Pupil Premium 2016-17

Pupil Premium Strategy

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.

Barriers to achievement:

  1. Attendance and Punctuality
  2. Quality Teaching and Learning
  3. Numeracy
  4. Literacy
  5. Social and Emotional Issues
  6. Behaviour for Learning and Attitudes to Learning
  7. Family Circumstances
  8. Quality CEIAG and Aspirations
Barrier Strategies Rationale Success Criteria
1 � Attendance and Punctuality Attendance Officer � Prioritising contacting PP pupils as part of first day response
Family Liaison Officer � Working with PA PP pupils and their families
EWO � Working with families of PP pupils when PA reaches fine/court proceedings
Punctuality Champion � Member of staff who implements strategies to address late PP pupils
EEF Evidence - Behavioural Interventions: +4 months
Social and emotional learning: +4 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Attendance of PP pupils improves
%age of PA PP pupils reduces
%age of PA PP families who receives fines / taken to court reduces
% of PP lates improves
2 � Quality Teaching and Learning Compulsory PP performance management target for all staff
School T+L lead to focus on the following strategies:
Meta-cognition and self regulation
Feedback
Collaborative learning
Mastery
EEF Evidence � Feedback: +8 months, metacognition: +8 months, collaborative learning: +5 months, mastery: +5 months
NFER Report Research Brief: page 4 point 3
NFER Report Research Brief: page 4 point 7
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
PP attainment and achievement data improves
High expectations of outcomes for PP pupils
3 � Numeracy One to One Catch Up Numeracy Intervention. A targeted intervention that addresses all aspects of the reading process.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
EEF Evidence � 1 to 1 tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Progress of targeted PP pupils improve
Outcomes for KS4 pupils improve
4 � Literacy One to One Catch Up Literacy Intervention. A targeted intervention that addresses all aspects of the reading process.
Lexia: Computer based personalised learning for literacy development. Pupils are assessed in ‘real time’ and their computer based learning is supplemented with.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
EEF Evidence � 1 to 1tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Progress of targeted PP pupils improve
Outcomes for KS4 pupils improve
5 � Social and Emotional Issues Counselling in the form of targeted / social and emotional intervention for particularly vulnerable PP pupils.
Student Support Workers employed to work with year groups. These staff are aware of the PP pupils in each of their year groups; they monitor attendance and behaviour of pupils. They act as a support for pupils with social and emotional issues and liaise continuously with families.
EEF Evidence - Metacognition and self-regulation: +8 months
Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Mentoring: + 1month
NFER Report Research Brief: page 4 point 2
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Attendance and punctuality of targeted PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
6 � Behaviour for Learning and Attitudes to Learning Providing necessary resources to PP pupils to ensure that they overcome barriers to learning and have same opportunities as non PP pupils.
Student Support Workers employed to work with year groups. These staff are aware of the PP pupils in each of their year groups; they monitor attendance and behaviour of pupils. They provide daily support to pupils and support pupils with counselling.
EEF Evidence - Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Parental involvement: +3 months
Mentoring: + 1month
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
Number of PP pupils progressing to second stage of Personal Improvement Plan reduces
7 � Family Circumstances Providing necessary resources to PP pupils to ensure that they overcome barriers to learning and have same opportunities as non PP pupils. EEF Evidence - Behavioural Interventions: +4 months
Parental involvement: +3 months
Attendance and punctuality of targeted PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
8 � Quality CEIAG A package of CEIAG from Years 8 � 11 including lesson time, group sessions, one-to-one sessions, training and motivational days, skills building sessions etc EEF Evidence - Individualised Instruction: +2 months
Mentoring: +1 month
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Destinations data for PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves

Measuring Impact

The impact of each of the above is measured by the PP Team at the end of each term and after every data entry point. At the end of every academic year, the impact of each initiative is reviewed and a decision made as to whether to continue with it for the following academic year.

In 2015/16 48.6% of all Y7 � Y11 pupils were eligible for PP.

Positive impact of 2015-16 funding on KS4 data (51% PP):

Basics - Grade C+ in E&M: 17.1% improvement in number of PP pupils achieving measure and 9.1% better than NA for PP pupils

EBacc: 4.6% improvement in number of PP pupils achieving measure and significant movement towards NA for PP pupils

5A*-C inc E/M: 4.5% improvement in number of PP pupils achieving measure and significant movement towards NA for PP pupils

English 3LOP: 11.4% improvement in number of PP pupils achieving measure and significant movement towards NA for PP pupils

English 4LOP: 10.1% improvement in number of PP pupils achieving measure

Maths 4LOP: 3.1% improvement in number of PP pupils achieving measure

Please note � more impact data for KS3 and KS4 available from PP lead


General Information

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

In the 2016 to 2017 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • �1,320 for pupils in reception year to year 6
  • �935 for pupils in year 7 to year 11

Schools will also receive �1,900 for each pupil who has left local-authority care because of 1 of the following:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order

The service premium is extra funding for schools to support children and young people with parents in the armed forces.

Pupils attract the premium if they meet the following criteria:

  • one of their parents is serving in the regular armed forces
  • they have been registered as a ‘service child’ in the school census at any point since 2011
  • one of their parents died while serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme (AFCS) or the War Pensions Scheme (WPS)

Expenditure 2016 - 2017

Activity Area of PP Development EEF Evidence Brief outline of initiative PP funding
SLT members leading PP (FSM and LAC) All areas of PP N/A 2 x SLT members who are responsible for planning, spending, monitoring strategies and evaluating impact on a termly basis for PP and CLA pupils.
Also responsible for the collation, creation and sharing of individual (Y11) and group sharing of PP attainment and achievement data.
�73843
Attendance Officer Attendance and Punctuality Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Operates first response strategy making daily calls home to the pupils who are absent with no reason. Identifies trends and works alongside PA attendance officer. �21726
PA Attendance Officer Attendance and Punctuality of PA pupils Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Identifies and targets PA pupils and works with them and their families on improving their attendance. �20554
Education Welfare Officer (From LA � 1 day per week) Attendance and Punctuality Behavioural Interventions: +4 months Extending the work of attendance staff, when PA reaches fine/court proceedings. �4836
5 x Student Support Workers (One per year group) Behaviour
Attendance
Punctuality
Social
Emotional
Pastoral
Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Parental involvement: +3 months
Mentoring: + 1month
Staff provide support and a ‘go to’ service for pupils.� 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. They provide daily support to pupils and support pupils with counselling. �90336
1 x Teaching Assistant in English Literacy tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
One to One Catch Up Literacy Intervention. A targeted intervention that addresses all aspects of the reading process.
Lexia: Computer based personalised learning for literacy development. Pupils are assessed in ‘real time’ and their computer based learning is supplemented with.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
�12002
1 x Teaching Assistant in Maths Numeracy tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
One to One Catch Up Numeracy Intervention. A targeted intervention that addresses all aspects of the reading process.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
�14600
Careers Co-ordInator CEIAG Individualised Instruction: +2 months
Mentoring: +1 month
A package of CEIAG from Years 8 � 11 including lesson time, group sessions, one-to-one sessions, training and motivational days, skills building sessions etc
Participation of PP pupils in LJMU Dream Plan Achieve programme
�9713
Data Manager   N/A Academic data linked to PP attainment and progress uploaded after every data entry point and filtered for staff to reveal underachieving pupils and their data in detail. �18859
Counselling Services Attendance
Punctuality
Behaviour
Social
Emotional
Academic performance
Metacognition and self-regulation: +8 months
Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Mentoring: + 1month
Targeted / social and emotional intervention for particularly vulnerable pupils. �19500
Pupil transport and uniform Attendance
Punctuality
Behaviour
Social
Emotional
Pastoral
Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Providing necessary uniform, footwear to PP pupils as required. �3500
Pupil books, text books, library books, stationery, materials, photocopying Academic performance
Attendance
Punctuality
Behaviour
N/A Providing necessary resources to PP pupils to ensure that they overcome barriers to learning and have same opportunities as non PP pupils. �37,780

Evidence 2016 � 2017 - Barriers to achievement:

  • Attendance and Punctuality
  • Quality Teaching and Learning
  • Numeracy
  • Literacy
  • Social and Emotional Issues
  • Behaviour for Learning and Attitudes to Learning
  • Family Circumstances
  • Quality CEIAG and Aspirations
Barrier Strategies Rationale Success Criteria Term 1 Evidence
1 � Attendance and Punctuality Attendance Officer � Prioritising contacting PP pupils as part of first day response
Family Liaison Officer � Working with PA PP pupils and their families
EWO � Working with families of PP pupils when PA reaches fine/court proceedings
Punctuality Champion � Member of staff who implements strategies to address late PP pupils
EEF Evidence - Behavioural Interventions: +4 months
Social and emotional learning: +4 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Attendance of PP pupils improves to 93.8% (NA FSM Raise 2016)
%age of PA PP pupils reduce to 21.6% (NA FSM Raise 2016)
%age of PA PP families who receives fines / taken to court reduces steadily
% of PP lates reduces
  HT 1 2016-17 HT 2 2016-17 Mean to date
7 93.40% 93.10% 93.25%
8 91.10% 90.40% 90.75%
9 89.70% 87.40% 88.55%
10 87.80% 85.20% 86.5%
11 87.30% 87.30% 87.30%
Total 89.90% 88.68% 89.30%

Attendance - PA

  HT 1 2016-17 HT 2 2016-17 Mean to date
%PA 22% 23.70% 22.85%
%PP 66.80% 69.6% 68.2%
2 � Quality Teaching and Learning Compulsory PP performance management target for all staff
School T+L lead to focus on the following strategies:
Meta-cognition and self regulation
Feedback
Collaborative learning
Mastery
EEF Evidence � Feedback: +8 months, metacognition: +8 months, collaborative learning: +5 months, mastery: +5 months
NFER Report Research Brief: page 4 point 3
NFER Report Research Brief: page 4 point 7
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
High expectations of outcomes for PP pupils
PP attainment and achievement data improves to:
Y11: p8 -0.35
Y10: p8 -0.35
Y9: at least 70% to be on target to achieve target range
Y8: at least 70% to be on target to achieve target range
Y7: at least 70% to be on target to achieve target range
  Term 1 Term 2 Term 3
7 OT 72.1    
8 OT 68.4    
9 OT 75.9    
10 P8 -1.19    
11 P8 -1.41    
3 � Numeracy One to One Catch Up Numeracy Intervention. A targeted intervention that addresses all aspects of the reading process.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
EEF Evidence � 1 to 1 tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
  Awaiting impact data from DOS Maths
4 � Literacy One to One Catch Up Literacy Intervention. A targeted intervention that addresses all aspects of the reading process.
Lexia: Computer based personalised learning for literacy development. Pupils are assessed in ‘real time’ and their computer based learning is supplemented with.
Classroom based support. TA assigned to classes with high proportion of PP pupils to offer additional support.
EEF Evidence � 1 to 1tutoring: +5
months
Teaching Assistant: +1 month
Individualised Instruction: +2 months
Mastery learning: +5 months
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
  As a result of the 6 week Catch Up programme, the group reading age average has increased from 8.27 to 8.52. One pupil still needs to be tested. One pupil has increased their reading age by 2 years. Five pupils have not improved. these will be subjected to a retest as at least two of them rushed the test. There are 11 PP pupils in the group. This group average has increased from 8.24 to 8.33. One pupil still needs to be tested.
5 � Social and Emotional Issues Counselling in the form of targeted / social and emotional intervention for particularly vulnerable PP pupils.
Student Support Workers employed to work with year groups. These staff are aware of the PP pupils in each of their year groups; they monitor attendance and behaviour of pupils. They act as a support for pupils with social and emotional issues and liaise continuously with families.
EEF Evidence - Metacognition and self-regulation: +8 months
Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Mentoring: + 1month
NFER Report Research Brief: page 4 point 2
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Attendance and punctuality of targeted PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
 
6 � Behaviour for Learning and Attitudes to Learning Providing necessary resources to PP pupils to ensure that they overcome barriers to learning and have same opportunities as non PP pupils.
Student Support Workers employed to work with year groups. These staff are aware of the PP pupils in each of their year groups; they monitor attendance and behaviour of pupils. They provide daily support to pupils and support pupils with counselling.
EEF Evidence - Behavioural Interventions: +4 months
Social and emotional learning: +4 months
Parental involvement: +3 months
Mentoring: + 1month
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
Number of PP pupils progressing to second stage of Personal Improvement Plan reduces
  Term 1 Next Stage
  PP NonPP PP NonPP
7 5 1 1 0
8 2 2 1 0
9 3 2 2 1
10 3 0 0 0
11 4 1 1 0
7 � Family Circumstances Providing necessary resources to PP pupils to ensure that they overcome barriers to learning and have same opportunities as non PP pupils. EEF Evidence - Behavioural Interventions: +4 months
Parental involvement: +3 months
Attendance and punctuality of targeted PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
 
8 � Quality CEIAG A package of CEIAG from Years 8 � 11 including lesson time, group sessions, one-to-one sessions, training and motivational days, skills building sessions etc EEF Evidence - Individualised Instruction: +2 months
Mentoring: +1 month
NFER Report: Supporting the Attainment of Disadvantaged Pupils: Part 3.3.2 � Evidence Table
Destinations data for PP pupils improves
Academic performance of targeted PP pupils improves
Behaviour and attitude to learning of targeted PP pupils improves
All initiatives on Careers Plan have been executed (separate evidence available from JJS)