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



LAC Allocation - £4,200
PP Total allocation 2018-19 - £384,465.00

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 2018

Number of PP students

Percentage of Year Group

Year 7

108

46%

Year 8

84

39%

Year 9

82

40%

Year 10

81

45%

Year 11

65

37%

 

Percentage of pupils who currently receive free school meals

 

As of Sept 2018

No. of FSM pupils

Percentage of Year Group

Year 7

50

21%

Year 8

42

20%

Year 9

33

16%

Year 10

36

20%

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!

Further information on how to access Free School Meals

 

Online application for Free School Meals

 

Year 11 GCSE Attainment to date (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 2017-2018

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.

Deciding on our 2018-19 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 2018-19, 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

                       Improved methods of assessment to include
                       better use of Meta-cognitive strategies
2017: Whole School CPD focus on Assessment and feedback
          Sept ’17, focus placed on Planning, Learning Journeys
          And Differentiation.
2018 Addition: KS3 PP Champion. To raise attainment in
        literacy and numeracy amongst identified KS3 PP
        students.

1-2-1 Tuition

££££

★★★★

5 months

Bring in external 1-2-1 tuition where appropriate.

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 counselling, improved Educational Psychologist      
         support.

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
2017 Change: PP Champions to mentor underachieving    
        students.

 

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

  • The Pupil Premium, How schools are spending the funding successfully to maximize achievement: Ofsted (2013)
  • The Pupil Premium, How schools are using the Pupil Premium to raise achievement for disadvantaged pupils: Ofsted (2012)
  • Evaluation of Pupil Premium Research Report: Department for Education (July 2013).

 

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

  • A Pupil Premium Handbook for Cambridgeshire Schools: Cambridgeshire County Council (2014)
  • Demonstrating Pupil Premium Impact: ASCL (2014)
  • Teaching Assistants – A guide to good practice: Oxford Schools Improvement (2014)
  • A Practical Guide to the Pupil Premium: Marc Rowland (2014).

 

And attended the following training:

  • Pupil Premium – Raising Attainment and Measuring Impact: Capita Conferences

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.

 

In a relentless drive to deliver and highlight impact we have extended and enhanced our checking procedures. The budget and review process operates through a thorough checking and analysis process that involves a Senior Leader and the Head Teacher. The Pupil Premium strategy is interrogated and reviewed on a half termly basis at the Governing Board. We have identified local needs and put these against the known best practice outlined in those documents and sources mentioned above.

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 2018-19 allocation

 

 

How we intend to spend our Pupil Premium Allocation

We will continue to allow staff to bid for money from the Pupil Premium. This is to enable staff to run bespoke support projects for their Pupil Premium students that tackles underachievement.

We will continue to subsidise trips for Pupil Premium students. We will offer financial assistance to support Pupil Premium students to access external learning opportunities in a fair, consistent and equal manner.

To meet an increasing demand for Educational Psychologist referrals, a Service Level Agreement will be put in place to increase the capacity we have available for referrals. This will be funded by the Pupil Premium and the capacity created will be used solely for Pupil Premium students.
 
All Peripatetic Music lessons for PP students will be covered from the Pupil Premium budget.

The Pupil Premium will also fund ingredients in Food Technology for PP students. This enables the Technology Department to purchase ingredients as necessary to ensure that all PP students are able to participate in Food Technology lessons.

Money from the Pupil Premium will be used to support the school’s drive to improve Teaching and Learning. The impact of the Teaching & Learning programme will be most keenly felt amongst PP students. Research shows that Quality First Teaching has a far bigger impact on our more vulnerable students and will help us to close gaps and raise PP attainment.

The Pupil Premium will also be used to bring an external company in to school to deliver booster sessions to support under-achieving students in Science and Maths.

We have employed a Student Support Mentor to address attendance issues of Pupil Premium students. The aim is to raise our Pupil Premium attendance to National Average or above. We also aim to reduce Persistent Absence figure to be in line with, or below, National Average.

A PARE mentor has been employed to support student at risk of Permanent Exclusion and enable such students to access mainstream education.


We will also use the allocation to 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 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 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 – lead the improvement in achievement of Pupil Premium students in their Faculty.


Review of Targets from 2016-17

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

            No figures currently available for Y7.An increase in Y8 both against last year’s Y8, and the same year group in Y7.
All other year groups declined.
           

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.

Statistical comparison with previous performance not available due to change in grades awarded.

All indicators show that we below FFT target in English and Maths for PP students.

D:        Narrow the attainment gap in GCSE

Statistical comparison with previous performance not available due to change in grades awarded.

All indicators show that we were below FFT target in English and Maths. The gap reduced in Maths, but this occurred because the overall grades fell and so the relative gap also fell.

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

Statistical comparison with previous performance not available due to change in grades awarded.

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.

The rose slightly to 8.5%.
            2015 – 7.2%, 2014 – 14.6%
Despite the rise it is showing a three year positive trend. Consideration should be given to the significant anti-social behaviour that was occurring in the community during the Spring term which did spill in to school life.

 

Targets 2017-18

A:        Increase the attendance of all KS4 PP students. To be in line with National Average, or better.

B:        Reduce the Persistent Absence figure for Pupil Premium students. To reach National Average, or better.

C:        Reduce the gap in English & Maths attainment by achieving FFT Target in each subject.

D:        Narrow the attainment gap in GCSE by achieving FFT target in GCE Subjects.

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 2018-2019

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
2019 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
D
E
F
G

Campaign Assessment data
2019 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
D
E
F
G

Campaign Assessment data
2019 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.

D
E
F
G

Campaign Assessment data
2019 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
2019 GCSE results
Progress 8 mesure
Appraisal process
Survey data
KS3 Data.

Student Support Mentor

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

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
G

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.

A
B
C
D
E
G

Attainment data
Attendance data
Behaviour data

Attendance Mentor

ACo

6,539

Best Practice:
To improve attendance of PP students.
To reduce PA of PP students.

A
B

Attendance 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

G

Student exclusion data.

KS Strategic Lead for PP

GNo

£9,270

 

 

 

Transition Mentor

ACo

£11,362

 

 

 

Mental Health Lead

 

£6,316

 

 

 

Aspire Co-ordinator

DWi

£5,652

 

 

 

AHT Behaviour

ACo

£15,247

 

 

 

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

Educational Psychologist

SKe

£5,000

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

£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

£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.

A
B
C
D
E
F

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.

F

Learning walks and lesson observation feedback.

Maths support

GKe

£5,000

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

B
E
F

ATL data
Campaign data

Science support

MBr

£5,000

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

D
F

ATL data
Campaign data

Maths & Science Drop down days – PET-Xi

GNo

£8,000

Best Practice:
To support the needs of underachieving PP students we will hold a series of intervention days for Maths and Science delivered by PET-Xi

C
D
E

PET-Xi monitoring data.
Campaign data
2019 GCSE results.

ICT Support resources

GNo

£2,650

Best Practice:
Provide ICT solutions to PP students. Where needed, ICT provision can be given for use at home, in lessons or both.

C
D

Campaign data
2018 GCSE results

KS3 Strategic Lead budget

KS3 PP

£5,000

 

 

 

PET Xi ICT course

GNo

£15,600

 

 

 

Current Total: £378,770 approximated spend.

 

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