Pupil Premium Funding for Disadvantaged Students
To diminish outcome differences by addressing inequalities and raising the attainment of those students in low-income families.
What do we expect to see:
Targeted additional support strategies resulting in every student, however financially disadvantaged, being able to:
- Improve their levels of attainment and progress;
- Close attainment gaps relative to school averages;
- Have full access to our curriculum;
- Access our extra-curricular provision.
Evaluation of the 2018/19 situation
Budget: £121964 was spent on the following support for learning
- Academic Support (£68706)
- Pastoral Support (£21167)
- Wider Curriculum Support (£22091)
- Enhancement (£10000)
Daily interventions are recorded on a special proforma to evidence and record impact. The type and frequency of PP support is tracked on a spreadsheet held centrally. Progress is also tracked via the review system and the data collected helps to inform, develop and target intervention strategies. Student digest pages track soft/hard measures of impact.
Progress 8 Score: -0.83 (unvalidated – September 2019)
We had 21 students in year 11 who have been eligible for Pupil Premium Funding of which 20 were considered Disadvantaged. 55% (37% in 2018) of the group had attendance below the expected 95% with 20% of the group being considered persistent absentees (17% in 2018). This is slightly higher than the previous academic year however, based on factors outside of school and also late arrivals at Sponne, the situation was particularly challenging. Ten of the cohort had improved attendance on the 2017-18 academic year and allocation of the Pastoral Support Co-ordinator directly supported 6 of these along with parents to increase time in school.
55% of the group achieved a Grade 4 or above in English and maths combined which is a slight increase on 2017-18 figures while 70% achieved 3 or above in English and maths; a 3% increase. Maths results were again higher than English this year on progress with attainment at grade 4+ being identical at 65%. Students achieving a Grade 5 or above in maths was 50% with English lower down at 35%. 7 boys achieved expected progress or above in maths but only 2 in English. Girls performed below expectation. 2 students were eligible for EBacc measures, both of which achieved a grade 4 or above.
55% of the group achieved 5+ Grade 4s or above including English and maths, a slight increase on the previous year again.
In total, 7 of the group of 20 achieved a positive progress score, 5 of which were in excess of 0.5. These consisted of 3 MPA students, and 1 each of LPA and HPA.
What has been evident is that the difference has not diminished for the cohort as a whole and further work is required. However, it is important to note that a minority of the 20 DS students (4) had a disproportionate impact on the progress 8 score for the cohort as a whole, which would otherwise have been -0.38 and constituted a much more significant reduction in the gap. For the four students concerned the barriers were significant and included mental health issues (2) and for one of the students, the late arrival to Sponne and previous disruption to education posed significant challenges. It is also important to note that there were many significant successes for individual students. Six of the cohort have stayed at Sponne to pursue A level studies.
New Focus for 2018-19
Through national research and evidence from the Education Endowment Foundation, the school was also part of a trust wide initiative to develop reading and comprehension skills through the use of the Ruth Miskin ‘Fresh Start’ programme. The Faculty Progress Coordinator for English delivered the programme to support timetabled English lessons.
One key progress measure was the development in reading ages alongside ongoing unit assessments. All students on the programme made unit progress. Of the 13 students embarked on the programme, 10 made considerable improvements in their reading ages, the minimum of which was 3 months, the largest was 25 months. These students will continue to be monitored through their subjects to see ongoing impact of the improvements.
Plans for 2019/20 for Disadvantaged Students
- Lack of parental engagement
- Poor attendance
- Lack of aspiration
- Mental health
- Poor numeracy and literacy skills on arrival
PASTORAL SUPPORT £ 8649 PSA + £12980 House Lead support
The Parent Support Advisor and wider Learning support team works closely with parents and students to ensure that pastoral needs are met to support the learning process. These colleagues also support attendance and parental engagement. This involves working with outside practitioners and agencies where appropriate but also mentors in school. A range of enrichment activities are available to engage disadvantaged students with school and build confidence, self-esteem, motivate, fulfil aspirations and provide guidance for future career plans. The PSA works closely with the Assistant Headteacher responsible for attendance to ensure any attendance issues are monitored and addressed.
Following a very successful year, the Pastoral Support Co-ordinator (PSC) will continue to support Key Stage 4 students who need interim intervention. The intention is that within 6 weeks, the student no longer requires the support. However, if this is not the case, the PSC may continue to support the student or they may feel it necessary to see alternative support. A Strategy Group has been tasked with providing swifter support to those students that are currently having attendance, behaviour or emotional issues. Whilst not strictly working solely with our Disadvantaged Students, part of their time will be allocated for this purpose including mentoring on a 1:1 basis. This will support the work of the PSA and the Learning Mentor.
Close collaboration with our partner primary schools will support Students in transition from primary to secondary school. It is our intention, to begin joint preparation from earlier in year 6 to ensure that the transition process is as smooth as possible and we can identify where additional support is required from the outset.
ASSISTANT PROGRESS LEARNING LEADERS (Assistant Heads of Year) - £4314
From September 2019, Assistant Progress Learning Leaders (APLL) will assist Progress Learning Leaders specifically within the Pupil Premium aspect. With increased cohort sizes and increased workload, we have recognised the need for additional support. Within this, the APLL will become a key focal point for each student and will support the students and families with maintaining high levels of attendance, encouraging positive behaviour and monitoring progress across all subjects. Home liaison will be crucial and each member of staff will develop a dialogue sharing positives and negatives. There will also be opportunity for each student to consider their future and be fully informed of the expectations for their next step whether that is GCSE options or post 16. The earlier that this investigation is started, the greater the chance of success.
WIDER CURRICULUM SUPPORT (£14250 + £4125 resources support)
Three additional members of staff within the Inclusion unit support other curriculum areas with catch up and appropriate intervention.
Revision and coursework booster sessions are in place for Key Stage 4 students to ensure support in preparation for exams is structured and supportive. Resources will be provided including revision guides and work booklets for all students to support their exam preparation and personal development. In the younger years, the accelerated reading programme has proven very successful and will continue to be promoted.
Where appropriate, funding is available to support additional curriculum related activities e.g. music lessons and school trips.
ENHANCEMENT ACTIVITIES (£17766)
A comprehensive range of enhancement activities are available, the cost of which is met through the funding. This will include aspirational curriculum days, access to ‘next step’ days looking at college courses and apprenticeships along with motivational, learning to learn, revision techniques and other focus days that will support our students to achieve to the best of their ability and potential. Specific projects will also be considered for individual students where a need is identified. This can be for social and emotional needs as well as academic.