Pupil Premium Overview

St. Hild’s Church of England School Overview
All schools are provided with additional funding called 'Pupil Premium' to help close the gaps in academic attainment and progress over time, between those who are identified as having disadvantaged backgrounds and their peers. The 'disadvantaged' definition includes children in receipt of free school meals in the last six years, 'looked after children', adopted children having previously been ‘looked after’ and children whose parents are in the Armed Forces.



Pupil Premium at St. Hild’s Church of England School

Everyone at St. Hild’s Church of England School is actively involved in supporting learning and removing barriers to success for all children in our care; we are all committed to our school’s Ethos where we aim to provide all of our pupils with a world class education in a Christian context. This is provided with our core values in mind; care, equality, honesty, respect and responsibility which are evident within the everyday life of the school. We are very proud of our school and its pupils and work hard to support them to succeed and be rounded young adults. 


We take our responsibilities for ensuring the progress of all children very seriously. St. Hild’s Church of England School has on average half of its pupils in receipt of Pupil Premium funds and this has been the case since the additional funding was given by the government in 2011.


We have commissioned an external review to take place in February 2018 which will allow us to evaluate the impact of our previous disadvantaged spending, determining the most cost effective strategies for the future. From this we will then devise a new Pupil Premium Action Plan in the light of that review. 


Our overarching goal is to build upon the best aspects of our current practice to further raise the performance of Pupil Premium pupils at St. Hild’s Church of England School, so that their progress and attainment accelerates rapidly across the curriculum to be in line with non-disadvantaged pupils nationally. 

We will achieve this by focusing on the three key priorities which are evident in our School Development Plan.

  • Improve the effectiveness of leadership and management at all levels ensuring careful.
    monitoring and early identification from data captures where progress is not being met.
  • Improve the quality of teaching, learning and assessment so that it is at least consistently good in order to raise attainment across all subjects, for all pupils.
  • Develop pupil behaviour for learning, including a particular focus on improving attendance in order to promote confidence, resilience, independence and an ambition to achieve.

Our Pupil Premium Strategic Plan will address the steps to break down barriers experienced by Disadvantaged pupils at St. Hild’s Church of England School.

  • The achievement gaps between Disadvantaged and non-Disadvantaged pupils on entry due to weak literacy, weak numeracy and poor communication skills.
  • Poor behaviour for learning.
  • Lack of cultural opportunities of pupils.
  • Material deprivation which can impact parental engagement; this can affect independent study and is often linked to social and emotional barriers.
  • Poor attendance which contributes to poor attainment and therefore a lack of ambition.

In 2015/16, £325,256 of funding was available to support Pupil Premium pupils at St. Hild’s Church of England School.

In 2016/17, £325,256 of funding was available.

In 2017/18, £308,145 of funding is available.

The following activities are currently being used directly or indirectly to begin to narrow the attainment gap at St. Hild’s Church of England School.

  • CPD for teachers and support staff to enhance teaching and learning in the classroom.
  • Use of data tracking and intervention to target areas of need.
  • Regular formative assessment.
  • Learning Support through Specialist Learning Support Assistants.
  • Learning Support through additional provision e.g. The Nurture Group, Bridge and Respite Centre.
  • Individual mentoring and guidance for social and emotional needs.
  • Reading and Numeracy support programmes.
  • Key Stage 4 interventions within the curriculum and to support pupils wellbeing.
  • Key Stage 4 individualised careers education, information advice and guidance.
  • Support for attendance and behaviour.
Use of disadvantaged funding 2017-18  -  £308,145

Disadvantaged pupils (Pupil Premium) Plan
for 2017 to 2018.

The additional income for Pupil Premium in 2017 to 2018 is expected to be £308,145 for 334 children.
St. Hild’s Church of England School has 49% disadvantaged pupils within the DfE disadvantaged categories. Our disadvantaged pupils encounter various barriers to learning; many of these are shared with their non-disadvantaged peers, e.g. dealing with conceptual challenge, the practicalities of keeping organised with homework and revision, maintaining motivation. Hence, taking steps to target these issues have a beneficial effect on all of our pupils, including those classed as disadvantaged.
Barriers to learning experienced more frequently by pupils in disadvantaged categories include: difficulties coping with transfers to St. Hilds Church of England School from primary schools, difficulties in poor self-esteem and participating in events.


In order to address these barriers to learning, some of the plans for use of disadvantaged funding in 2017-18 are:
•  To use the effective pupil premium reviews guide provided by the Teaching School Council to carry out a review and develop an action plan.
•  Maintain strategies that have been identified as being effective, including the focus on teaching, learning and interventions in English and Mathematics GCSE.
•  Increase the focus on improving disadvantaged pupil progress in option subjects to ensure it is as good as in the core subjects though careful monitoring and early identification from data captures where progress is not being met.
•  Continue to focus on adopting best practice in written feedback as part of regular marking of pupils work, prioritising the marking of disadvantaged pupils work.
•  Continue to track the progress of pupils. Using data capture to write bespoke action plans for disadvantaged pupils and monitor progress against the action plan.
•  Reading support programme to be maintained.
•  Ensure all disadvantaged pupils in all year groups experience enhanced careers support.
•  Maintain the strategy of providing financial support via the access fund to allow access to enrichment experiences and guarantee access to key resources.

Summary of Strategies for “Not Yet Secondary Ready” Pupils 2017-18

  • The “Nurture Group” will continue in its current format, to provide a focus on developing literacy skills.

  • Primary Transition will be further developed to support pupils who have not achieved the expected standard. St. Hild’s has therefore allocated an SLSA to work one half day per week with our 4 main feeder primary schools.

  • Continued use of IDL Literacy to support pupils in the development of their reading and spelling.

  • Pupils below a score of 96 in maths will continue to work on key numeracy skills using a programme called iXL with the support of a subject specific SLSA.

How we measure the Intervention Strategies 2016-17

How will the school measure the intervention strategies of the disadvantaged funding?


In 2016-2017 we are using disadvantaged funding to support learners in a variety of ways. Many of these continue to be classroom focused, particularly in English and Mathematics and Science. To monitor progress on attainment, measures are included in the performance data analysis that captures the achievement of disadvantaged pupils.


At St. Hild’s Church of England School, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment will be used to inform pupil progress and enable the early identification of needs, support and appropriate interventions.

Meetings will take place with the Year Leaders, Subject Leaders, Subject Teachers and SENDCo to develop and support initiatives for individuals and cohorts.

The school will review the impact of actions taken and will plan for how the funding will be allocated over a specific period of time. When selecting pupils for Pupil Premium target groups, the school will look at all pupils across the school. There are some pupils who are not eligible for disadvantaged funding who will benefit from these groups if their needs are similar.

How we measure the Intervention Strategies 2016-17

Provision 2016-17 Approx. Costs Support to Learners Impact
Improving pupil progress in GCSE English and GCSE Mathematics by extending the strategy of reducing class size providing additional classes and using strategic resetting. £64,964 Improve pupil progress in GCSE in English and Mathematics. Maintain the high levels of pupil progress observed in GCSE Mathematics over recent years. For disadvantaged pupils making expected progress and above expected progress in English Language to have increased significantly from previous years. Increase the % of pupils making expected progress in Mathematics.
External consultancy to advise on strategies for improving teaching standards in English Language and Mathematics. £2,000 To improve the quality and consistency and consequently the marks in GCSE English and Mathematics. Improved average marks contributing to improved progress in English Language and Mathematics.
To maintain the use of CPD and appraisal to increase the quality and frequency of written feedback by staff to pupils. £5,000 Further improving quality, consistency and frequency of written feedback given by staff to pupils when marking books. Increased frequency of written feedback observed in work scrutinies of pupils books. Examples of good practice are being used to inform further CPD.
Maintain contribution to access / welfare fund. £5,000 To improve self-esteem, enrich experience and guarantee access to important resources. Provide materials, resources or funding to attend visits/trips including DoE, Geography Field trip, and Theatre trip. IT equipment and support. Pupils are fully supported by learning resources being made available to them. Funding allocated based on need. All disadvantaged pupils in appropriate classes offered the opportunity to participate in Educational visits and trips free of charge.
Guest speakers to promote higher aspirations. £1,000 Raise aspirations and motivation to succeed. Positive feedback from pupils. Prediction in NEETs for disadvantaged pupils.
Pupil Psychological support. £28,772 To promote wellbeing and mental health. Confidence and self-esteem to be developed. Pupils are taught coping strategies and given time to practice them. Pupils spending less time in the Bridge on a consistent basis. (Records to show this) The Bridge Manager to liaise with class teachers so pupils can be reintegrated earlier therefore less impact on learning. (Records to show this)
Revision sessions for targeted pupils (English and maths) before and after school.  Provide high quality input and exam advice for targeted pupils. Increase the proportion of students achieving good passes in English and Maths. ncrease the % of disadvantaged pupils making expected progress in Mathematics. Increase the % of disadvantaged pupils making expected progress in English.
Staffing costs to identify and work with targeted pupils. SLSAs with responsibility for CA performance of disadvantaged funding in English. Additional careers support. £94,854 To closely track and monitor disadvantaged pupil progress. To provide appropriate support and where appropriate mentor identified pupils. Tracking of pupils in all year groups. To provide specialist support in English. Disadvantaged pupils to be invited to attend one of the Homework Clubs. Termly Pupil Progress meetings with Subject and Year Leaders, SENCo and Subject Teacher to identify pupils in need, target support and measure impact SLSA timetables carefully planned to make best use of registration time.  Homework Club. Increased mentoring from Year Leaders and Heads of Subject for targeted pupils showing an increase in pupil progress. Additional 1 to 1 careers interview and further support for all Year 11 disadvantaged pupils therefor having an impact on NEETs in Year 11.

Use of Disadvantaged Funding (Pupil Premium) 2016-17

The disadvantaged funding for St. Hild’s Church of England School in the financial year 2016-17 is £325,256. The majority of the funding has been again used to continue the more favourable teacher to pupil ratios in English, Mathematics and Science and to support some smaller groups at Key Stage 4.
Whilst continuing with some of the above, we have also now been able to develop the following as indicated in the table below.

 

It should also be noted, as in previous years the salary costs in the table are a proportion of the full salary for that staff member. This is based on an estimation of the proportion of their time dedicated to Disadvantaged pupils. In order for all these strategies to be implemented additional funding may have been used. Some of these strategies would also have benefited non disadvantaged pupils as well as the disadvantaged.

Provision 2016-17

Provision 2016-17 Approx. Costs Support for Learners
Pupil Psychological support. £28,772 Pastoral/Social objective. Working with children primarily from a mental health perspective.
n-House Inclusion Centre support costs. £42,220 Managed, focused learning to support children back into learning with their peers.
Alternative Provision Placements. £9,350 Supporting pupils who are off-site and educated elsewhere – Disadvantaged pupil allocation for 10 placements.
Targeted support within core subjects. £64,964 English. Mathematics and Science classes to be a smaller size to maintain the results received last year. To improve the skills of children in core areas who are making less than expected progress.
Nurture Group. £30,089 To rapidly improve literacy/numeracy skills, therefore reducing the learning gap across subjects.
Vocational Teacher. £33,370 Identified pupils to gain qualifications appropriate to their learning needs.
Literacy Support. £9,281 Accelerated Reader, ARROW management to support all with a reading age below their chronological age and accelerate their progress. including below level 4.
SLSA Support across curriculum. £94,854 To help identified pupils to accelerate progress through use of SLSAs in lessons.
Student Welfare Fund. £7,000 Support for pupils on a needs basis in relation to various costs such as transport, trips and visits.

The above list of spending is not exhaustive. As a school we strive to ensure the wellbeing of all our pupils, therefore we have funded the hardship cases and enrichment opportunities mentioned earlier, in addition to the provision listed in the above table.

Impact of catch up premium on pupil outcomes 2016-17

Pupil numbers Maths below 100 Maths below 100 and PP Maths below 100 and non PP
Total 46 35 11
Met or exceeded MEG 42 33 9
Exceeding MEG by at least 1 full grade 11 9 2

Impact of catch up on pupil outcomes 2016-17

Pupil Numbers Reading below 100 Reading below 100 and PP Reading below 100 and non PP
Total 43 28 15
Met or exceeded MEG 43 28 15
Exceeding MEG by at least 1 full grade 41 27 14

Impact of catch up premium on pupil outcomes 2016-17

Pupil numbers Maths below 96 Maths below 96 and PP Maths below 96 and non PP
Total 15 13 2
Met or exceeded MEG 15 13 2
Exceeding MEG by at least 1 full grade 1 1 0

Year 7 Literacy and Numeracy catch - up premium

Year 7 Catch Up Premium Funding is provided by the DfE for each Year 7 child who has not achieved, or who is not reaching, the expected scaled score of 100 (previously below Level 4) in either Reading or/and maths at Key Stage 2. All state funded schools receive an additional sum of money for each Year 7 child who is eligible for the funding.

In 2015-16 St. Hild’s Church of England School received £12,000.

In 2016-17 St. Hild’s Church of England School received £11,413.

What do we use the funding for?
We use the funding primarily to staff an additional class in Year 7 “Nurture Group”. The curriculum for this group of pupils is literacy based, where the children develop their skills in a range of subjects, delivered in a specialist area. This supports our children to access all areas of the curriculum and gain greater confidence whilst improving their literacy skills. The class size for this group is small (up to 10 children) and is led by a specialist Primary Teacher.

The funding is also allocated to:

A Literacy intervention programme to support children in the development and deployment of literacy skills. 43 children achieved less than 100 in their English Reading KS2 Statutory Assessment. One lunchtime per week, children in small groups of 5 or 6 work on specific tasks designed to meet their individual needs. One group also had specific Reading Intervention as part of the Arrow (Aural Read Record Oral Write) strategy; this programme was changed in March 2017 to IDL Literacy (Indirect Dyslexia Learning) which is a web based learning programme which allows children assess from home. This has proven to be more successful in engaging the pupils and their parent/carers.

Accelerated Reader: Children read books in line with their reading age, take online quizzes and receive immediate feedback based upon their comprehension. A Specialist Learning Support Assistant (SLSA) works alongside the Liberian to identify and support children with additional reading needs; these children are then allocated to work on the IDL programme.

A Numeracy intervention programme has been delivered by maths staff for 46 children who entered St. Hild’s Church of England School below the expected standard of 100 in mathematics. These children worked through a programme which focusses on key numeracy skills.

Additionally, children with a score below 96 have been working through key numeracy skills using a specific programme called iXL with a subject specific SLSA.

Progress is benchmarked by looking at those pupils who have met or exceeded their Minimum Expected Grade (MEG).

Nurture Group

Of the 8 Children who accessed the Nurture group in Year 7 for select lessons, all have now successfully transitioned into classes with their peers.

 

Please see the table below:

IDL Trial Outcomes

The initial trial of the IDL (Indirect Dyslexia Learning) literacy programme ran through the Summer Term and the impact is detailed below:

11 pupils completed the required programme to be
re-assessed.

On average there was an improvement of 11 months in reading age and 8 months in spelling age.

Nurture Group

Pupil Numbers % Met or exceeded MEG % Exceeded MEG
English 100 88
Mathematics 100 12
French 100 38
Geography 100 63
History 100 100
Religious Education 100 63
Disadvantaged Pupil Funding (Pupil Premium)

Pupil Premium is additional funding allocated to schools based on the number of students eligible for Free School Meals (FSM); the measure also includes students who have been eligible for FSM within the last 6 years, known as Ever6. Funding is also allocated to Looked After Children (CLA) and children of services personnel (Ever 4). The DfE uses the term disadvantaged (referred to as DA in this report) to categorise FSM, Ever6 and Looked After Children. Children of services personnel are not categorised as disadvantaged.
There is also a separate Catch-Up Premium for those Year 7 pupils who were below level 4 in their Key Stage 2 English or Maths SATs.

During 2015-16 the funding allocation was set at £935 per secondary pupil.

National school data indicates there is a significant difference between the academic achievement between those students on FSM and non-FSM, and therefore the purpose of the Pupil Premium funding is to narrow this achievement gap. This should, in turn, increase social mobility. Deprivation is seen as a key barrier to social mobility and the measure of deprivation used is FSM and CLA.

 

 

Schools are free to spend the Pupil Premium as they see fit, but are held accountable for how they have used the additional funding to support eligible pupils. Schools are required to publish this information online to ensure that parents and carers are made fully aware of the attainment of pupils covered by the Pupil Premium Funding and the extra support that they receive.

Achievements and Performance

Pupils receiving pupil premium funding at St. Hild’s Church of England School achieved the following academic performance in the last two financial years 2014-15 and 2015-16. The table below shows not only the key performance indicators but also how these relate to the National Disadvantaged figures for these two years. This can then be compared to the key performance indicators of all pupils which are in the second table.

Barry HutchisonSQL-e28849

Disadvantaged Pupil Table

Disadvantaged Pupils 2014-15 Actual National 2015-16 Actual National
5A* - C inc English/Maths 35.5% 39.4% 34.2% 43.1%
Basics 45.9% n/a 36.8% n/a
Attainment 8 37.8% n/a 38.14% 41.4%
Ebacc Entry 9.5% 23.3% 6.6% 25.2%
Ebacc Attainment 8.74% 11.2% 38.14% 11.7%

Whole School Table

Whole School 2015 Actual 2016 Actual 2016 Context 2016 National
Basics 56.6% 55.7% 60.1% 58%
Attainment 8 44.24% 45.41% 47.96% 49.3%
Ebacc Entry 16.8% 13.4% 14.5% 38%
Ebacc Attainment 11.15% 7.4% 9.74% 24%

Use of Disadvantaged Funding 2015-16 (Pupil Premium)

In the financial year 2015-16, St. Hild’s Church of England School received £325,256 in Disadvantaged Funding. There were 334 pupils in receipt of the funding under all the measures used by the DfE. The school supported the use of this funding to benefit our children as indicated in the table below.

It should also be noted the salary costs in the table are a proportion of the full salary for that staff member. This is based on an estimation of the proportion of their time dedicated to Disadvantaged pupils. In order for all these strategies to be implemented additional funding may have been used. Some of these strategies would also have benefited non disadvantaged pupils as well as the disadvantaged.

Provision 2015-16

Provision 2015-16 Approx. Costs Support for Learners
Pupil Psychological support. £25.439 Pastoral/Social objective…with a Mental health focus to support children back to lessons or have a short period of respite within a lesson.
In-House Inclusion Centre support costs. £41,802 Managed, focused learning to support children back into learning with their peers.
Alternative Provision Placements. £9,350 Supporting pupils who are off-site and educated elsewhere - PP allocation for 10 placements.
Targeted support within core subjects. £62,753 English, Mathematics and Science classes made smaller. To improve the skills of pupils in core areas who are making less than expected progress.
Staffing of School/Home support services. £27,076 Family Liaison, attendance and safeguarding including home visits. Lease with professional services for those children and families who need further specific support.
Literacy Support. £3,388 Accelerated Reader, ARROW management to support all with a reading age below their chronological age and accelerate their progress.
SLSA Support across curriculum. £142,218 To help identified pupils to accelerate progress through use of SLSAs in lessons.
Counselling. £13,230 Services for those pupils who need further, specific support.
Year 7 Literacy & Numeracy catch-up premium. £12,000 To support the transition programme with primary schools. Through a 'Nurture group' in years 7 and 8 support improvement of literacy and numeracy skills.

Benefit of Intervention Strategies 2015-16

During 2015-16 the £325,256 funding received was allocated to continue some funding intervention strategies from previous years.
The majority of the funding was used to allow us to continue more favourable teacher to pupil ratios in English, Mathematics and Science. As a school we continued to look for strategies to maintain the focus of children where possible so funding was also heavily used on in- class support. A portion of the Pupil Premium funding was diverted to delivering additional staff professional development training on improving the effectiveness of teacher feedback to pupils so pupils had clear direction on how to improve their work. Individual pupils have been supported in a number of ways including transport costs, uniform purchase, lesson specific materials and ICT devices.
Our Nurture groups in Year 7 and Year 8 supported vulnerable pupils with transition to secondary school and in their “options choice” at the end of Year 8. The fund was also used to enable disadvantaged pupils to take part in school trips including revision weekends in Year 11.
We have continued to fund Accelerated Reading in Years 7, 8, and 9 and this is beginning to have an impact on improving the reading ages of the pupils.

Year 7 Catch Up sessions for those pupils arriving at school at below level 4 in Maths and or English was funded through Year 7 Literacy and Numeracy Catch- up Premium.
A high quality two week transition period for pupils also helps their smooth transfer to secondary school. This is supported by a three day taster period for Year 5 pupils where they become familiar with secondary school.

The intervention and support strategies of the school for our disadvantaged children were as follows:
•  Extra tuition in English and Mathematics.
•  The teaching of some pupils in smaller sized classes.
•  Provision of a targeted programme of one-to-one support.
•  Mentoring of selected pupils by various staff e.g. counsellor
•  Scrutiny of work, focusing on quality of classroom outcomes.
•  Coursework completion/study support.
•  Day and weekend trips away for Mathematics/English interventions.
•  Pre-Examination additional study programmes.
•  Key Stage Study Programmes in school holiday.
•  ‘Access for all fund’ Subsidies for trips.
•  Provision of revision materials for disadvantaged pupils.
•  Residential experiences, such as field trips.