PUPIL PREMIUM

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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.

Our Pupil Premium Philosophy

Werneth School is committed to ensuring that all of our students surpass national expectations. We want them to achieve their potential, develop fully and be ready to take their place in society; able to contribute as fully-fledged global citizens. To that end we recognise that some students may need additional resources to achieve their personal goals and ambitions.

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.

Sir John Dunford, the government’s National Pupil Premium Champion, stresses the importance of researching the evidence of what works best. Teachers at Werneth use the Sutton Trust Educational Endowment Foundation (EEF) Toolkit to identify the strategies that make the most difference and use these in their teaching. Current research shows that the most effective strategies are:

  • Metacognition;
  • Feedback;
  • Peer Tutoring.

Our departments’ approach is to offer and implement a range of strategies that are proven to be effective by the EEF Toolkit and will meet the needs of our pupil premium students. In order to decide on the best strategies for the context of our school, teachers will complete Action Research on new strategies to measure their impact and effectiveness before sharing them whole school. Research will be an essential part of what we do.  This will allow teachers to be confident that the strategies we are using are right for our students.

Sir John Dunford’s “Ten Point Plan for Spending the Pupil Premium Successfully.”: John Dunford Consulting

In light of recommendations in Ofsted literature and Sir John Dunford’s recommendations, Departments will evaluate the effectiveness of the strategies used in order to inform future planning. Departments are looking to improve our provision year on year with the aim being to narrow the gap between those students eligible for pupil premium funding and those who are not.

Our students are from a diverse range of different ages, backgrounds, abilities and needs. The essential point is to ensure that disadvantage does not hinder potential. This may require additional classes, staffing, equipment or opportunities and the school is happy to look into this on an individual or group basis.

Pupil Premium progress will be rigorously and regularly tracked. Every student is assessed on a termly basis for all subjects. Maths, English and Science is reported upon half termly. This data will be used by the Pupil Premium Achievement Team to identify underachievement. Pupil Premium students who are identified as underachieving will then have short, timed and targeted intervention that is individual to their needs to support them back on track.

The Funding (est. figs as of March 17)


SMBC FSM allocation – £380,265
LAC Allocation - £4,200
PP Total allocation 2017-18 - £384,465.00

As of Sept 2016

Number of students eligible

Total estimated income

Year 7

45 (FSM)

£42,075

Year 8

92

£86,020

Year 9

80

£74,800

Year 10

67

£62,645

Year 11

70

£65,450

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

Pupil Premium information for schools

 

Our Pupil Premium Profile

Pupil Premium pupils as a percentage of the year group

As of Sept 2016

Percentage of Year Group

Year 7

21% (FSM)

Year 8

47%

Year 9

43%

Year 10

35%

Year 11

38%

Percentage of pupils who currently receive free school meals

As of Sept 2016

No. of FSM pupils

Percentage of Year Group

Year 7

45

21%

Year 8

41

21%

Year 9

43

23%

Year 10

33

17%

Year 11

38

21%

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!

Further information on how to access Free School Meals

 

Online application for Free School Meals

 

Year 11 GCSE Attainment to date (Class of 2016):

The current attainment of Year 11 students is improving. They are performing better than last year’s students and are performing better than last year’s National Figure. If Year 10 are taken into account we are showing an improving three year trend.

Attainment is improving and the gap between attainment and target is closing.

Current Y11 Maths achievement data compared to previous results and National

 

A*-C Maths

3 Levels of Progress

4 levels of Progress

PP 2016

67%

48%

10%

PP 2015

33%

33%

11%

PP National 2015

49%

49%

N/A

 

Current Y11 English achievement data compared to previous results and National

 

A*-C English

3 Levels of Progress

4 levels of Progress

PP 2016

52%

60%

13%

PP 2015

40%

41%

11%

PP National 2015

51%

57%

N/A

 

Current Y11 achievement data compared to previous results and National

 

A*-C English & Maths

5A*-C

5A*-C EM

PP 2016

48%

46%

41%

PP 2015

25%

29%

23%

PP National 2015

38%

45%

36%

 

What are our Barriers?

Attendance

 

PP

NonPP

 

Gap

Year 7

92.1%

94.5%

 

2.4%

Year 8

92%

94.1%

 

2.1%

Year 9

92.1%

92.8%

 

0.7%

Year 10

92%

92.8%

 

0.8%

Year 11

91.7%

 

 

%

 

 

 

 

 

Rate of Decline

0.4%

 

 

 

 

Behaviour

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

In 2015, 14.6% of PP students were excluded for at least one day.

In 2015-16 the figure reduced to 7.8%
                                                     

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.

Deciding on our 2016-17 Budgeted Pupil Premium Spend

At Werneth we are very much aware of an ever growing body of evidence documenting best practice surrounding the use of Pupil Premium. We have also developed our own approach to the Pupil Premium since its inception in April 2011. Therefore we have revised, for 2016-17, the ways in which we are planning, budgeting, reviewing and then measuring the impact of our allocation. In the first instance we continue to access the growing body of evidence provided by the EEF:

 

Intervention

Cost

Evidence

Impact

 

Feedback

££

★★★

8 months

2015 Addition: Purple Pen Strategy
2016 Addition: Green Pen feedback strategy.
Improved methods of feedback

Metacognition

££

★★★★

8 months

Peer Tutoring

££

★★★★

6 months

Early Years Intervention

£££££

★★★★

6 months

Improved methods of assessment to include better use of Meta-cognitive strategies

1-2-1 Tuition

££££

★★★★

5 months

 

Homework

£

★★★

5 months

2016 Addition: Show My Homework introduced.

Collaborative Learning

£

★★★★

5 months

Kagan Learning Embedded in our practice.

Mastery Learning

££

★★★

5 months

2016: New assessment framework promoting Mastery learning by students.

Phonics

£

★★★★

4 months

Small group Tuition

£££

★★

4 months

2015 Change: Mantra group in Yr 7. Continued in 2016.

Digital Technology

£££

★★★★

4 months

2017: Whole school INSET on use of Digital Technology.


Purchased GCSEPod as a support for revision and Independent learning.

Introduced the Pixl Maths App to Yr11.

Social & Emotional Learning

££££

★★★★

4 months

2016: Beacon coounselling

Parental Involvement

£

★★★

3 months

2017: Introduced strategy to engage with more parents.

Reducing Class sizes

£££

★★★

3 months

2016 Change: Reduced class sizes in Core Subjects.

Outdoor Adventure Learning

£££

★★

3months

2016 Addition: Forestry Schools introduced for Year 7

Mentoring

£

 

1 month

2016 Addition: Man Utd Hub Officer

 

Secondly we have accessed and reviewed documents from the DFE and Ofsted:

 

We have also reviewed the following articles, documents and resources:

 

And attended the following training:

  • Pupil Premium – Raising Attainment and Measuring Impact: Capita Conferences (Sept 2014)

Members of the Pupil Premium Achievement Team have also visited a number of schools in the North West that have a record of outstanding Pupil Premium progress.

The evidence base 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.

 

Since the 2016-17 academic year we have therefore brought the following improvements to our Pupil Premium plan:

  • Increased clarity in identifying which strategies are targeted at which curriculum area.
  • Where ever possible stating a measurable target.
  • Stating the available evidence that will measure impact.
  • Clarity in identifying the difference between those strategies employed to tackle local identified issues and those employed as best practice.
  • Ensure that Pupil Premium targets are fully incorporated into the new Appraisal system.
  • Ensuring Department have a full and detailed Pupil Premium section to their Curriculum Improvement Plan.
  • Create a fund from which staff can request funds to address and emerging gap.

How we intend to spend the 2017-18 allocation

 

Staff a Pupil Premium Achievement Team tasked with monitoring the achievement of Pupil Premium students.
This team will consist of;
Assistant Head Teacher – responsible for the overall monitoring of PP achievement across the school
PP Champion Maths – lead the improvement in achievement of PP students in Maths.
PP Champion English- lead the improvement in achievement of PP students in English.
PP Champion Science - lead the improvement in achievement of PP students in Science.

PP Champion for Humanities, ICT, Business & Media – lead the improvement in achievement of Pupil Premium students in their Faculty.
PP Champion for PE and The Arts – lead the improvement in achievement of Pupil Premium students in their Faculty.

PP Champion for Technology and Health & Social Care– lead the improvement in achievement of Pupil Premium students in their Faculty.

Year Achievement Leaders –will monitor the Pupil Premium Achievement in each Year.
Year Inclusion Managers – will monitor the attendance, behaviour and pastoral care of Pupil Premium students in their Year.

Allow staff to bid for funding to support specific projects that will raise PP achievement and close the achievement gap between PP students and Non-PP students.

Create a Pupil Premium Profile database that will allow us to identify the individual barriers that PP students face regards learning and future achievement. This will enable teachers to pro-actively use PP funding to remove these barriers and improve the achievement of PP students.

Introduce specific PP targets at department and whole school level to support the achievement of PP students.  Enable departments to bid for funding to remove any barriers to achievement and enable these targets to be met.

PP targets at performance management level to support the achievement of PP students. Enable staff to bid for funding to remove any barriers to achievement and enable these targets to be met.

Fund a Beacon Counsellor which will provide emotional, behavioural and welfare support for students where needed, particularly to those at risk of exclusion.

Employ an Educational Psychologist to allow the correct support to be offered quickly to students in need, particularly to those at risk of exclusion.

To offer financial assistance to families to pay for trips so that Pupil Premium students are able to access the wider school curriculum in a fair, consistent and equal manner.

Identify and use strategies that will enable us to engage hard to reach parents and support them to help their child achieve.

Support Pupil Premium students who experience transport difficulties by offering assistance that allows them to attend school and on time.

Location has been identified as a deprivation factor in the previous section. A significant proportion of our Pupil Premium students live a considerable distance away, which requires them to use public transport or school buses to get to and from school. We wish to use the funding to remove the barriers that Location causes. These students need support to access extra-curricular activities and revision sessions.


 


Review of Targets from 2015-16

A:         Increase the attendance of all KS4 PP students. Reduce the current rate of decline (94% in Y7 to 88% in Y11.)

            The rate of decline was from 92.1%in Y7 to 91.7% in Yr 11. The rate reduced.
            Y7 attendance dropped slightly.
Ys 8 & 9 held firm.
Yrs 10 & 11 both increased.
(These figures are based on Half Term 5)

Overall PP attendance improved from 88.9% to 89.3%
(these figures based on Half Term 6)

B:        Reduce the overall school attendance gap to less than 3% (3.49 latest) in 2015/16 and then further reductions each year.

            Non PP attendance was 94.9%
            PP attendance was 92.0%
            Gap of 2.9%.

            This both below last year’s gap and the target of 3%
            (Figures based on Half term 5)

C:        Reduce the gap in English & Maths attainment.
                 


2016

PP

Non

Gap

 

2015

PP

Non

Gap

 

2014

PP

Non

Gap

3LoP Eng

60%

61%

1%

 

 

41%

63%

22%

 

 

50%

72%

22%

3LoP Maths

48%

60%

12%

 

 

33%

58%

25%

 

 

44%

60%

16%

D:        Narrow the attainment gap in GCSE


2016

PP

Non

 

2015

PP

Non

 

2014

PP

Non

5A*-C

46%

59%

 

 

29%

51%

 

 

27%

69%

E:        Reduce the gap in English and Maths attainment in all years.

2016

PP

Non

Gap

 

2015

PP

Non

Gap

5A*-C EM

41%

59%

18%

 

 

23%

42%

19%

3LoP Eng

60%

61%

1%

 

 

41%

63%

22%

3LoP Maths

48%

69%

12%

 

 

33%

58%

25%

F:         Improve the quality of teaching delivered to PP students, evidenced via SLT monitoring systems and INSET provision.

            The quality of teaching across the curriculum can be shown to have improved. The evidence for this is the high number of departments who achieved results about National Average and the number of departments that achieved results broadly in line with National Average.

G:        Reduce the number of PP exclusions.
In 2015, 14.6% of PP students were excluded for at least one day.
            In 2015-16 the figure reduced to 7.8%

 

Targets 2016-17

A:         Increase the attendance of all KS4 PP students. Reduce the current rate of decline.

B:        Reduce the overall school attendance gap to less than 3% (3.49 latest) in 2015/16 and then further reductions each year.

C:        Reduce the gap in English & Maths attainment.

D:        Narrow the attainment gap in GCSE

E:        Reduce the gap in English and Maths attainment in all years.

F:         Improve the quality of teaching delivered to PP students, evidenced via SLT monitoring systems and INSET provision.

G:        Reduce the number of PP exclusions.




Proposed Spend 2017-2018.

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
2017 GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data.

PP Champion Maths

GNo

£5,300

Best Practice:
Champion the cause of PP students in Maths. Challenge the strategic direction of the department with PP in mind.
Track progress and act fast to close emerging gaps.

C
D
E
F
G

Campaign Assessment data
2017 GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data
Department minutes
Student Voice

PP Champion English

GNo

£5,300

Best Practice:
Champion the cause of PP students in Maths. Challenge the strategic direction of the department with PP in mind.
Track progress and act fast to close emerging gaps.

C
D
E
F
G

Campaign Assessment data
2017 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

£5,300 x 4

£21,200

Local Issue:
Enable us to champion the cause of PP students within these Faculties and departments.
Track the progress of PP students in non-Core subjects and to act fast and close emerging gaps.

D
E
F
G

Campaign Assessment data
2017 GCSE results
Progress 8 measure
Appraisal process
Survey data
KS3 Data
Department minutes
Student Voice

Assistant Head Teacher - Pastoral Lead

HT

£35,000

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
2017 GCSE results
Progress 8 mesure
Appraisal process
Survey data
KS3 Data.

Student Support Mentor

GNo

£23,500

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

Attendance data.

Year Intervention Manager Pupil Premium support.

JDe

£13,305 x4
£53,220

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

A
B
G

Attendance data
Behaviour data

Year Achievement Leaders

PFo

£2,660 x4
£10,640

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

A
B
C
D
E
G

Attainment data
Attendance data
Behaviour data

Maintain reduced class sizes in Eng/Maths/Sci

PFo

£28,026 x2

To maintain small class sizes in English, Maths and Science. One class in each half of Year 7 contains approximately 15 or less students to enable them to access greater teacher support.

C
E
F

Attainment Data

Pay for all PP Peripatetic Music Lessons.

GNo

£1,680

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

Beacon Counsellor

GNo

£14,000

Local Issue:
We have identified that we have a significant number of Pupil Premium students who need assistance with issues such as anxiety, relationships with parents, bullying, depression, bereavement, trauma self-esteem and self-harm.
We aim to offer counseling to help students resolve their issues and enable them to engage fully with their curriculum.

All

Campaign Assessment data
2016 GCSE results
Progress 8 measure
Survey data
KS3 Data
Student Voice
Attendance Data
Behaviour Data
Parental Voice

Educational Psychologist

SKe

£9,000

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.

G

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.

A
B

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

Purchase uniform for students in need

CCh

£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.

A
B
G

Attendance Data
Sims behaviour data

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

GNo

£40,000
(’15-16 £35,000)

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

£38,400
(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.

A
B
C
D
E
F

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

Action Research Projects

AFo

TBC

Best Practice:
Staff will trial new strategies to test their effectiveness in our school setting. After evaluation, successful strategies will be shared with staff and used across school where appropriate.

F

Staff voice
Student Voice
Attainment data
Teacher assessment data.

 

 

 

 

 

 

 

 

 

 

 

 

Current Total: £315,492 – based on the above approximation (£338,296 in the detailed budget)

 

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