Pupil Premium Spending – Use & Impact
The contents of this summary are presented to the Governing Body (Standards Committee) who evaluate the recommendations and challenge
expenditure where necessary. The next review will be in the November meeting and will evaluate proposed expenditure for this academic year.
Student numbers vs PP:
Year 7: 148:30 Year 8: 147:31 Year 9: 165:27 Year 10: 162:29 Year 11: 184:26
Overall Aim: The Pupil Premium was introduced to provide schools with targeted funding for those most at need of support. Through its use the ultimate
aim is to ‘Close the Gap’ between all young people so that success and achievement are not determined by background, and every child achieves to the
best of their ability. Schools have complete freedom in deciding how to spend this allocation, and the money given does not have to be spent on the
children who attract the financial support. What schools do need to do is assess the impact of this support, evaluate provision and adapt where necessary.
The following summary is an overview of where the majority of our funding in this area has had an impact: Examination data from 2014 do show that the
gaps are closing and this was recognised by Ofsted in May 2014. “ Gaps between the achievement of students supported by additional government funding
and their peers are closing quickly “- Flegg Ofsted report May 2014
Achievement trends:
Gold standard gap: 2012 – 24%; 2013 – 31%; 2014 – 29%
English Progress gap: 2012 – 26%; 2013 – 33%; 2014 – 20%
Maths Progress gap: 2012 – 13% (very poor results for whole cohort); 2013 – 33%; 2014 – 25%
For all headline aspects the gap between PP and whole cohort has closed in the past year, illustrating the impact of the wider strategies below. This is
alongside increases in performance for the whole cohort and therefore the closing gap is not an artificial product. Evidence of progress at KS3 reflects a
similar pattern of PP students making at least the same progress and in many cases the gaps closing.
Area
Item
Previous
Academic Year
2013-14
Expenditure
Quality of
Teaching
Improvement in
standards
N/A
Current
Academic Year
2014-15
Proposed
Expenditure
N/A
CPL training
Costings built into
Staff
Development
budget line
Costings built
into Staff
Development
budget line
Achievement
Literacy (Lexia)
software
Numeracy
(Symphony/
Mathletics)
software
FSM/CLA students
affected
Impact
Long term implications
All students in every
year
Although no measurable cost
in this aspect we recognise
that this is one of the areas
that has the largest impact on
the progress made by students
in receipt of the Pupil
Premium. As a school we have
had a huge focus on this and as
a result have moved the
number of Good and
Outstanding lessons from 54%
to 86% in just three years.
Identified opportunities in the
CPL calendar to focus on
strategies to help vulnerable
groups of students and
support progress for all
Lexia data shows an
improvement for significant
number of students in all year
groups, with additional
students being added to the
target group as others improve
their skills.
Staffing issues prevented the
impact of this software
matching that of the literacy
component. A new
appointment for January will
ensure this is more effectively
used.
As a school we are now
focusing on differentiation and
feedback in the classroom, the
two specific aspects of good
quality teaching that research
has shown are particularly
good at raising standards for
those students in receipt of the
Pupil Premium. We also looking
at how we can improve our
questioning and ensure
challenge is at the right level.
FSM students using
software
13 Year 7 students
11 Year 8 students
10 Year 9 students
10 Year 10 students
£500
£750
50 students in total
will access this
package over the
year including some
PP students
We will continue to use Lexia
as the impact on student
progress so far has been
significant, students move
through the programme
provided and report increased
confidence as a result.
The first year of use of
Symphony demonstrated good
engagement and although it
was not as effective as it could
have been due to staffing
issues this year’s impact will be
measurable.
SAM Learning
£3200
£8550
To pay for 3
years upfront
All students can
access
Yearly launch event for
students. Advertised to
parents and actively focused
on Pupil Premium and low PA
students – possible support for
access
School usage places us in the
top 1% of subscribers in the UK
96% of pupils using tablets
reached or exceeded targets in
core subjects of which 52%
exceeded in English. 65%
reached or exceeded their
targets in maths
Tablets
£8000 (+£8000
from grant)
N/A costs up
front
40 tablets will be
available for use
with Vulnerable
Groups – explicit
use part of grant
Intervention and
Training Room
£2500
£500 budget for
training material
To support all
students but with a
large focus on VGs
including FSM and
CLA students
More accurate identification of
and intervention with PP
students, and a better
overview of the support they
are receiving. Staff are more
aware of students’ needs as a
result.
Catch-up
Numeracy
training
£1500
£250
Variable
Staffing issues in maths
prevented this from having the
expected impact, re-launch to
take place this academic year
Sam learning will continue to
roll out with more parental
information to be sent to
parents and also including
GCSEPod. Launched to
staff/pupils Autumn term 2014
Matched funding secured for a
set of 40 tablets to be used
with all Vulnerable Groups
including FSM, CLA and Low
PA. The difference in
achievement between maths
and English probably relates to
Lexia being more established as
support. New focus on
symphony learning in maths
should enhance performance
for pupils using tablets
This resource will provide a
central point to focus the
school’s intervention
programme and will ensure all
staff are aware of the steps
being taken to improve
outcomes for students.
RAG(raising achievement
group) set up to focus on
interventions for vulnerable
groups particularly in core
subjects.
To support low PA students –
likely overlap with PP group.
Catch up Numeracy training
Assertive
Mentoring
£18000 total
(£30ph for 2
hours per 30
students in years
10 and 11)
£18000 total
(£30ph for 2
hours per 30
students in years
10 and 11)
Numbers variable
through year
Additional
Student Support
N/A
N/A
FSM and CLA
students receiving
support as and
when necessary and
where identified
through appropriate
processes.
Physical and
Sensory
Emotional and
Social
Behaviour
support
N/A
N/A
Students to access
as needed – likely to
include FSM and
CLA students
through year
Literacy and
Numeracy
Coordinators
appointed
£5070
£5070
All FSM and CLA
students
Students responded well to
the mentoring provided,
although numbers were a little
too high to ensure the impact
we hoped for. More targeted
support will be introduced in
this area this year.
Summer examination data
showed that gaps are closing
and PP students are
performing better in both
attainment and achievement
Internal data suggests FSM
students are now making even
better progress, more in line
with the rest of the cohort in
both English and Maths
Behaviour data shows a 30%
fall in the number of reoffending FSM students as a
result of the behavioural
support provided through the
Bridge. 14 FSM and 5 CLA
pupils spent time in TATE
which is 6% of total time spent
by pupils in TATE based on all
sessions.
New Numeracy co-ordinator
being appointed in the Autumn
term, still noticeable work to
be done in this areas. Literacy
is now a key component of
whole school delivery.
will focus on pupils identified
by RAG group
Direct one-to-one support from
key members of staff to help
students develop skills and
determination to succeed in
their studies. Vulnerable pupils
identified by RAG group
Students receive specific
support in areas relevant to
them, and as such IEPs.
Statement Reviews and CAF
meetings all provide evidence
of the progress being made not
just academically but with
regards to student well-being
as well.
Behaviour support has been
strengthened and a supportive
element added in the form of
the Bridge. Students can access
this provision if work is needed
to modify disruptive
behaviours that prevent them
from learning
Link between strong literacy
and numeracy skills well
established. These posts will
increase access to support in
these areas and will look across
the whole school at strategies
Appropriate
Curriculum –
WorkSkills Course
£7000
£7000
13 learners are
FSM/CLA
‘Foundation
Learning
Pathway’
£1000
(Capitation)
£1000
(Capitation)
9 participants are
either FSM or CLA
Externally
provided courses
£1500
£Variable
Some FSM students
access external
provision
External
placement for reengagement
Disadvantaged
subsidy
N/A
£9000
5% of Pupil
Premium Budget
£7500
5% of Pupil
Premium Budget
£8000
Capacity for support
for all FSM/CLA
students where
necessary
Accelerated
reader
programme
£3000
£3000
All Year 7 students
(29 PP students)
Introducing appropriate
curriculum pathways for all
students has been a key
feature of recent changes.
WorkSkills has a high predicted
success rate – 100% pass
prediction and all entered
passed.
We are also looking at using
more flexible provision to
support students who need
some input into helping them
manage their own behaviours
including ACE and East Norfolk
Direct impact on specific needs
allowing students to access
curricular and extra-curricular
provision at the same level as
whole cohort
In Year 7, 7 out of 8 groups
increased reading age.29 pupil
premium pupils used
accelerated reading and the
average increase in reading
age was 4 months
to improve performance. New
numeracy co-ordinator
appointed to take up post
January 2015
A new curriculum has been
introduced this year which
provides a longer period of
time for students to explore
their chosen subjects, and also
allows key support and
intervention to be put in place.
5 FSM pupils and I CLA pupil
accessed the green pathway
out of a total of 11
This pot has been accessed in a
variety of ways including basic
need (uniform etc), access to
visits and support for purchase
of revision guides and other
materials. The vice principal
has the final decision on this
funding with the finance
manager and analysis will be
made on spending on
individual pupils
Last year there was a focus on
some Year 8 students as well,
although we have now directed
all provision into Year 7 to try
and have an impact in their
first year with us.
Careers guidance
Independent
careers guidance
Behaviour and
Safety
£14000
£14000
All students will
receive support and
guidance with focus
on VGs and at risk
of being NEET
students
Curriculum
Support –
Helplines, Study
Skills
£2000
£2000
All Year 11 and
targeted students in
Year 10
Attendance
consultant
£6125
£6125
Currently 22 FSM
and 8 CLA students
are being directly
supported for
attendance
CLA Support Staff
N/A
N/A
All CLA students
2011 – 5.46% NEET (Not
Settled in a Full Time activity
post-16)
2012 – 1.54% NEET
2013 – <1% NEET
2014 – N/A
The loss of the Help You
Choose application process will
significantly increase the need
for support for vulnerable
students.
Funding to support Study Skills
evenings, help for transport
where requested, external
trainers and their expenses. As
AR students are identified a
better idea of need will
emerge.
4 year trend for overall
absence 6.3% (2010); 6.42%
(2011); 6.2% (2012), 5% (2013)
as support put in place in 2011
begins to take effect. Better
than national averages for
schools of similar size
Students have received one to
one support, and some impact
is shown in their performance
against the whole cohort,
although with such small
groups it is hard to accurately
predict impact. The major
impact is in supporting their
well-being and personal
development.
Careers Advisor will also deliver
employer visits, CEIAG for
parents and other additional
duties. There will be a
continued focus on VG
students
RAG group set up(Raising
achievement group) to identify
AR pupils and put in place
interventions including
targeted revision sessions by
parental contact and
facilitating late bus provision
Absence rates for FSM students
are still above national levels
so support will focus on
reducing these numbers.
To ensure students achieve
qualifications needed to move
onto next steps, feel safe and
supported and are able to have
a point of consistency within
the school and achieve at least
in line with the rest of the
cohort
Leadership &
Managment
School Nurse
N/A
N/A
All students but
with an additional
focus on health and
well-being for FSM
and CLA students
In place, and having a major
impact on health at a personal
and cohort level.
Go4Schools data
analysis package
(also EPAS and
FFTLive)
£8870
for three years
subscription
(£2960)
Impact on all
students
Allows leaders to focus on
‘Closing the Gap’ agenda with
clear data to support
improvement process
Cashless catering
N/A – Costs front
loaded in first
year of set-up
£2225 for three
years (relicensing)
All FSM students
Increase in number of FSM
students claiming. Removal of
stigma of previous system
improving student well-being.
£192 950
(£150 000 approx
available funds)
£203 930
(£160 000
approx available
funds)
TOTAL
We believe that appropriate
health care and advice is
essential to ensure the long
term development of all
students, so the appointment
of a School Nurse was part of
our plan to secure these for all
students.
Subject Leaders and classroom
teachers to take more
responsibility for identifying
students needing further
support in these groups. This is
now a key aspect of the
Accountability Cycle.
Continued impact as detailed
72 out of 74 pupils eligible to
take FSM access cashless
catering
The process of evaluating the impact of the Pupil Premium spend and its use is on-going, although this captures a snapshot in time, we are continually
looking at ways of improving outcomes for all students and ensuring that all achieve to the best of their ability. Consequently although this information is
correct at time of production for this academic year it will not necessarily reflect exact amounts and all types of expenditure.
September 2014