Pupil Premium Policy
Introduction
“A good education is the key to improving young people’s life chances enabling them to progress into
adulthood with the skills and confidence for success” D of E
Evidence has shown that the following factors have a significant impact on learning and progress for all:
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High quality teaching
Strong leadership
Relevant and coherent curriculum
Culture of high expectation
Targeted catch up sessions
Enrichment activities
Effective data tracking
School vision
The targeted and strategic use of pupil premium will support us in achieving our vision.
Principles
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We ensure that high quality teaching and learning opportunities meet the needs of all of the
pupils
We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this
includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and
addressed
In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive
free school meals will be socially disadvantaged. For the purpose of this policy FSM children wil
include past as well as current recipients
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for
free school meals. We reserve the right to allocate the Pupil Premium funding to support any
pupil or groups of pupils the school has legitimately identified as being in need of intervention
and support.
Pupil premium funding will be allocated following a needs analysis which will identify priority
classes, groups or individuals. Limited funding and resources means that not all children receiving
free school meals will be in receipt of pupil premium interventions at any one time
We apply principle of best value in all decisions made. Through the following process: Challenge
– how and why are services provided? Compare – performance with in the school and with other
schools?, consult – appropriate stakeholders before major decisions are made; compete ensure
good and services are secured in the most efficient and effective way
Provision
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The range of provision the Governors may consider making for this group could include:
o Providing small group work with an experienced teacher focused on overcoming gaps in
learning
o 1-1 support/tuition
Hele’s School Policy No:
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy
additional teaching and learning opportunities provided through Intervention groups for
specific needs.
o Mentoring
o Funding for Accelerated Reader and paired reading schemes
o Allocated use of literacy, numeracy leaders or learning ambassadors
o Loan of lap-tops/tablets
o Booster classes
o Developing Phonics using Read, Write Inc (Year7-8) and “Yes, We Can Read” (Year 9-11)
o Breakfast clubs
o Academic holiday clubs
o Summer school
o Allocation of TA/HLTA
o Parental workshops ie support with revision, literacy, numeracy etc
o Rewards
o Enrichment activities – visits abroad, school trips, hobbies, music lessons etc
o Raising aspirations is Post 16, HE
All our work through the pupil premium will be aimed at accelerating progress moving children to
at least age related expectations.
Pupil premium resources may also be used to target able children on FSM
Provision will not be aimed at statemented children or those at SA+
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Reporting
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It will be the responsibility of the Deputy Principal Teaching and Learning to report to the
Governors on:
o the progress made towards narrowing the gap, for socially disadvantaged pupils
o an outline of the provision that was made since the last meeting
o an evaluation of the cost effectiveness, in terms of the progress made by the pupils
receiving a particular provision.
Parents will receive information as to the progress of pupils through personal information sent
home on four occasions during the year through interim assessments
Parents
We recognise that parents have an important part to play in their children’s education.
The School will write to parents each September to encourage eligible families to apply for FSM status
and explain how pupil premium is used. The letter will emphasize the high quality of school meals but
that the free meal is optional. Applications are required by December.
Hele’s School Policy No:
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy
Appendix 1: Progress Teams 2013-14
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The school has 3 progress teams (Year 7, Year 8-9 and Key Stage 4) that meet four times per year
following each interim assessment.
Progress Team meetings have been calendared two weeks after the close of each interim
assessment to allow time for a thorough data analysis.
Individual class teachers will be given an hour at the departmental twilight (beginning of each
cycle) to update their Know Your Class sheets to increase focus on quality first teaching (Wave 1
intervention). All teachers wil be asked to ask: who is/isn’t making expected progress in my
classes? What am I doing about it? Does the data raise questions for my planning for this cycle?
Heads of Department/Key Stage Co-ordinators will then collate the feedback from staff in
advance of the progress meeting using a common template. This will be discussed at the progress
meetings (implications for teaching and learning, allocation of resources if required).
Data:
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Data will be provided in advance of the meeting by the reporting and assessment team.
Year 7 – WP will provide data analysis for the Year 7 progress meetings
Key Stage 3 - WP will provide data analysis and attend Year 8-9 progress meetings
Key Stage 4 - CSH will provide data analysis and attend KS4 progress meetings
The data provided will be at individual student level and include:
Part 1: brief overview of progress of the year group/key stage
Part 2: progress of all FSM, Ever 6, CLA & SC (ie those eligible for Pupil Premium) in
cohort with RAG to indicate whether each student is making the expected progress in
each subject
Part 3: learners with low commitment to learning, attendance issues, KS2 Mean Level 5+ &
< FFT in more than one third of subjects (traditionally the group of boys that underachieve),
MIDYIS > 115 & < FFT in more than one third of subjects ie more able coasters (predominantly
boys)
Part 4: other individuals/cohorts as determined by Progress Team
Roles:
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The membership of each progress team are comprised of Deputy Principal (Chair), the relevant
Progress Leader (Head of House), Governor, Key Stage Co-ordinators/Heads of Department of
Core Subjects, SENCo/Deputy SENCo, SLT Intern, Other subject leaders as required
In the year 2013-14 Hele’s School has been allocated £111,000 in pupil premium funding
Departmental reps to bring to meeting – evidence of impact since previous IA and planned
interventions in response to current IA (Template to be agreed at pilot KS4 meeting). Who isn’t
making progress? What is being done about it? What was the impact since last time?
House leader to gather information from other house leaders in advance where concerns
are related to learners with low commitment to learning, attendance issues, KS2 Mean
Level 5+ & < FFT in more than one third of subjects (traditionally the group of boys that
Hele’s School Policy No:
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy
underachieve), MIDYIS > 115 & < FFT in more than one third of subjects ie more able coasters
(predominantly boys)
Action:
 Pivotal students to be flagged on SIMs in the reporting module so that details of intervention can
be accessed by all classroom teachers
 Pivotal students to be mentored and intervention co-ordinated by tutor, Head of House or SLT
link
 Tutor to monitor learning contract for those who are marginally underachieving or with slipped
commitment to learning scores
 Applications to access to Pupil Progress funding, if required, must be recorded on tracking sheet
outlining cost and impact
 Interventions for those students eligible for PP will be recorded on a PSP/IEP
 Feedback to SLT and Governors following each Progress Team meeting
Clare Pomfret
Deputy Principal, Teaching and Learning
July 2013
Hele’s School Policy No:
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy
Appendix 2: Planning Document for Release of Pupil Premium Funding 2013-14
IA 1
IA2
IA3
IA4
(Please circle)
Progress Team:
Date:
Pupil Premium
Action
Outcomes
Signed (Chair of Progress
Team):
Hele’s School Policy No:
Resources
Cost
Signed (Deputy Principal
Teaching and Learning –
budget holder)):
Monitoring Strategies
Signed (Business Manager):
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy
Hele’s School Policy No:
Person/Group responsible:
Deputy Principal Teaching and
Learning
Last review date:
June 2013
Review Period:
Annually
Related documentation:
Membership of progress teams, minutes of progress team meetings, Assessment Policy