Pupil Premium

What is Pupil Premium?

The Pupil Premium is additional funding which is allocated to schools based on the number of pupils who receive free school meals (FSM) or have received them at any time in the previous six years.  It is also allocated if students are in local authority care, adopted from care or have one or more parents who are serving/have served in the armed forces. The pupil premium aims to raise the achievements of students from disadvantaged backgrounds so that it more closely matches other students.

Church Stretton School currently has 95 Pupil Premium Students.

Current Cohort at Church Stretton School

Year Group Total Number of students Non-Pupil Premium Pupil Premium
Yr7 115 90 25
Yr8 94 79 15
Yr9 122 101 21
Yr10 99 82 17
Yr11 137 117 20

 

Church Stretton School received £104,498 for the Year 2016-17. The school was allocated a sum of £95,185 for 2015– 2016.  The money will be spent in the following areas:

Pupil Premium Progress Mentor: A member of staff dedicated to monitoring the educational results, raising aspiration and supporting those students who receive the Pupil Premium Funding. This could result in contacting parents for Progress Evening to make sure they are aware of the evening and making appointments are their behalf.  This has resulted in an upturn in attendance of parents of Pupil Premium students at Progress Evening. As an example last year’s Year 9 group had an attendance of 81.25%, this rate was higher than parents of non-pupil premium students

Accelerated Reader Programme: The Pupil Premium funding has contributed to this school wide initiative to encourage reading.

Maths and English Extra Classes: The Pupil Premium funding has contributed towards the employment of added staff in these areas to allow Pupil Premium students to work in small classes to aid their progression.

Extra Maths and English Tuition: The school has three tutors who work with Pupil Premium Students identified by the English and Maths Departments as well as the House Achievement Co-ordinators. These work with both Yr11 students to aid them in their journey towards GCSE exams and early intervention with KS3 students to consolidate learning. Tutors work closely with the teaching staff and results are monitored by the Pupil Premium Progress Mentor.

Supply of Revision guides: All departments that use revision guides for KS3 and KS4 give the books directly to the Pupil Premium Students. Other materials deemed necessary for a student’s progression have also been purchased on a case by case basis, for example materials for a Yr. 11 Product Design final piece

Music Lesson: Lessons are subsidised for Pupil Premium students to encourage learning outside the classroom and raising aspirations. Currently 10 students are supported in this way.

Trips: School trips will be paid for if curriculum related or whole school. Other trips such as residential may be reduced and will be judged on a case by case basis.

Aspirational visits/speakers: Pupil Premium money has been used to pay for aspirational workshops such as Talk on the Wildside and visits to local colleges and careers events.

Study Support Sessions: Two sessions run on a Tuesday lunchtime and Thursday after school to support students to complete their homework. Advice and resources are on hand to help students who might have issues with Wi-Fi connection or a clear area to work.

Intervention Programme and funding allocation

Improved Tracking

We believe comprehensive tracking of our pupil premium cohort will lead to more targeted and effective strategies. The following actions have been put in place this academic year.                                                                                

Actions
  • Appointment of Pupil Premium Progress Mentor
  • Disadvantaged Calculator introduced 
  • Level of Need Prioritised 
  • Meetings with HoD E/M 
  • PPM tracking progress to targets on 4Matrix
  • Meetings with SENCO 
  • DA pupils on RM staff drive
  • New Seating Plan software improving differentiation 
  • Added DA analysis to department R & E documentation
  • Learning Walk re DA 
  • Briefing of attached Governor 
  • Advance bookings for DA parents at Progress Evening 
  • Monthly KS4 Case Study reports to SLT by HACs 
  • Attendance Action Plan including:-
    • sharper (4 week) monitoring
    • Introduction of incentives
    • HACS reporting to EWO
    • Examination of best practice
  • Individual mentoring 
  • Improved communication with parents 
    • Letters home
    • Phone calls
    • Information  
  • Statement on website/Link

 

Improved Quality of Teaching Learning & Assessment

Church Stretton School believe that with effective tracking specific interventions can be put in place to close the academic gap that exist but also to raise aspirations of the students

Action
  • 1 – 1 tuition named pupils
  • Study support sessions Yr 11
  • Employment of Maths/English tutors
  • Study Skills/Revision guides – purchased
  • “Aspirations” workshop Yr 7 & 8 Jan 2016
  • Post 16 study visit to SCAT (Y11)
  • All observations feature focus on DA pupils (see Lobs file)
  • INSET all staff re DA pupils’ progress

Impact of pupil premium funding

Progress

In schools with relatively small numbers of disadvantaged pupils such as Church Stretton (average group per year is 15) it is difficult to compare outcomes on a year by year basis as performance is very cohort specific.  This explains variations in outcomes over time.

2013/2014
There was a gap of 17% points in English Expected Progress and 23% points in Maths Expected Progress.

2014/2015 
Due to the academic profile of the cohort (and due to improved English grades overall) the gap increased to 47% in English. A similar picture existed in Maths.  Again due to a differing cohort profile and improved Maths results in 2015, the gap increased to 43%.

As these groups were already in the school when pupil premium funding was introduced they had not benefitted from intervention from the beginning of Key Stage 3.

2015/2016

Both of these gaps reduced in 2015/16 as a result of the interventions that were put in place; the English 'Expected Progress' gap has reduced to 10%, whilst the maths gap has reduced to 9%.

Disadvantaged pupils' progress 8 in 2016 was not significantly below national other (and not well below average) overall or for any prior attainment group in English or maths.

2016/2017

All pupils are tracked for progress from day one of Year 7 with a Pupil Premium Progress Mentor co-ordinating appropriate intervention.  Our data suggests gaps in Key Stage 3 pupils are diminishing with this earlier intervention.  We remain committed to outperforming the national picture and “closing the gap” for all disadvantaged pupils.

If you want to find out more about our work with disadvantaged pupils please contact:-

Dr Andy Wood, Assistant Head of School, Teaching, Learning & Assessment

Mr Lee Overton, Pupil Premium Progress Mentor 

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Catch Up Premium

Year 7 Catch Up – 2016-2017