Pupil Premium Report 2018-19
The following categories of 'disadvantaged pupils' are eligible for Pupil Premium (PP) funding:
Type of disadvantaged pupil | PP per pupil 2018-19 |
Pupils in year groups 7 to 11 recorded as 'ever 6 FSM' | £935 |
Looked after children (LAC) | £2300 of which, in Durham, £1700 is allocated |
A school’s grant allocations are based on the number of eligible pupils recorded on the January 2019 census.
PP funding is targeted towards four key areas identified as creating significant barriers to learning for our students.
- Reading Comprehension
- Phonics Development
- Maths Fluency
- Resilience and Mental Health
Oral Language skills are also include, and evaluated, within this programme but not funded by PP
Two Governors are identified to ensure that the use of the additional funding is impacting on pupil progress. Their role is to liaise with appropriate staff and report to the full Governing Body termly. All Governors participated in bespoke training 16th May 2017 following the LA review of PP funding.
David Seed has responsibility for Pupil Premium funding detailed through the Pupil Premium report.
Karen Trevelyan monitors LAC+ funding which is detailed through individual pupil Personal Education Plans.
Karen Trevelyan has attended Personal Education Plan Meetings to enable her to monitor and challenge practice more effectively.
Personal Education Plans are reviewed termly. The LA quality assure these documents and provide feedback.
Pupil Premium updates are provided on a half termly basis to the Finance, and Standards and Effectiveness Committees. Minutes from these Committees are shared at the Full Governing Body and exceptions are discussed.
Governors are therefore able to monitor the Pupil Premium and the impact of the agreed funding regularly and robustly. School leaders are required to use focused planning and recording and are held to account for the effective use of the focused Pupil Premium funding.
REPORT TO GOVERNORS: PUPIL PREMIUM
2018 -19 REVIEW APRIL TO APRIL
Summary
All of our students have complex social, emotional and mental health needs and the protection of an Education Health Care Plan. Our young people often have unpredictable lives outside of school. Significant events which are considered to be traumatic such as the loss of a parent, change to care provision and domestic violence are sadly relatively frequent occurrences[1].The ethnic background of the majority of students is white working class. The lower educational attainment of this group in comparison with students from other ethnic backgrounds with similar socio-economic backgrounds is a concern nationally[2]. In 2013 all disadvantaged ethnic minority groups were outperforming white working class students in terms of attainment at age 16.
Pupil Premium funding is targeted towards four key areas identified as creating significant barriers to learning for our students.
- Reading Comprehension
- Phonics Development
- Maths Fluency
- Resilience and Mental Health
2018-19 SPEND Number of students and student premium grant (PPG) and PP+ based on January 2018 census | |
Total number of students on roll | 57 students |
Total number of students eligible for PPG (January 2019) | 37 Ever 6 FSM 57 students on roll 65% |
Students in years 7 to 11 recorded as Ever 6 FSM £935 | £34 595.00 |
PP+ Detailed through Personal Education Plans reviewed termly. | 12 LAC 21% |
Total number of students eligible for PPG and PP+ (January 2019) | 49 students 86% |
The Education Endowment Foundation Toolkit is used to inform planned intervention and details evidence of strength of impact.
1 Area for Development: Reading Comprehension £4065.00 Moderate impact very low cost extensive evidence. | ||||
Barrier and Proposed impact | Strategy | Cost | Evaluation | Impact |
Too few students are reaching the expected level in reading. Students not reading widely and often. Reading books lacked structure. 80% of students demonstrating that their reading ages increase to be closer to their chronological age. | Accelerated Reader appears to be effective for weaker readers as catch up intervention based on evidence from the Education Endowment fund. It allows the students to read for pleasure as well as widely and often. Programme can also be linked to out of school use and will help develop links with parents. | Annual licence to use Accelerated Reader for each individual student £1000.00 Literacy activities planned by English Teacher shared across VTG. 50 mins per week 39 weeks £1365.00 Word Shark Licence £1000.00 Recognition of achievement vouchers and experiences. £350.00 Newspapers, magazines, books £350.00 Speech and Language Therapist £400 per clinical day 35 days £14000 not costed PP | Literacy Lead reporting to SLT | 72% of students have functional reading ages through reading regularly. 32 %increase to be closer to their chronological age Progress on Accelerated Reader as evidenced through the standardised Star test. There has been enough of a positive impact with achieving 9 years 6 months to suggest we should refine and develop the intervention to ensure targeted pupils achieve a functional reading age. Reading books coded to support selection at appropriate level. A focus on reading widely is developing as some students are more able to engage in a range of texts. Reading is part of daily tutor routine. |
2 Area for Development: Phonics Development £4250.00 Moderate impact very low cost extensive evidence. | ||||
Barrier and Proposed impact | Strategy | Cost | Evaluation | Impact |
Literacy skills needed to access curriculum. 80% students demonstrating that phonic skill development supports their reading ages increase to be closer to their chronological age. | Research indicates that the teaching of phonics should be explicit and systematic to support students in making connections between the sound patterns they hear in words and the way that these words are written. Fresh Start is a catch-up literacy intervention for students at risk of falling behind their peers. It provides systematic and rigorous practice in phonics. Students are assessed and then grouped according to their levels of reading ability. Teaching begins with recognition, practice and blending of sounds and graphemes, based on a set of module booklets. | Fresh Start Resources £200.00 Delivery costs 50 minutes 5 sessions 39 weeks 195 sessions £20.00 £3900 Phonics books £150 | Fresh Start Team RW (IP) Reporting to ST | 100% of students demonstrating that phonic skill development supports their reading ages increase to be closer to their chronological age. Intervention has positive impact however staff absence undermined effectiveness. |
4 Area for Development: Mastery of maths skills £2815.00 + Moderate impact very low cost moderate evidence. | ||||
Barrier and Proposed impact | Strategy | Cost | Evaluation | Impact |
Too few students fluent in computational mathematical skills. Basic skills not embedded 80% of all students using MathsFacts in a Flash and mastering at least 1 level. 70% of all students demonstrating an increase in Star Maths test scores evidenced through increase standardised scores. | Mastery learning has been identified as a learning strategy with good potential. Delivery through VTG created opportunity for peer support with games and directed activities to support students to achieve a high level of success / fluency in basic computational skills (+ - x ÷) Whole Staff Training Number Shark selected to support regular practice through games. Star test to baseline for MathFacts in a Flash. MathFacts in a Flash selected as students achieve the ability to recall math facts instantly and accurately. Becoming fluent in maths facts towards developing maths mastery. It is highly rated for progress monitoring mastery measurement National Center on Intensive Intervention. | Number Shark £1000 MathsFacts in a Flash £300.00 Numicon Resources Dragon Games Number books £150 Numeracy activities planned by Maths Teacher shared across VTG. 50 mins per week 39 weeks £1365.00 | Numeracy Lead data reporting to SLT | 89% (42 / 47) pupils 94% (46/49) by June using MathsFacts in a Flash and mastering at least 1 level. Target of 70% of pupils with at least 2 levels per pupil set in January. At 66% in January. June – 71% (35/49) of pupils have mastered at least 2 levels 29/49 pupils have made progress since Janurary. Next STEP – remaining 20 pupils targeted to make progress by the end of the summer term 71.8% of students are demonstrating an increase in Star Maths test scores evidenced through an increase percentile scores. |
Total PPG received | £34595.00 |
Total PPG expenditure | £34130.00 |
PPG remaining | £465 |
NB Speech and Language Therapist funding additional – Year 7 focus language group and assessment – staff dev
[1]SLT/ SIP/SEF/Events 2017
[2] A compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment. Department of Education (2015)