Pupil Premium strategy statement

Pupil Premium Strategy Statement 2016-17

1.Summary Information
Academic Year 2016-2017 Total PP Budget £209,725
Total number of pupils 815 Number of pupils eligible for PP 250
2. Current attainment
Pupils eligible for PP Pupils not eligible for PP Gap between

NPP and PP

% achieving 5A* – C incl. EM (2015/16 leavers only)

National 54%

School 27.3%

National 37%

School 57.30%

National 65%

School 30%

National 28%

% achieving expected progress (3LoP) in English (2015/16 leavers only) School: 83.3%

National 57%

School: 86.3%

National 69% (2015)

Data available in January.
% achieving expected progress (3LoP) in  Maths (2015/16 leavers only) School: 32.3%

National 49%

School: 66%

National 66% (2015)

Data available in January.
Progress 8 score average (from 2015/16) -0.59 -0.12 Data available in January.
Attainment 8 score average (from 2015/16) 38.42 49.06 Data available in January.
Number of Pupil Premium pupils identified as having a need for intervention or support
Year 8 Year 9 Year 10 Year 11
Low attendance (less than 90%) 17 PP students 18 PP students 11 PP students 11 PP students
Below target – expected level Science 35 PP students 18 PP students 9 PP students 16 PP students
Below target – expected level Maths 17 PP students 14 PP students 10 PP students 22 PP students
Below target – expected level Reading 39 PP students English Literature:

26 PP students

English Language:

10 PP students

English Language:

22 PP students

English Literature:

16 PP students

Below target – expected level Writing 38 PP students
SEN 22 PP students 18 PP students 9 PP students 10 PP students
Time spent at this school less than 40% 0 PP students 2 PP students 0 PP students 1 PP student
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
1. Poor Numeracy skills – not secondary ready
2. Poor Literacy skills- not secondary ready, not regularly engaged in reading
3. Attendance below national or levels of persistent absence above 10%
4. Low aspirations and emotional well being, may be designated CIN or live in an overcrowded household
5. High ability pupil premium pupils’ aspiration to enter further education
6. Parental engagement, prioritising attainment and provision of emotional support

Priorities are driven by:  

  • Results from 1-1 interviews of all pupil premium pupils and observations of pupils  
  • FFT vulnerability indicators  
  • RAISEonline, school and national level data  
  • Review of previous years strategy and subsequent outcomes  
  • National research and evidence of best practice
4.  Outcomes
Desired outcomes and how they will be measured Success criteria
A.     High levels of progress in literacy for Year 7 pupils eligible for PP

Increased engagement with reading as an activity through mentoring and use of the library

Pupils eligible for PP in Year 7 make more progress by the end of the year than ‘other’ pupils so that at least 50% exceed progress targets and 100% meet expected targets. Other pupils still make at least the expected progress. This will be evidenced using Fresh start assessments and English written assessments.

Monitor the impact of reading for all initiatives, library usage statistics by PP and non-PP students.

Year 7 attendance at reading buddy sessions

B.     Improved rates of progress across KS4 for high attaining  and middle pupils eligible for PP

Wider use of scaffolding to support written work by teaching staff supporting weaker writers

Improved access to learning materials and revision resources using GCSE pod and PIXL maths app

PP pupils identified as high and middle attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 4, so that 85% or above are on track for 4 levels of progress by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team.
C. Review the curriculum to ensure that PP students have the opportunity to maximise their progress 8 contribution Identify opportunities to support PP students who need a different type of curriculum in order to engage and still access P8 counting qualifications

Students in the current Year 9 meet the criteria for P8

D.     Behavioural issues of Year 9 addressed

LLD in classroom

Emotional and oppositional behaviour issues – students in this group and families supported by the school’s FSA or CP Team dependent on category

Concerns regarding the social skills of a small number of students – reduction of incidents which are escalated through social media – work with the local PSCO and the YOT to make students involved aware of the consequences

Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards)

Reduction in the number on internal and external exclusions for incidents where classroom learning is disrupted

Contact rates and engagement by the FSA – survey

Monitoring CIN data from CP Team

Use of PHSE materials to work with students using social media inappropriately has an impact, the number of reported incidents decreases

E.     Increased attendance rates for pupils eligible for PP.

National average % sessions due to authorised absence for PP 7.5%

% PA @15% for PP 10.9%

Reduce the number of persistent absentees (PA) among pupils eligible for PP to 10.9% or below.  

Overall attendance among pupils eligible for PP improves to 7.5%

F. Decrease in the number of external exclusions for pupils eligible for PP. Reduce the number of external exclusions  among pupils eligible for PP to within 10% or below  of non PP.

Linked to E

G. Decrease the gap between PP and non-PP in Maths

% PP students achieving expected progress (3LoP) in  Maths (2015/16 leavers only) nationally is 49%

Improved access to learning materials and revision resources using the PIXL maths app and breakfast clubs

Diminish the gap between pupils eligible for PP so they make as much progress as ‘other’ pupils identified in Maths across Key Stage 4

The current data shows that the school achieved  16.7% below that of schools’ performance nationally

Aim to achieve outturn LOP in line with national rates of progress for PP students

Attendance of PP students to breakfast club sessions

Use of the PIXL Maths app to support curriculum rates compared by gender, ability and disadvantaged/non disadvantaged. Promotion and use targeted in response.

H. High levels of progress in numeracy for Year 7 pupils eligible for PP not deemed to be secondary ready.

Use of an interactive maths programme to personalise students’ maths diet and report back on gaps in their knowledge so that teaching can be adjusted based on intelligence received

Paper based assessment replaced for this group until base data is secured.

Baseline data shows progress made for each student from their initial starting point, measured half termly
I Intervention group for Year 8 to secure numeracy skills through regular practice and review.

Use of an interactive maths programme to personalise students’ maths diet and report back on gaps in their knowledge so that teaching can be adjusted based on intelligence received

Paper based assessment replaced for this group until base data is secured.

Baseline data shows progress made for each student from their initial starting point measured half termly

 

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Catch up premium

 Year 7 Catch-up Funding 

In 2013, the Government made a commitment to provide annual additional educational funding to schools for each Year 7 pupil who had not achieved Level 4 in reading and/or mathematics at Key Stage 2.

Easthampstead Park Community School received additional funding of £500 for each Year 7 pupil who did not achieve at least level 4 in reading and/or maths at Key Stage 2. The allocation for 2015/16 was £10,000.

In the academic year 2015-2016 this money was spent on the following:

Area of Support Details of Allocation Cost
Staffing to support intervention delivery 1  Literacy LSA’s

1 Numeracy LSA’s

£11,479.33
£11,479.33
Resources required to support intervention programmes accelerate progress Literacy resources booster sessions NTG

Numeracy resources booster sessions NTG

 Year 7 Catch-up Funding Expenditure and Impact 2015-16

Achievement

The school assesses the individual needs of each of the pupils who attract the year 7 catch-up premium to decide the best way to use the funding. Only programs and approaches that we as a school know are effective are used.

In 2015-2016 by the end of the academic year of those below a Level 4 in English or Maths when joining by the end of the academic year based on Assessment Point (July 2016):

  • 2 out of 17 students are still below expected progress in English (11.8%)
  • 1 out of 13 students are still below a level 4 in Maths ( 7.7%)

In year 7 in 2016/2017 we currently have the following:

  • 69 students below scaled score of 100 in English
  • 64 students below scaled score of 100 in Maths
  • 43 students below scaled score of 100 in both Maths and English