Pupil Premium: spending and impact
Intervention strategy and
rationale
1. Data tracking that identifies
gaps
Any strategy needs to identify first
what the gaps are. However, it
also needs to track these in real
time throughout the year, so that
everyone in the school can respond
quickly when gaps fail to narrow,
do not narrow quickly enough, or
emerge.
2. High profile of Pupil Premium
students
All staff need to be able to identify
who Pupil Premium students are,
to ensure that students’ needs are
met.
Action
We produce data ‘Scorecards’
which systematically track
performance and gaps across the
school. These Scorecards form the
basis of middle leaders’
accountability and are used in
every line management meeting
with SLT.
1) All teachers have class data
folders which display the progress
of every student and clearly
highlight PP students, as well as the
interventions they are making for
students below target.
2) Lesson observation forms now
require observers to look at the
proportion of PP students - and
boys - below target.
3) All teachers have to provide
evidence of their interventions to
support PP students as part of their
Performance Management.
3. Effective teaching and learning
Total Percentage
spending allocated
to PP
students
£5,340
55%
Total Impact
spending
on PP
students
£2,937 As illustrated above, the gap narrowed last year.
Senior and middle leaders have been surveyed to
gauge the impact of the Scorecards. The response
was very positive. One person wrote: 'The
Scorecard allows us to prioritise which year groups
to discuss when we're short of time. Has put the
spotlight on Ever 6. The focus on boys has closed
the gap in some year groups.'
Neg
55%
Neg The emphasis on progress by PP students has
already affected lesson observation outcomes
Research shows that
disadvantaged students make
disproportionately good progress
when teaching is most effective
Smaller classes in English and
Maths in middle ability sets. EEF
research has shown that this can
have a positive impact on student
progress of around 3 months.
Improving feedback. EEF research
shows that effective feedback can
improve student progress by
around 9 months. School policy is
for teachers to use WWW and EBI
to structure their written feedback.
4. Improving literacy and
numeracy
Pupil Premium students tend to
have lower KS2 scores, lower CAT
scores and lower reading ages in
Y7.
One to one tuition in English and
Maths (provided externally)
Literacy intervention (including
Units of Sound)
Numeracy intervention
The Movement Programme is
delivered daily by English teachers
to all Y7 students. It involves 20
minutes of coordinated activity
followed by an intense literacy
£38,000
55%
£0
55%
£7,600
55%
£52,208
76%
£6,180
87%
55%
£20,900 See headline data on the narrowing of our PP gap.
£0 All teachers now use WWW and EBI to structure
their written feedback, and we have trained staff
on how to develop precise, developmental EBI
comments, which require students to respond.
£4,180 Last year, we had one to one tuition in Maths.
Students who had the tuition were around 50%
more likely to make their target grade than
comparable students who did not. This year, one
to one support will be offered in English and
Maths.
£39,678 Last year students with intervention made an
average of 19 months progress over 6 months
intervention. This year, there are 41 students
accessing intervention, 31 of whom are eligible for
Pupil Premium
£5,377 Last year students with intervention made an
average of 10 months progress over 6 months
intervention. This year, there are 30 students
accessing intervention, 26 of whom are eligible for
Pupil Premium
£0 In 2013-14, 40% of year 7 made more than
expected progress (more than 2 sub levels). This
year, we are expecting greater gains as the
programme is being delivered entirely by English
teachers.
strategy focused on specific
students' needs.
DEAR (Drop Everything and Read)
days in which students spend the
first ten minutes of each lesson
reading a book of their choice
5. Attendance
PP students tend to have lower
attendance than non-PP students.
Neg
55%
We have an attendance officer,
and an Assistant Headteacher with
specific responsibility for
attendance. Assistant Heads of
House also have specific
responsibility to make
interventions for students with
lower attendance.
Subsidy of school bus service to
transport students from most
deprived neighbourhoods
£59,180
75%
£20,000
55%
Punctuality. Students who are late
to school now have same day
detentions.
Factored
in
elsewhere
Neg This has helped to raise the profile of reading
around the school significantly. We are planning
to introduce daily DEAR time to embed a culture
of reading across the school.
£44,385 Attendance of PP students is now above the
national average for PP students. Attendance has
been a major focus at Henbury, and as a result it
reached 93.9% in 2013-14. Last year also saw a
slight narrowing of the gap (by 0.1ppts) between
the attendance of PP students and non-PP
students (the gap narrowed more sharply – by
1ppt – for students currently eligible for FSM).
£11,000 This means some of our most disadvantaged
students are able to get to get to school at
minimal cost and on time. It is also important to
ensure good attendance from these students.
6. Learning habits
School data shows that students
who are late, lack equipment or fail
to complete homework are more
likely to be PP students.
Since last year, the gap has narrowed between
disadvantaged students and other students, in
terms of the average number of lates each week.
It has fallen from a gap of 73 each week to 33 each
week
Students are expected to have a
pencil case with a full range of
equipment, including a green pen
to assess their own learning and
respond to teachers’ comments.
Students lacking any piece of
equipment are given a same day
detention. To make sure that all
students are able to afford
equipment, it is all available to buy
from the school reception for £1,
and in exceptional cases we waive
this cost. Costs here also include
subsidy for school uniforms
EEF evidence suggests that
effective homework can improve
student progress by around 5
months. Effects are strongest at
secondary level. We have
introduced, and trained staff how
to use, a new web-based tool
called Show My Homework, which
allows students, teachers, parents
and school to view and monitor
homework. We are also expanding
the capacity of computers in the
library to ensure that students
have supervised support for
homework every day after school
Our school breakfast club provides
a free breakfast for any student
who wants it.
7. Opportunities and aspirations
£1,000
75%
£750 Since last year, the gap has narrowed slightly
between disadvantaged students and other
students, in terms of the average number of lack
of equipment incidents each week. It has fallen
from a gap of 16 each week to 13 each week
£8,728
55%
£4,800 In itself, more structured and monitored
homework should disproportionately benefit PP
students, who sometimes do not have a
structured home learning environment. In our
student survey, the percentage of students who
agreed with the statement 'My teachers set
regular homework' rose from 72% in 2013-14 to
90% in 2014-15. In 2014-15, 82% of PP students
agreed with this statement compared with 93% of
nonPP students. We aim to narrow this gap.
£7,500
75%
£5,625 Students who take advantage of this tend to be PP
students. It has reduced the amount of fizzy
drinks / sweets that staff have to confiscate at the
start of the day.
PP students sometimes are not
encouraged to think so broadly
about possible future careers.
They might have access to fewer
networks of support or contacts at
home, and fewer opportunities for
enrichment
Lesson 6: staffing costs and
enrichment activities
£81,000
55%
Motivational speakers
£3,000
55%
Extra-curricular
trips/visits/residentials: subsidy
for PP students
£2,000
100%
£10,000
55%
£5,587
91%
Music tuition: subsidy
Duke of Edinburgh
£44,550 We provide a wide range of enrichment activities,
to which many students, and particularly poorer
students, would not otherwise have access. For
example, we offer swimming, gardening and
music. Feedback from students about what is
offered is very positive and many students opt to
take more than one Period 6.
£1,650 All students benefit from this, but PP students are
likely to benefit particularly in terms of raising
aspirations.
£2,000 We provide in some cases generous financial
support to poorer students to participate in a wide
variety of trips, as far afield as New York, Uganda,
Iceland, Poland and Barcelona.
£5,500 Case study. One student received weekly
peripatetic saxophone lessons between Y9 and
Y11. The Music department also gave her weekly
extra support after school. She has since gone on
to Cathedral School and has an unconditional offer
to study Music at Middlesex University.
£5,084 In 2014-15, 5 students are undertaking a Silver
award and 39 a Bronze. The vast majority of these
students are PP.
Individual activities and tuition for
Children in Care
£4,868
100%
£4,868 Children in Care have a dedicated mentor in
school who they meet at least once a week. The
student and mentor will look weekly at their
attendance, achievement, rewards, behaviour and
the targets set at the last meeting such as
homework and organisation. They also discuss a
wide variety of other bespoke support that the
student might need, including financial support for
trips and equipment. We are about to set up
personal tutoring for our CiC in English and Maths
from highly trained staff.
Counselling
£25,000
75%
Family support worker
£28,000
75%
£18,750 We complete an audit of this twice a year. Last
year (2013-14) a total of 120 students were seen
for counselling to discuss a full range of issues
including bereavement and relationship issues.
Many of these are disadvantaged students.
Students are surveyed to gauge the impact of the
counselling. 100% of students agreed (and 74%
strongly agreed) that the counsellor 'helped me
see things in a more positive way'.
£21,000 Our family support worker ensures that all outside
agencies are brought together to support families.
She also ensures students have their free bus
passes. She has worked with 32 different families
in the last year.
8. Improving students' behaviour
‘AIMED‘ project for KS4 students at
risk of permanent exclusion
£88,000
83%
£73,040 In 2013-14, 4 students went on to college, 1 to
work. Two students gained GCSE Maths at Grade
F and three students gained a GCSE English at
Grade G. Three students gained a St John's
Ambulance Lifesaver Award
Case study. One student on the AIMED project
was severely disengaged and very poorly behaved
at the end of KS3, and as a result was at serious
risk of permanent exclusion. At that time, their
attendance in lessons was just 38%. After nearly
two years on the AIMED project, their attendance
in lessons has risen to 84%. As well as working
towards their DofE Silver Award, the student is on
target to achieve a BTEC in Catering, a BTEC in
Construction and their Maths and English GCSEs.
He is planning to do an apprenticeship in the
building trade or carpentry post 16.
Next year, AIMED is being redesigned as part of
GCSE options, with the aim of ensuring more
students achieve academic qualifications.
‘Thrive’ project to support
vulnerable students at KS3
£50,812
88%
£44,834 This provision started in February 2014. The
Thrive programme works through 6 ageprogressive developmental stages. Once assessed,
it provides strategies and activities to help the
student re-engage with their learning and think
about how to manage their feelings.
Two students achieved 2 levels of progress. Four
students achieved 1 level. One student made 4%
progress within their starting level & one made
14%. Two students have left the programme as
they had made no progress.
Case study. One student started on Thrive in
October 2014 and was assessed as in the “Being”
stage of emotional development (0-6months),
which covers ‘Feeling Special’, ‘Feeling Safe’ and
‘Having Needs Met’. He scored the lowest in
having needs met, so targets were chosen from
this area and worked on through activities, in class
support and report. On reassessment in January
2015, the student had progressed beyond “Being”,
through “Doing” (6-18months) and in to the
“Thinking” stage (18mths – 3 years). Activities and
targets have been adjusted and adapted to
continue to support his emotional development
within Henbury School. This progress is
exceptional within the time frame.
‘Forest Schools’ for disengaged
students at KS3
£2,756
100%
£2,756 Case study. One student was referred to Forest
School provision in January 2015 following an
escalation in poor behaviour. Prior to attending
Forest School he was averaging 180 behaviour
points a month. After only one month this has
reduced to around 160. Forest School activities
allow students who are struggling in school to
learn in a different way, boosting engagement &
concentration which will then be carried over into
the classroom. Activities on Forest School are
allowing this student to realise he can work
effectively, be part of a team. He is also beginning
to develop better social skills.
‘Bright Sparks’ project to engage
under-achieving students at KS3
£6,000
73%
£4,400 For the 12 students on Bright Sparks last year,
average attendance rose by 1.8% points from the
year before. Two-fifths showed a noticeable
improvement in behaviour.
Holiday activities for disengaged
students, with School Beat Officer
£4,000
75%
£3,000 Last summer, 42 students took part in at least one
activity, which are available either 5 or 7 days a
week during the school holidays. Students gain a
huge amount from the activities, including the
cultural and social benefits of long distance and
residential trips, and in some cases gaining
certificates (eg of sailing competency). Students
come back into school more focused and ready to
learn and the police report a marked reduction in
youth crime during activities.
We have an exclusion room to
which students are sent for serious
issues, for which in the past they
would have received a fixed term
exclusion outside of school.
Students are completely isolated
from other students and have a
£29,250
75%
£21,938 For many students, and particularly disadvantaged
students, serving their exclusions isolated from
others in school is more of a deterrent than
serving them at home, where they might not be
supervised. It also ensures that students are
supervised closely in school with work, which
keeps them in the habit of attending school and
staggered day.
9. Year 11 support
Some PP students do not have
access to a quiet place to study at
home, and might need extra
support when preparing for exams.
They might also need additional
IAG when thinking about careers
A dedicated Year 11 study room
for Y11 students to work at social
times and before and after school,
which is particularly valuable to
students who don't have access to
a good study environment at
home.
Free revision materials
Revision days during the Easter
holiday and half term
Revision breakfasts before all
exams
Subsidised prom tickets for
students with high attendance,
who have attended additional
study sessions
IAG consultant who works with
most vulnerable students. PP
students are identified in lists and
are interviewed early in the IAG
process. Parents and carers are
also able to meet with the advisors,
who attend parents’ evenings in
years 9, 10 and 11 and who also
offer a dedicated IAG information
evening for students in years 10
and 11.
Visits to post 16 centres to
increase take up and improve
making academic progress.
£13,500
55%
£7,425 Our Y11 support is particularly beneficial to PP
students, who might not have access to the right
support, encouragement, or resources at home in
order to study and revise.
£390
£2,500
55%
55%
£215
£1,375
£700
55%
£385
£1,500
55%
£825
£6,000
75%
£4,500
£1,200
55%
£660
transition
10. Mentoring
Pupil Premium students tend to
need more support, challenge and
encouragement to succeed.
Careers day for Year 11 students
£3,500
55%
£1,925
All tutors provided academic
mentoring for 3 students in their
tutor groups who were
underachieving.
£8,000
65%
£5,200 We undertook a rigorous evaluation of this
programme which revealed that students in the
academic mentoring cohort made almost no
better progress than those who weren't in it (the
difference was statistically insignificant). Given
the amount of staff time and commitment this
required, we have therefore discontinued this
programme. As a school, we are in the process of
reviewing the mentoring programmes that we
offer.
An Assistant Headteacher has
responsibility for narrowing the
gap, including Pupil Premium. This
is a proportion of his time.
£34,367
75%
Administrative support for the
above, including administering
uniform, equipment, sending
letters to parents and monitoring
programmes such as academic
mentoring.
£19,974
75%
£25,775 The Assistant Headteacher has had the chance to
pull together what the school is doing to create a
coherent strategy overall to support PP students.
He has also been able to identify areas where PP
students could be supported better.
£14,981
11. Leadership and management
TOTAL
This is in excess of the approximately £330,000 we
£456,267 have allocated to us through the Pupil Premium