our implementation strategy as appropriate