Use of Pupil Premium Grant

Use of Pupil Premium Grant in 2017-18 and plans for 2018-19

Use of Pupil Premium Grant in 2017-18

St Michael’s CE High School was allocated a Pupil Premium Grant of £99435 in 2017-18.

The purpose of this grant is to enable schools to close the gap in attainment between students from low income families and service families, compared with other students. Schools have the freedom to employ this funding in order to close this gap, using their knowledge of the needs of each young person in their care. St Michael’s priority is to fund additional support strategies so that every student, however financially disadvantaged makes the due progress they need to be the very best they can be.

Pupils eligible for Pupil Premium funding:

  • Pupils on Free School Meals (FSM)
  • Looked After Children (LAC)
  • Children who are Adopted from Care, or those under Special Guardianship
  • Military Service Children (Children whose parents are currently serving in the Armed Forces)
  • Ever 6 pupils – children in these categories within the last six years.

Allocation of funding 2017-18

The Headteacher in consultation with the Governors decides how the Pupil Premium Grant is spent for the benefit of the eligible pupils, whilst taking into account the needs of all pupil in school.

  1. Summary information

School        St Michaels CE High School

Academic Year

 

2017-2018

Total PP budget

£99435

Total number of pupils

 

      1129

Total number of pupils eligible for PP

 

        85

 

  1. Actual attainment 2017-18 (impact)

 

Pupils eligible for PP

Pupils not eligible for PP

% achieving 5 A*-C incl EM

73% (11) Standard         

60% (9) Strong

87.4% (181) Standard

73% (152) Strong

Basics Grade 4+ %

87% (13)

91% (188)

Basics Grade 5+ %

60% (9)

74.9% (155)

Progress 8 En element

-0.149 (-0.03)

0.704 (0.77)

Progress 8 Ma element

0.364  (0.33)

0.581  (0.34)

Progress 8 overall

0.10 (-0.15)

0.613  (0.37)

 

*2016-17 figures in brackets or total pupils, if a whole number

 

  1. Barriers to Attainment 2017-18

A

30% of disadvantaged pupils entering Year 7 in 2018 with a reading score of 96 and below receive PP, which can prevent them making good progress in Year 7 to Year 11.

B

31% of disadvantaged pupils entering Year 7 in 2017 with a maths score of 96 and below are PP, which can affect the progress they make in maths in Year 7 to Year 11.

C

39% of disadvantaged pupils entering Year 7 in 2016 with a maths score of 96 and below are PP, which can affect the progress they make in maths in Year 7 to Year 11.

D

The behaviour of some Disadvantaged Pupils can be a barrier to learning.

E

The emotional wellbeing of some Disadvantaged Pupils can be a barrier to learning.

F

A minority of Disadvantaged Pupils have attendance and punctuality concerns.

G

Some Disadvantaged Pupils have limited access to a supportive learning environment and resources outside of school.

 

  1. Outcomes

 

Desired Outcomes and how they will be measured

Success Criteria

A

To close the gap, enable Disadvantaged Pupils to catch up with literacy and numeracy.

Disadvantaged Pupils to progress so that the gap between them and Non Disadvantaged is closed.

B

Improve attainment for all Disadvantaged Pupils at KS4

For Progress 8 scores to be at least equivalent or greater so that attainment is matched.

C

To address behavioural issues and support emotional wellbeing of pupils to remove these barriers to learning

Fewer behavioural incidents to be recorded for these pupils on CPOMS in accordance with standards laid out in BFL policy.

F

Implement and review strategies to improve attendance levels for Disadvantaged Pupils.

Reduce the number of persistent absentees amongst Disadvantaged Pupils.

To maintain the overall attendance for these pupils in line with Non Disadvantaged Pupils.

 

2017-18 Review

 

  1. 2017-18 Review of Expenditure

Academic Year

2017-18

 

Desired Outcome

Chosen Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Reviewed / impact

Highest expectations and aspirations for all pupils achieved through quality first teaching

Focused CPD for staff including

*Learning and Teaching meetings

*Collaborative planning

*SIT meetings focusing on marking, feedback, growth mindset, character education

*Understanding and Interpreting data

*Whole school back to basics approach on entitlement and provision for Disadvantaged Pupils.

Effective CPD will enable staff to continue to plan and deliver lessons that allow excellent learning for all pupils, for challenging targets to be set and achieved and for their progress to be accurately evaluated over time.

*SLT lesson observations

 

*Curriculum leaders lesson observations

 

*Work scrutiny of pupils’ books

(focus on Disadvantaged)

 

*Regular and accurate tracking

 

*Exam results

SLT

 

 

CL

Disadvantaged pupils Progress 8 = 0.10.

Increase in observation of staff using SAM from Learning and Teaching meetings and School Improvement meetings.

£44,097

Continue to provide additional staffing

 

*Additional staffing in Key Stage 3 within English, Maths and Science.

 

*Additional staffing in Key Stage 4 within English, Maths and Science, and small group intervention.

 

*To increase 1:1 pupil support.

 

* Staffing of HL club

*Additional staff will allow smaller teaching groups for key classes. Extra staff in these key subject areas will support Disadvantaged Pupils with targeted intervention classes.

 

*SEN/Teaching assistants working with core groups of students.

 

*To provide opportunities for shadowing pupils and monitoring success of support.

Monitored by CLs and supported by PMs

 

Tracking Data

 

Exam Results

SLT

CLs

PMs

Disadvantaged Pupils at KS3 and KS4 amongst other pupils being taught in smaller classes.

The group of learners in smaller classes made Progress 8 of 0.48 in 2018 GCSE.

Progress 8 of disadvantaged pupils in Maths was 0.37

 

Targeted support

Desired Outcome

Chosen Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Reviewed

Strategies to support and allow progress for Disadvantaged Pupils exceeding non Disadvantaged Pupils.

 

 

*Resources and support for those students in all subject areas, including contributions towards necessary educational visits.

* Providing additional support for students facing emotional barriers to learning, including 1:1 mentoring and home-school link - Individual meetings to be held with Disadvantaged Pupils and their parents/carers.

*CPD for all staff focusing on strategies for subject teachers and tutors to aid progress of Disadvantaged Pupils

*Provide financial assistance with uniform and educational resources

*Staffing to oversee extra curricular activities involving Disadvantaged Pupils.

*Resources and funding for extra curricular activities eg trips, music and singing lessons, sports kit

*Funding to allow Disadvantaged Pupils to have access to food before and during the school day.

*Careers trip targeting Disadvantaged Pupils to raise aspirations.

 

Clear focus on raising attainment and expectations of all Disadvantaged Pupils both in and out of the classroom.

To increase pupils self-confidence, engagement and motivation.

 

 

 

When teachers and tutors recognise Disadvantaged Pupils in their class they can effectively intervene in raising progress.

 

For Disadvantaged Pupils to actively engage in whole school life recognising the importance of participation in school sports, music, dance, drama and the arts.

Tracking data

Consultation evenings

Reports home

School improvement meetings

Curriculum work scrutiny

Data from PLC and PGU

SLT

CLs

PMs

The continuation of the PIPE programme last year saw all Year 11 Disadvantaged Pupils and their parents offered interviews with individual staff members where revision strategies and strategies for improvement were shared ahead of their GCSEs. This included resources for use at home and revision tailored to the needs of each learner. 10 out of the 15 disadvantaged pupils parents/carers attended.

The 5 who did not attend attained average P8 of -0.1544

The 10 who did attend and joined the programme attained average P8 of 0.305

 

£21825

 

 

 

 

 

£2114

 

 

 

 

 

Continue to support Disadvantaged Pupils who are on the AGT register

*Resources and support for those students in all subject areas, including contributions towards necessary GCSE visits.

*Oxbridge taster visit to local 6th form college

*AS level general studies course

Monitored individual progress from tracking data

All AGT pupils identified and CPD in place to support learning and teaching

Focused work to raise attainment and expectations of all Disadvantaged Pupils who are also on the AGT register both in and out of the classroom

Liaise with SLT, CLs and PMs

Meeting with individual pupils for support when necessary.

Tracking data

Exam results

Work scrutiny

Lesson observations

 

JMH

SLT

Progress 8 score of 4 disadvantaged pupils with KS2 at 5.5 or greater = 1.093

£1599

 

 

£1982

 

 

 

 

Other approaches

Desired Outcome

Chosen Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Reviewed

Maintain levels of attendance and punctuality  of Disadvantaged Pupils in line with other pupils

Staffing to monitor and maintain high levels of attendance.

 

Intervention strategies used when appropriate

 

Regular checking and monitoring of attendance data to ensure that excellent attendance allows progress in learning to be made within  the classroom

Monitored daily with attendance data shared with SLT, PM’s and tutors

 

SLT

Governors meetings

£21148

Summer school to assist with Year 6 to 7 transition.

Disadvantaged Pupils to attend school at the start of the summer holidays at the end of year 6 for support in learning and to ease emotional worries about changing school.

To ensure a smooth transition to high school for Disadvantaged Pupils to help remove barriers to learning

Successful and smooth transition into Year 7.

Help to raise literacy and numeracy levels

SLT

 

 

Only 1 out of 10 Y7 disadvantaged pupils has been identified as needing support for improvement with attitude to learning. Supportive parental engagement is in place and regular liaison with the SENDCO.

£6655.95

 

Percentage of Pupils in Sustained Education, Employment or Training (SEET)

Year

National            (All Pupils )

National     (Other)

St Michael’s      (All Pupils)

St Michael’s (Disadvantaged)

2012

90

93

93

92

2013

92

94

97

100

2014

94

96

98

100

2015

94

96

96

90

2016

94

NA

99

NA

 

NA – Not Available

2016-17 Review of Expenditure

Pupil Premium Grant 2015 -16 Review