PUPIL PREMIUM

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Pupil Premium

The government has allocated our school a sum of money called ‘Pupil Premium’. This is to improve the educational chances of students who may find circumstances outside school challenging due to financial hardship or other issues. The three identified groups are students who are entitled to school meals, students who have a parent working for the armed forces and those children in local authority care.
Pupil Premium Strategy 2019-20.

 

Our Pupil Premium Philosophy

Our core aim is to improve the level of progress made by Pupil Premium students in their core subjects. We are aware that the greatest improvement needs to be made in Maths and Science.  Therefore the actions we intend to take are determined by that aim.

The amount of funding from the Pupil Premium budget devoted to Maths and Science has been increased to allow for a greater number of strategies to take place that support Pupil Premium progress.

It is also vital that we improve the quality of teaching and learning that takes place in our classrooms.
How we intend to spend the Pupil Premium Budget.

Through Quality First Teaching Werneth aims to provide learning opportunities of the highest quality for all its pupils. All departments at Werneth School aim to deliver:

  • Highly focused lessons with sharp objectives;
  • High demands of pupil involvement and engagement with their learning;
  • High levels interaction for all pupils;
  • Appropriate use of teacher questioning, modeling and explaining;
  • An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups;
  • An expectation that pupils will accept responsibility for their own learning and work independently;
  • Regular use of encouragement and authentic praise to engage and motivate pupils.

 

Our research has allowed us to formulate a set of principles to guide our use of the Pupil Premium. To this end we will:

  • Ensure that the Pupil Premium is spent on the target group.
  • Maintain high expectations of the target group.
  • Thoroughly analyse which pupils are under-achieving and endeavor to work out why.
  • Use evidence to allocate funding to big-impact strategies.
  • Be relentless in our pursuit of high quality teaching, not interventions to compensate for poor teaching.
  • Use achievement data to check interventions are effective and make adjustments where necessary.
  • Have a Senior Leader with oversight of how Pupil Premium funding is being spent.
  • Ensure that teachers know which pupils are eligible for Pupil Premium.
  • Endeavor to demonstrate impact.
  • Have a named governor who will oversee and challenge our use of the Pupil Premium.

 

Targets 2019-20

A:         Increase the attendance of all PP students. To be in line with National Average (92%), or better.


B:         Reduce the Persistent Absence figure for Pupil Premium students. To reach National Average, or better.
                        National Average (FSM 2018): 23%
                        Werneth FSM current: 37.1%                PP current: 32%

C:         Achieve FFT Target in each Core subject.


Maths

Target (as of June ’19)

Current (June’19)

 

Science (Comb Science GCSE)

Target (as of June ’19)

Current (June’19)

 FFT

38%

31.4%

 

FFT

36%

25.88%

Att8

8.2

7.65

 

Att8

40.47%

38.2

 

D:         Achieve FFT target in GCSE Subjects.

 

The Funding

SMBC allocation – £370,260
LAC Allocation - £8,500
Post LAC - £2,300
PP Service Children - £1,500
PP Total allocation 2019-20 - £382,560

There are guidelines for how to allocate the funding issued by the Department of Education which can be accessed here:

https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

Our Pupil Premium Profile

Pupil Premium pupils as a percentage of the year group

Current Profile

As of June 2019

Number of PP students

Percentage of Year Group

Year 7

102

43%

Year 8

79

38%

Year 9

88

41%

Year 10

85

45%

Year 11

74

40%

Percentage of pupils who currently receive free school meals

As of Jan 2019

No. of FSM pupils

Percentage of Year Group

Year 7

53

23%

Year 8

44

21%

Year 9

38

19%

Year 10

37

21%

Year 11

34

19%

 

Free School Meals

Did you know… just registering your child for Free School Meals means that the school will receive funding to provide extra support for your child?

Register now to make sure we don’t miss out!

Online application for Free School Meals

Year 11 GCSE Attainment (Class of 2018):

Measure

2018 Result

Target

Attainment 8

29.9

37.53

English (Attainment 8)

6.8

8.79

Maths (Attainment 8)

5.26

7.82

Ebacc (Attainment 8)

7.4

10.2

Open (Attainment 8)

10.44

12.26

English Level 5+

29%

41%

English Level 7+

4.6%

9%

Maths Level 5+

12%

30%

Maths Level 7+

3%

7%

 

What are our Barriers?

Attendance

 

PP ’17-‘18

Year 7

93%

Year 8

89.8%

Year 9

87.3%

Year 10

86.2%

Year 11

88.2%

Behaviour

Our aim was to reduce the number of fixed term exclusions given to Pupil Premium students.

In 2017-2018 the percentage of PP students who were excluded was 3.2% of our whole school population.

In 2016-17 the percentage of PP students who were excluded was 8.5%.

In 2015-16 the figure was 7.8%. This was a significant reduction from 14.6% in 2015-16. The figures from 2016-17, although showing a slight rise, are demonstrating a three year positive trend.
                                                                       

Deprivation

Our in-house research has shown that approximately 60% of our students are experiencing some form of deprivation. This clearly includes a number of students who are not identified as Pupil Premium.

The types of deprivation that we have evidenced are:
Health, behaviour, drug & alcohol, young carer, single parent, poverty, hard to reach parents, location, lack of transport, crime, in care and social services involvement.

As a school we aim to support each of our students that experiences these forms of deprivation and remove the barriers that they face.

 

How we intend to spend the 2019-20 Allocation

Attendance

Werneth School recognises that addressing poor attendance is our key priority in supporting vulnerable students. We therefore:

  • aim to improve the attendance of PP students and the target is to achieve the National Average figure for PP students. 
  • aim to reduce Persistent Absence of PP students to meet National Average. National Figure specifies FSM rather than PP.

The aim is that our Persistent Absence figure for FSM in the Academic year 2019-20 is at 23% or lower. Our PP figure should be lower than 23%.

Persistent Absence:   

National Average (FSM 2018):   23%


Persistent Absence

2017

2018

current

FSM

36.5%

41%

37%

PP

28.8%

33.25%

32%

Current Attendance figures (compared to end of Spring 2 Term):


Year 11

Year 10

Year 9

Year 8

Year 7

84.8 %
(down 0.8%)

86.7%
(down  0.6%)

86.7%
(down 0.6%)

91.8
(down 0.1%)

90.1
(down 0.6%)

The average attendance figures for the last two years are as follows:


18-19

88.3%

17-18

88.5%

16-17

88.7%

We believe we will successfully demonstrate an improvement towards our targets by utilising the PP budget to fund a team of people who will work together to focus on this priority area and in doing so support some of our most vulnerable students. This team will consist of:

  • an Attendance Officer,
  • the Year Inclusion Managers for each year group,
  • a Family Support Worker who will shortly be appointed and will be tasked with home visits and outreach work to support the school engaging with “Hard to Reach Families”, plus
  • advice and support from our “in-house” Social Worker as and when required.

This joined up approach should create a positive impact on our attendance figures as students with poor attendance, and high Persistent absence have their issues resolved and are supported back into school.

Attainment for All.

Our key aim is to improve attainment and progress in the Core Subjects. With that aim in mind the following strategies will be implemented in Maths;

  • Small group tuition in Maths for PP students in Y10 & Y11.
  • Ensure PP students are properly equipped for Maths lessons. This is so students can be fully engaged in all their Maths lessons, maximising the opportunities for them to reach their target grade.
  • Intervention Form Tutor group for Maths. In Year 11 this is to support students to achieve target grades.
  • STEM visits for enhancement and enrichment.

The target is for the PP Cohort to reach FFT and to reach Maths Att8 Score by July 2020.


Maths

Target (as of June ’19)

Current (June’19)

Results 2018

FFT

38%

31.4%

27%

Att8

8.2

7.65

5.13

And the following strategies will be used in Science;

  • Small group Tuition for PP students in Y10 & Y11. The aim is for students to achieve target grade in the Combined Science GCSE.
  • Tassomi intervention group for Science.
  • Intervention Form Tutor group for Science.
  • Mentoring of Science students by PP Champion.
  • PETXi Science days for 20 Class of 2020 PP students to boost motivation and engagement. Aim is for them to achieve target grade.
  • Planned intervention activities for PP students using Revision books and Work Books. This will be done through the Graduate who will be delivering the tuition sessions.
  • Transition groups in Y7 Science.

The target is for the PP cohort to achieve FFT for Grade 5+ by July 2020.


Science (Comb Science GCSE)

Target (as of June ’19)

Current (June’19)

Results 2018

FFT

36%

25.88%

13%

Att8

40.47%

38.2

30.49

Non-Core departments will put strategies in place to support underachieving students and to remove barriers to progress.

Behaviour

PP Reflection Data June ‘19
Number of Referrals 155
Number of PP Referrals 103

PP 66.4% are PP

Number of Students Referred into Reflection 77
Number of PP Students Referred into Reflection 57

PP 74% of students in reflection

Internal Exclusion
34 Students referred in
27 PP students referred in

79.4% are PP students

43 Referrals
30 PP Referrals 

69.7% are PP

We had experienced a decline in fixed term exclusions over a three year period, from 14% of PP students excluded in 2016 to 8% in 2018.
However, due to the change in school policy with managing fixed-term exclusions (as part of the new behaviour model), it is highly likely we will see an increase in the number of PP students receiving fixed term exclusions for the short-term future. Therefore, it is not relevant to compare current figures with previous years.
Our intention is to improve standards of behaviour amongst Pupil Premium students which will reduce the number of fixed-term exclusions over time and therefore help improve our attendance figures.

High Quality Teaching for All

The CPD programme in place for 2019-2020 identifies four areas to focus on. These are Literacy, Vulnerable groups, Gender and Most able.
Pupil Premium is a high priority in each of those groups. Our aim is to improve the literacy of Pupil Premium students, and the CPD programme being put in place will support this.
The majority of our vulnerable students are Pupil Premium students and the CPD programme will support teachers to develop and use strategies to improve attainment in Pupil Premium students.
The attainment of Pupil Premium boys is below that of girls and training will be delivered to support teachers to improve the attainment of Pupil Premium boys.
The gap between attainments of PP students compared to their target appears to be growing smaller with the Class of 2019. We are aiming to close that gap further and support our Most Able PP students to reach their target grades, and a key strand to doing this is the training delivered through CPD in the coming year.

Meet Individual Learning Needs

Funding will be used to provide access Education Psychologist referrals to help support issues around behaviour and learning issues of PP students in need.
We will ring fence funding for Wellbeing. This can be used to address issues such as uniform and transport as they emerge. We believe this will further our aim to improve attendance by ensuring that students are properly dressed and prepared for school.
Regular Pupil Voice activities will be conducted to understand the needs and views of our Stake holders which enable us to respond as appropriate.

Deploying staff effectively.
Year Inclusion Managers (YIMs) will strive to improve the PP attendance in their year groups. Also to reduce Persistent absence in their year groups. YIMs will take steps to remove barriers to attendance faced by Pupil Premium students.
The Year Achievement Leaders (YALs) will identify barriers to achievement within their year group and to take steps to remove these and unlock achievement.
We are considering our deployment of teaching staff. Our aim is to place the most effective teachers in front of specific targeted groups so that the students make the fastest possible progress.

8: Data Driven and responding to evidence.
Departments will evaluate their PP data on a termly basis to identify areas of weakness and underachievement. Departments will be able to access funding from the PP Budget to support strategies they wish to implement.
Attendance and Persistent absence will be monitored on a fortnightly basis to enable YIMs to tackle issues as they emerge.
The Behaviour data monitored weekly by YIMs to be able to tackle issues as they emerge.

9: Clear Responsive Leadership.
There is an Assistant Head Teacher for Pupil Premium who monitors the data for attainment and progress after each campaign. Any emerging issues can be identified and departments can be supported to address these issues and allow students to make progress.

Data & Intervention Calendar

Y11

Half Term 1

 

HT3

 

HT5

Ongoing support

New data

Intervention & support

New Data

GCSE Exams

 

HT2

 

HT4

Identify Areas for intervention

Intervention and Support

Identify Areas for intervention

Intervention and Support

 

Y10

Half Term 1

 

HT3

 

HT5

 

Ongoing support

New data

 

Intervention & support

New Data

Intervention & support

New Data

 

HT2

 

HT4

 

HT6

Identify Areas for intervention

Intervention and Support

Identify Areas for intervention

Intervention and Support

Identify Areas for intervention

Intervention and Support

Y9

Half Term 1

 

HT3

 

HT5

 

Intervention based on summer data

 

Identify Areas for intervention

Intervention and Support

Identify Areas for intervention

Intervention and Support

 

HT2

 

HT4

 

HT6

Intervention and Support

New Data

Intervention & support

New Data

Intervention & support

New Data

The Assistant Head Teacher also monitors the data for attendance and Persistent absence. Together with the YIMs, emerging attendance issues will be identified and address.
The AHT for Behaviour regularly monitors behaviour data, including that for Pupil Premium students. Both the AHTs for Behaviour and Pupil Premium will be able to identify any emerging trends and lead the YIMs to addressing behaviour issues. Over time the Pupil Voice activities should show improved attitudes to school from the Pupil Premium cohort.
The AHT for PP evaluates the spending from the PP budget and measures the Value for Money of spending. This reported back to the Governing Body and published online each year.

Proposed Spend 2019-20

Intervention

Lead

Cost

Reason for Intervention:
Best Practice or Local Issue

Core Aims

Review

Pupil Premium Champion on Leadership Team

HT

£29,700

Best Practice:
Champion the cause of PP students, challenge the strategic direction of the school (with PP in mind), track progress and act fast to close emerging gaps. Lead other Champions and lead Middle Leaders. Link with the Governing body concerning the spending of the Pupil Premium. Ensuring that every child is known by every member of staff.

Training provided across the school for all staff new to positions on awareness of Pupil Premium and narrowing the gap.

All

Campaign Assessment data
GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data.

PP Champion Maths

GNo

£5,727

Best Practice:
Mentor PP students who are underachieving in Maths

C

Campaign Assessment data
GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data
Department minutes
Student Voice

PP Champion English

GNo

£5,727

Best Practice:
Mentor PP students who are underachieving in English,

C

Campaign Assessment data
GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data
Department minutes
Student Voice

PP Champion for four Faculties. Science/Humanties/
Technology/ PE & The Arts

GNo

£5,727 x 4

£22,900

Local Issue:
Mentor PP students who are underachieving.

C
D

Campaign Assessment data
GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data
Department minutes
Student Voice

Assistant Head Teacher - Pastoral Lead

HT

£36,814

Best Practice:
Lead the Pastoral team.
Track the attendance of all students across the school.
Strategic lead for inclusion of all students.

All

Campaign Assessment data
GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data.

Student Support Mentor
(STo)

ACo

£14,936

Local issue:
Tackle to persistent absences amongst PP students.
Improve the overall attendance of PP students.

Best practice:
Track the attendance of PP students.
Dedicated member of staff to liaise with parents and mentor students.
Member of staff who can carry out home visits in order to tackle low attendance and to support parents in resolving issues that cause poor attendance.

A
B

Attendance data.

Year Intervention Manager Pupil Premium support.

JDe

£14,490 x5
£72,450

Best Practice:
Track the attendance, behaviour and pastoral care of PP students in each Year.

A
B

Attendance data
Behaviour data

Year Achievement Leaders

PFo

£3,066 x5
£15,300

Best Practice:
Track the attainment, progress and engagement of PP learners in each Year.

C
D

Attainment data
Attendance data
Behaviour data

PARE Mentor

ACo

£18,900

Best Practice:
To reduce permanent exclusions of Pupil Premium students.
To support students at risk of exclusion and enable these students to access, and remain in , mainstream education

A
B

Student exclusion data.

KS Strategic Lead for PP

GNo

£9,270

To track the attainment, progress and engagement of vulnerable students in Y7 & Y8.
To support these students to achieve target grade and enter mainstream lessons.

C
D

 

Transition Mentor

ACo

£11,362

 

A
B

 

Mental Health Lead

 

£6,316

 

 

 

Aspire Co-ordinator

DWi

£5,652

Best Practice:

All

Aspire attendance data
Pupil Voice about attitudes towards school and behaviour

AHT Behaviour

ACo

£15,247

 

 

 

Pay for all PP Peripatetic Music Lessons.

CBa

£2,000

Best Practice:
Students who attend peripatetic music are shown to achieve higher grades.
Fees are currently subsidized. Investigate if they should be paid entirely from Pupil Premium.

D

Attendance to Music lessons.
Campaign Data

Educational Psychologist

SKe

£5,200

Best Practice & Local Issue:
A significant proportion of the school’s exclusions were Pupil Premium students. To reduce this number we wish to use an EP to allow access to the correct support and provision for students identified as being at risk of permanent exclusion.
By obtaining an EP Report we are able to create individual support programmes tailored to the students learning needs. The report informs the teaching staff of the most effective strategies that should be used with students at risk of exclusion.

All

Behaviour Data
Exclusion Data

Transport Support costs for students who experience deprivation due to Location

GNo

£2000

Local Issue:
We have a number of students who live far enough to necessitate catching a bus but do not qualify for a bus pass.
We want to be able to respond to their needs a support with transport costs to and from school and provide transport solutions that enable them to attend extra-curricular and revision sessions.

All

Attendance data.
Attendance data from extra-curricular and revision sessions

Purchase uniform for students in need

GNo

£2000

Best Practice & Local Issue:
To enable us to respond to students in need by providing the necessary clothing to enable them to attend school.

All

Attendance Data
Sims behaviour data

Provide opportunities  for departments to bid for funding to enable them to close emerging gaps.

GNo

£30,000

Best Practice:
Departments will be able to access funding to support strategies that enable them to close emerging gaps.
Departments will identify the need, explain the intervention strategy they wish to implement and demonstrate the evidence that will be provided to show impact.

All

The forms used to bid for funding.
Attendance data
Attainment data
Teacher assessed data.

Educational Experiences outside of school.

GNo

£10,000
(based on est figs)

Best Practice:
This will enable us to have a consistent Trip Policy that will enable Pupil Premium students to have fair access to school trips that are offered.
It is more likely that Pupil Premium students are unable to afford the cost of school trips and therefore miss out on the opportunities offered. And yet they ate typically the students who gain the most from attending such trips. We aim to set aside monies to be able to fund places for Pupil Premium students on school trips.

All

Attainment data
Behaviour data
Attendance to trips
Student Voice
Parent Voice
Survey data

Improve T& L for PP students

AFo

£5,000

Best Practice:
To improve the quality of teaching delivered to PP students.

C
D

Learning walks and lesson observation feedback.

Maths support

GKe

£14,190

Best Practice:
To improve the quality of teaching and learning in Maths

C
D

ATL data
Campaign data

Science support

MBr

£14,190

Best practice:
To improve the quality of teaching and learning in Science

C
D

ATL data
Campaign data

Science PET-Xi support Days

MBr

£8,700

Best Practice: To improve the quality of teaching and learning in Science.
To support underachieving PP students to achieve target grade.

C
D

Science Campaign & ATL Data

Equipment

GNo

£5,000

Ensure students are properly equipped for lessons

C
D

ATL Data

Current Total: £368,581 approximated spend.

 

How we spent 2018 - 2019

USE OF PUPIL PREMIUM FUNDING 2018-19

How we spent 2017- 2018

USE OF PUPIL PREMIUM FUNDING 2017-18

 

 

How we spent 2016 - 2017

USE OF PUPIL PREMIUM FUNDING 2016-17

 

 

How we spent 2015 - 2016

USE OF PUPIL PREMIUM FUNDING 2015-16

 

 

How we spent 2014 - 2015

USE OF PUPIL PREMIUM FUNDING 2014-15

 

 

How we spent 2013 - 2014

USE OF PUPIL PREMIUM FUNDING 2013-14