Pupil Premium FAQs

Our allocation for the 2014-15 financial year was �317,900. The funding is carefully ring-fenced so that it is spent on the specific pupils intended, regardless of their attainment levels. We also operate on an inclusive basis which means that all pupils, irrespective of whether they receive additional funding, have access to initiatives and provisions in order to maximise attainment across the whole school population.

We also operate on an inclusive basis which means that all pupils, irrespective of whether they receive additional funding, have access to initiatives and provisions in order to maximise attainment across the whole school population.

Pupil Premium Pupils on Role

Year Group NOR Pupil Premium Total Percentage of year group that is PP
7 149 63 42
8 160 73 46
9 138 76 55
10 128 61 48
11 124 50 40
TOTALS : 699 323 46

English and Mathematics Performance 2014

English Language

Qualification Name % A*/A % A*/C % A*/G % 3LOP % 4LOP % 5LOP Student count Average points Average grade
English Language GCSE Non FSM 8.8 82.5 100 71.9 22.8 3.5 57 41.9 C+
English Language GCSE FSM 10.5 71.1 100 57.9 15.8 2.6 38 40.8 C

English Literature

Qualification Name % A*/A % A*/C % A*/G % 3LOP % 4LOP % 5LOP Student count Average points Average grade
English Literature GCSE Non FSM 10.5 86 100 73.7 24.6 3.5 57 42.2 C+
English Literature GCSE FSM 13.5 75.7 100 73 13.5 5.4 37 41.6 C+

English

% A*/A % A*/C % A*/G % 3LOP % 4LOP % 5LOP Student count Average points Average grade
Non-FSM 0 16.7 90 16.7 0 0 30 27.8 E
FSM 0 7.7 100 24 4 0 26 27.8 E
Diff 0 -9 +10 +7.3 +4 0 n/a 0 n/a

Maths

Qualification Name % A*/A % A*/C % A*/G % 3LOP % 4LOP % 5LOP Student count Average points Average grade
Maths GCSE Non FSM 21.2 71.8 98.8 69 31 3.6 85 39.6 C
Maths GCSE FSM 14.3 54 98.4 50 21 3.2 63 36.5 D+

Spending

Spending Term TOTAL
1st April 2014-31st August 2014 119,180.71
1st September 2014-31st March 2014 198,720.00
TOTAL PP BUDGET 317,900.71

Below is a detailed breakdown of the spending for the academic year 2014-15 as of September 2014. The spending will be updated termly.

Activity Area of PP Development Sutton Trust Summary Brief Outline of initiative Term 3 Impact Participation
Staff members leading PP spending and monitoring. All areas of PP No Evidence Pupil Premium coordinator and a member of SLT monitor the intervention, spending and impact of the PP funding. Staff remain aware of the progress of this particular group. Regular meetings and feedback given to HT.
Attendance Team: EWO to support vulnerable families, Staff member working with Pas and Attendance Champion working with pupils close to PA Attendance and Punctuality No Evidence To support the work of attendance staff, student support workers and teachers by working with pupils and families to support regular school attendance, with a key focus on persistent absenteeism and those close to it.
Increased awareness of attendance across school amongst staff and pupil.
Since targeted attendance intervention has begun:
Year 7: 93.95 - to 94.32%
Year 8: 93.10 still 93.10%
Year 9: 89.2 to 91.78% (biggest increase and as a result of the target)
Year 10: 91.5 to 92.21%
YYear 9 have been deemed as a particularly vulnerable year group so a target group was set up to support pupils who were close to becoming persistent absentees. Of the target group, 69% were PP. 88% of pupils made progress in improving their attendance. Due to this year's success, next year this role will be expanded to cover all year groups.

100% of PA pupils who have been supported have been eligible for PP. Over a 3 month period �62.5% of pupils on the programme have improved attendance by 4% in a 3 month period. These pupils have all improved as a result of being given bus passes as well as establishing family relationships.

Case Study 1. Male, Year 8: 66.00% to 81.00%:
Case Study 2. Female Year 7: 82.00% to 93.00%.
Case Study 3. Male, Year 10: �67.00% to 78.00%
These pupils have improved through meetings and family support from the EWO.

Student Support Workers for each year group Behaviour
Attendance and Punctuality
Social / Pastoral
No Evidence � although SSW do communicate with parents. Parental involvement : Moderate impact for moderate cost, based on moderate evidence. A proportion of the wages for the year group mentors is taken from PP funding. Staff provide support and a ‘go to’ service for all pupils in their year groups. SSWs are aware of the PP pupils in each of their year groups; they monitor attendance and behaviour of pupils; carry out interviews with PP pupils to establish barriers to learning and how PP funding can be used to support the individual. Provide daily support to all pupils and support pupils with counselling. See counselling evidence.
Teaching Assistant in English (Proportion of wages) Literacy : Lexia Teaching Assistants:
Low impact for high cost based on limited evidence
+ 1 Months
Lexia: Computer based personalised learning for literacy development. Pupils are assessed in ‘real time’ and their computer based learning is supplemented with. 55% of pupils on Lexia programme are PP pupils.
After monitoring of current attainment, personalised targets were set for each pupil. The average that pupils met their target throughout all groups was 72% of sessions. (Some pupils did not meet targets as they may have had less lesson time to work on Lexia due to other interventions programmes.) Pupils who have not met their weekly target at least 60% of the time will receive more personalised support during their Lexia sessions next month.
Lexia the company have commended Fazakerley High School on the progress pupils have made, this has been a result of the consistent approach and rigorous monitoring process.
Literacy : Catch Up Literacy 1-1 Catch up Literacy Intervention. A targeted intervention that addresses all aspects of the reading process: word recognition and language comprehension. Pupils have 1-1 sessions twice per week. 100% of pupils increased their reading ages across the year.
Over a ten month period the average increase of pupil reading ages was 15.3 months.
Case Study Pupil One:
Pupil increased reading age by 3 years and 3 months from aged 7 years to 10.3.
He reduced the difference between his chronological reading age and actual age from 59 to 32 months.
Literacy Classroom based support. TA assigned to classes with high proportion of PP pupils. Additional support. The large majority of pupils receiving TA support are making expected progress in their English lessons.
Ready to Learn: Equipment/ uniform/bus passes etc. Attendance and Punctuality
Social / Pastoral
No Sutton Trust research base Providing necessary equipment, uniform etc. to PP students to ensure that they overcome barriers to learning and are in school, ‘ready to learn’ Pupils who had had financial support with uniform have either been PA who have returned to school as a result of this funding, or have agreed, with their parents and carers, to meet their attendance / attitude targets.
Two pupils who were unable to access the curriculum properly due to Special Educational Needs have been provided with a personal laptop to support them in lessons. In term 2, these pupils must be making at least expected progress as a result of these purchases.
Intervention Team Roles Academic performance Pupil Premium Intervention roles created for Mathematics, English, Humanities and Science. Personalised intervention for targeted PP pupils. Pupils selected received different forms of intervention from 1-1 to small group.
In humanities and English pupils improved coursework and then exam preparation. The other subjects focused on improving particular skills.
Pupils attended a residential weekend where they were taught specific revision strategies, coping strategies and how to keep healthy during examination times and beyond. As well as confidence building and focused revision, pupils enjoyed outdoor activities.
100% of pupils made progress towards their target grade. In mathematics, 67% of pupils improved by 2 grades from their first to final mock exam.
In humanities all pupils improved by at least 1 grade.
In English pupils worked to improve coursework grades. All pupil improved by an average of 2 marks per piece of coursework.
In Science pupils improved by at least 1 grade and 60% improved by 2 grades and are all on track to achieve their target grade.
Counselling Services Social / Pastoral and Attendance Punctuality No Evidence: Though this does come under social and emotional learning: Moderate impact for very low cost, based on extensive evidence. Targeted social and emotional intervention for particularly vulnerable pupils. An essential service which supports pupils with personal and academic concerns. Additional Case Studies held in school.
VIVOs Behavioural and Attendance Moderate impact for moderate cost, based on extensive evidence Behaviour interventions seek to improve attainment by reducing challenging behaviour, including aggression, violence, bullying, substance abuse and general anti-social activities.
Staff member in charge of pastoral team to support behaviour across the school. VIVOs are used to support the positive reinforcement of good behaviour.
77% of staff were engaged and regularly using the system and over 80% of pupils had logged on this term.
Next year VIVO system will be analysed with SIMs o that pupil targets for reduction in behavioural incidences are set and rewarded with VIVOs.