Proposed spend of pupil premium funding at Ash Manor School – 2014/15
The Pupil Premium provides additional funding for pupils:



who have been in receipt of free school meals (FSM) at any point in the past 6 years (£935 per child)
who have been looked after for one day or more, and including children who have been adopted from care or leave care under a
special guardianship or residence order (‘pupil premium plus’ £1900 per child)
for children whose parents are currently serving in the armed forces (£300 per child)
The total amount of Pupil premium funding for 2014/15 is £225,120. A small proportion of this amount is yet to be allocated in order to ensure
that any additional needs of disadvantaged students arising during the school year can be met.
The school is held to account for the spending of this funding and performance tables will capture the achievement of disadvantaged students
covered by the Pupil Premium. This funding is ring-fenced so that it is used to support eligible students and its use is carefully monitored.
Ash Manor School is committed to providing effective resources and ensuring vital support is in place for our disadvantaged students to
improve their academic outcomes.
This document details the proposed spend of the Pupil Premium 2013/14.
The four key objectives:
1. To ensure that learning is good or outstanding in every lesson every day for PP* students to ensure that they make rapid progress
2. To ensure that PP students experience a high quality curriculum which is personalised to meet the needs of individual students as
appropriate
3. To ensure that PP students make a successful transition to secondary school and rapidly develop good literacy and numeracy skills
4. To ensure that individual PP students who are not making good progress receive personalised support including to help to improve
their academic progress, attendance and engagement with learning
(*PP – referring to any student in receipt of Free School Meals in the past 6 years)
Key objective 1 To ensure that learning is good or outstanding in every lesson every day for PP* students to ensure that they make rapid
progress
Actions
 Specific staff training to develop students’ skills in literacy and numeracy through intervention for individuals and promoting literacy and
numeracy skills across the curriculum
 Improving the quality of feedback given to students
Rationale
 The in-house pupil premium review undertaken in autumn 2013 indicated that a high proportion of PP students enter the school with
below expected skills in literacy and numeracy. Although the gap for PP student and their peers in closing rapidly for GCSE English, it is not
closing quickly enough for GCSE mathematics
 The EEF / Sutton Trust Teaching and Learning Toolkit indicates that effective feedback is one of the most cost-effective ways of raising
achievement
Success criteria
 PP students who enter the school with below-expected skills in literacy and numeracy have caught-up with their peers be the end of Key
Stage 3
 The gap between PP students and their peers is closed for GCSE English and mathematics by the end of Key Stage 4
 Lesson observations, learning walks, pupil voice and work scrutiny indicate that literacy and numeracy are delivered well across all subjects
and that students are given effective feedback that enables them to improve their learning
Dates
Person(s)
Monitoring and evaluation
Cost
responsible
Autumn
JME/LDE/SJN
£2000
 English department trained in use of Accelerated Reader
2014
 Mathematics department trained in use of Accelerated Maths
 Tracking of reading ages and progress in English and mathematics
indicates that PPs students are catching up with their peers
2014/15
RMR/JME/LDE/SJN


Literacy and numeracy embedded in CPD programme
Lesson observations, learning walks and work scrutiny indicate
literacy and numeracy developing across the curriculum
£1000 to support external
training, development of
resources and cover for lesson
observations
Key objective 2 To ensure that PP students experience a high quality curriculum which is personalised to meet the needs of individual
students as appropriate
Actions
 Develop an access curriculum offer for Year 7 students to promote successful transition for students with below expected skills in literacy
and numeracy and may find the transition to secondary school challenging
 Personalise the curriculum as appropriate in order to meet the needs of groups or individuals in order to ensure they successfully complete
Key Stage 4 with qualifications that enable them to progress to education, employment or training
 Development of the school’s extended curriculum in order to encourage study outside of lessons and independent learning
Rationale
 A higher than expected proportion of PP students enter the school with lower than expected literacy and numeracy skills and will find
transition to secondary school challenging
 A higher than expected proportion of PP students find it difficult to engage with education and are therefore at a higher risk of not
successfully completing Key Stage 4
 Pupil voice indicates that a number of PP students find it difficult to study outside of lessons
Success criteria
 Transition is successful for key PP students and they are successfully reintegrated in to a full Year 7 timetable by summer 2015
 PP students who enter the school with below expected literacy and numeracy skills catch-up with other students
 Key PP students successfully complete Key Stage 4 and progress to education, employment or training
 The number of PP students regularly using school facilities such as the LRC and IT suites outside of lessons increases
Dates
Person(s)
Specific actions to be taken with expected impact
Cost
responsible
Summer
VME / NLS / DTE /
Access curriculum in place for key PP students.
£450 for Fresh Start resources
2014
JME
Monitoring of students, including progress in English and
£24,000 to cover cost of teacher
mathematics, reading ages, attendance and behaviour.
2014-15
MST, CTE, RBD / JME XL club continued for current Year 10 to 11
XL club units developed for use with students attending The Bridge
over a period of time.
Key PP students successfully complete Key Stage 4
£3000 for exam fees, additional
resources
2014/15
JME / KYK
Extended opening of LRC and IT suites with staff on site to support
with study. Incentives in place such as late opening of the café to
encourage PP students to attend.
£9,000 to support staffing costs
and incentives
Key objective 3 To ensure that PP students make a successful transition to secondary school and rapidly develop good literacy and
numeracy skills
Actions
 Run a transition summer school funded by DfE (£250 per student) for PP students
 Put in place successful strategies for literacy and numeracy and embed literacy and numeracy across the curriculum
Rationale
 The in-house pupil premium review undertaken in autumn 2013 indicated that a high proportion of PP students enter the school with
below expected skills in literacy and numeracy. Although the gap for PP student and their peers in closing rapidly for GCSE English, it is not
closing quickly enough for GCSE mathematics
Success criteria
 Students have a reading age of 11 by the end of Year 7 and 13 by the end of Key Stage 3.
 No student is below level 4 in English and mathematics by the end of Year 7.
 The gap between PP students and other students in English and mathematics is closed.
 Lesson observations, learning walks, pupil voice and work scrutiny indicate that literacy and numeracy skills are well developed.
Dates
Person(s)
Specific actions to be taken with expected impact
Cost (Year 7 catch-up funding to
responsible
also support as appropriate)
July 2014 JME / AHT / VHE
Successful summer school takes place.
£250 per student direct funding
Students who attend are better prepared for transition.
from DfE (summer school is selfsufficient)
2014-15
JME / MHN / LML
A range of literacy and numeracy interventions run for students with
below expected skills including Fresh Start, Lexia, Accelerated Reader
and Accelerated Maths
All students to be at level 4 or better by the end of Year 7 and to
catch-up with peers by the end of Key Stage 3
£41,000 staffing costs to support
literacy intervention
£29,000 staffing costs to support
numeracy intervention
£450 for Fresh Start resources
£2816 initial costs for Accelerated
Reader and Accelerated Maths,
including 240 licences
£1000 for additional licences
(£4.50 per licence)
2014/15
MBS / JME
Mathematics tutor employed two days per week to specifically work
with PP student in order to close the gap for GCSE mathematics
£12,600
Key objective 4 To ensure that individual PP students who are not making good progress receive personalised support including to help to
improve their academic progress, attendance and engagement with learning
Actions
 Additional support such as after-school classes, Saturday schools and classes during holidays to support PP students in Key Stage 4
 Support individual PP students to improve their engagement with learning, attendance and behaviour
 Families are supported where there are barriers to learning for individual students due to financial hardship
Rationale
 While the gap is closing, there is still an achievement gap for PP students at the end of Key Stage 4
 Individual PP students require support to improve their engagement in learning, attendance and behaviour for learning
 Pupil voice and feedback from parents indicates that a number of PP students feel that they are unable to fully engage in the life of the
school due to financial barriers. This includes not participating in events such as school trips or not having correct uniform
Success criteria
 The achievement gap for PP students is fully closed by the end of Key Stage 4
 All PP students engage in learning and show good behaviour for learning
 The attendance gap for PP students is closed
 All PP students fully participate in the life of the school
Dates
Person(s)
Specific actions to be taken with expected impact
Cost
responsible
2014/15
JME / CME / EBS /
A program of after-school classes, Saturday schools and holiday
Additional staffing costs to be
NST
classes is in place to support Key Stage 4 students.
agreed
Students at risk of falling behind catch-up
2014/15
JLN / CME / NLS
Counsellor on site to offer support to individual PP students to resolve
personal issues
£2,500 part-funding or counsellor
2014/15
RBD / JLN
Part-funding of behaviour support workers at The Bridge to support
individual PP students to improve their behaviour for learning
£34,500 staffing cost
2014/15
RBD / JLN
Funding of a part-time attendance officer to support PP students to
improve their attendance
£12,000 for part-time attendance
officer
2014/15
JME / DGO /
Governing body
Financial hardship fund established to support PP students.
All PP students can fully participate in the life of the school.
£10,000 fund established