Pupil Premium & Catch Up Funding

 

Pupil premium is a Government initiative which targets certain pupils who need extra support in order to reach their potential.

At The King's School we will be using the indicator of those eligible for free school meals as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment.

In order to meet the above requirements, the Governing Body of The King's School will ensure that provision is made which secures the teaching and learning opportunities which meet the needs of all pupils.

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of key stage 2 (KS2).

Schools receive an additional £500 for each pupil in their year 7 intake, who fulfils this criteria.

The headteacher on behalf of the Governing Body can decide how that funding is spend and is accountable for ensuring it has maximum impact.



Year 7 Catch Up Funding Action Plan 2016-17

The literacy and numeracy catch-up premium gives schools additional funding to support

year 7 pupils who did not achieve at least 100 in reading and/or mathematics at the end

of key stage 2 (KS2- Primary School).

All state-funded schools with year 7 pupils receive this funding.

We have currently identified 35 pupils eligible for the catch-up premium in the academic year 2016-17. This is made up from:

Literacy – 9 students
Numeracy – 8 students
Both Literacy and numeracy – 18 students

The King’s plan to use this money for the following projects and interventions:

 Strategy  Impact  Cost
 Small group reading Increase in the number of students making expected progress.  £5,938
 Small group Maths skills Increase in the number of students making expected progress.  £2,096
 Positively mad Numeracy  session

Increase mental maths skills and confidence in students of all abilities.

Inspire students to improve their numeracy skills and to reach their targets

 £595
 Positively mad literacy  session Improvement in reading comprehension and fluency.  £595
 PET XI Intensive numeracy programme Minimum 70% students (within a three scaled score range banding) up to the next banding  £5000
Subject bidding pot A pot of money specifically ring fenced to allow subjects areas to bid into to put into place an initiative or resource which will raise attainment levels of Catch Up in their subject area. £3276

 

Year 7 Catch Up Impact Review 1

Year 7 Small Group Reading (Sept – December 2016)

Since September 2016, 5 pupils have been involved in small group reading focussing on comprehension skills.

Impact

Average reading age increase of 8 months

(Evidence sources: Accelerated reader Jan 2017)

 

3/5 students now making expected progress in English.

2/5 students now making good progress in English.

(Evidence source: Autumn 2 data entry)

 

Positively Mad – Literacy and Numeracy

The full day workshop was delivered to all year 7 catch up literacy and numeracy students. The session aimed to:

  • Increase mental maths skills and confidence in students of all abilities.
  • Improve reading comprehension and fluency.(Evidence source – student voice questionnaire Jan 2017)

Impact

Student voice – 85% of students found the session fun and engaging. Student voice demonstrates that the most useful skills students acquired were:

  • Utilising songs/rhymes as memory techniques
  • Mind mapping tools
  • Simple arithmetic tricks

PET XI Numeracy Course

22 students took part in an intensive 5-day numeracy course

Aims of the course were to encourage students to:

  • Build confidence in calculating answers in the four basic operations
  • Apply correct skills required in showing working out in more complex questions
  • Develop confidence in using mental arithmetic skills
  • Practise working as part of a group to achieve a common goal

Impact

After the day 5 assessments 15 students achieved at least one scaled score band improvement.

In total, there were 21 individual scaled score band improvements and 1 student consolidated their level. (Evidence source: PET xi numeracy evaluation report)

Student Voice

“I love all the time and effort all the company people gave us. I want them all to come back it was that fun. I loved all the games we played.”

“Pet-Xi is good because the people are so kind.”

“I love everything I did this week and I hope I can do it again with the same team.”

“Amazing and really helpful”

(Evidence - students’ feedback forms available Jan 2017)


Year 7 Catch Up Impact Review 2

Accelerated Reader Programme – Peer reading

  • To support Y7 catch up pupils to improve their reading age and comprehension skills

 

Since November 2016 Y7 catch up students have benefitted from working with trained reading mentors. The impact so far has been an increase in the amount of reading taking place as well as better comprehension for example:

  • Students A (female) – 5 books read March. 83% pass rate on the comprehension  tests and 11 month increase in reading age.
  • Student B (male) – 2 books read Nov-Mar 80% and 50% pass rates on the comprehension tests and a reading age increase of 1 year and 1 month. This pupil has doubled the level of difficulty of the books he reads. 
  • Student C (male) – 2 books reads Dec – March.  100% and 80% pass rates on the comprehension tests and increased his reading age by 1 year and 4 months
  • Overall reading age increase of on average 6 months across the 7 students

 

Accelerated Reader Programme – Whole Yr 7 Catch up cohort

  • To support Y7 catch up pupils to improve their reading age and comprehension skills

 

Since November 2016 Y7 catch up students have benefitted from 25 mins independent reading in chapter time. The impact so far has been an increase in the amount of reading taking place as well as better comprehension for example:

  • Students A (female) – 5 books read March. On average a 96.7% pass rate on the comprehension tests and 1 year and 8 month increase in reading age.
  • Students B (Female) – 4 books read March. 83% pass rate on the comprehension tests and 11 month increase in reading age.
  • Student C (male) – 2 books read Nov-Mar On average 85% pass rates on the comprehension tests and a reading age increase of 2 years.
  • Student D (male) – 7 books reads Nov – March.  On average 94.4% pass rates on the comprehension tests and increased his reading age by 1 year.
  • Overall reading age increase of on average 7 months across the 35 students

 

Yr 7 Small group reading (December 2016 – April 2017)

Since September 2016 2 pupils have been involved in small group reading focussing on comprehension skills. 1/2 of the students are now making expected progress in English and both have improved their reading standardised score by 4 and their reading ages by 9months and 4 months.

 

Small group Maths Intervention

Students follow a 2 month programme with 1 hour a week focussing on improving basic numeracy skills in the four basic functions (add, subtract, multiplication and divide).

Impact

80% of the students increased on their initial assessment scores by between 15% and 30%, this on average an increase of 22%.

 

Impact Review Statement 2015-16

Pupil Premium at The King’s School 2015/16

The King’s School is committed to closing the gap and ensuring that every pupil achieves.  The Pupil Premium is additional funding given to publicly funded school, in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

The King’s School Pupil Premium Funding Allocation:

2015/16: £132,740

2016/17: £135,880

Pupil Premium Spend for 2015-16:

Pupil Premium used for:

New or additional intervention activity or action

Brief summary of the intervention or action:

Outcomes:

Education Endownment Fund:

Cost of intervention

Instrumental tuition

Additional

External music specialists to deliver music lessons to students. 

1 PP student sat ABRSM exam.

Lessons take place once per week. 

Students were given the opportunity to access instrumental lessons. 

There has been an increase of 24% PP students taking music GCSE.

+5 months

£3000

Maths Fellowship - in Association with Keele University Maths graduate programme

 

Targeted intervention

Targeted intervention for students at risk of not making expected progress in Maths.

21/31 (68%) students on the Maths fellowship programme met or exceeded their target grade.  

50% 3LOP

Average grade B-

+5 months

£3000

Barrier to learning

New

Raising aspirations Targeted groups of PP students to take part in a range of externally provided sessions to raise aspirations and develop confidence.

Student voice and staff voice indicated the success of this initiative.    Attendance to external events raised student aspirations with 100% attending career interviews. 

 

+3 months

£1200

Provision of learning mentors AN/KH/JB

Additional intervention

To improve outcomes of targeted PP students in literacy and numeracy.

% gain on key headline figures in 2015

5ACEM +12%

Basics +10%

Maths A*-C +10%

Maths 3LOP +18%

+1 month

£16,328

Subject Area Bidding Pot

 

New

A pot of money specifically ring fenced to allow subjects areas to bid into to put into place an initiative or resource which will raise attainment levels of Pupil premium in their subject area.

Student’s attended subject specific trips.  Students coursework for PP was on target or one grade above.

Geography – 100% student achieved at least target grade.  85% achieved at least one grade or above target. PE- 100% students increased their practical marks by at least one grade.

 

No data available

£3000

Maths and English support

 

New

Appointment of additional teaching hours English and Maths lessons by a qualified and experienced teacher.  Reduce class sizes   Staffing for additional numeracy and literacy lessons. 

Summer 2016 results showed a 14% increase in maths results. English results are still above national average.  

Maths A*-C +14%

Maths 3LOP +17%

English 4LOP +18%

 

+5 months

£64,525

Barriers to Achievement

– Parental Engagement

 

New

School Comms system to improve communication between school and home. 

95% parents/carers registered to the system with mobile phone numbers.  67% parents/carers registered to the system with email. 

+3 months

£500

Barriers to Achievement

- Attendance

 

New

Attendance manager -Staffing costs to follow up unexplained first day absences from school.

Attendance for PP students across the whole school has increase by 1.22%. 

 

Attendance gaps between PP and NPP:

Y10 4.35% in 2014-15 has decreased to 0.7% in 2015-16.

 

No data available

£5000

 

Mentoring

 

 

 

 

 

 

 

 

 

 

 

 

New intervention

Develop the progress manager role as an advocate for PP students across the school. Works with students providing assertive mentoring to ensure the student achieves their learning goal. 

Whole school Intervention Support Programme (ISP) has reduced the number of students not making expected progress. 

 

ISP Summer 2

Year

PP

other

7

1

0

8

2

4

9

3

1

10

6

2

Vast majority (85%) of PP students making at least expected progress across the school at Summer 2 2016.

+1 month

 

 

 

 

 

 

 

 

 

 

£26,327

 

 

 

 

 

 

 

 

 

 

 

Accelerated Reader

Additional intervention

Literacy intervention programmes – Accelerated reader and Lexia to support LPAG PP students. Lexia – Extension of catch up in Y7 for students below level 4 on.

Proportion of pupils at or above National reading age standards has increased for all year groups.  A 20% increase in year 10 and a 16% increase in year 7.

 

Disadvantaged students show improving trends in all years.

Gap to national average for pupil premium students has closed as pupils move up through the school.

+5 months

£2700

 

Pupil Premium Action Plan 2016-17

Pupil premium strategy statement:

1.   Summary information

School

The King’s CE (A) School

Academic Year

2016/17

Total PP budget

£135,880

Date of most recent PP Review

N/A

Total number of pupils

347

Number of pupils eligible for PP

147

Date for next internal review of this strategy

Jan 2017

 

2.   Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015/16 only)

29.7%

52.4% (64.7%)

% achieving expected progress in English / Maths (2015/16 only)

78.4% / 32.4%

97.4% / 62.5%

Progress 8 score average (from 2016/17)

-0.71

-0.34 (0.12)

Attainment 8 score average (from 2016/17)

38.74

49.54 (52)

 

3.   Barriers to future attainment (for pupils eligible for PP including high ability)

 

 In-school barriers (issues to be addressed in school, such as poor literacy skills)

A.  

Literacy skills entering Y7 are below national average, but in particular for PP students, preventing them from making good progress in Y7.

B.  

Numeracy skills of students are below the national average, but in particular Y11 PP students, preventing them from making good progress in Y11 and increasing the gap between disadvantaged and other students at the end of KS4.

C.

Male aspiration and engagement.

D.

Attainment of the highest grades 9/A*

 External barriers (issues which also require action outside school, such as low attendance rates)

E.

Attendance rates for pupils eligible for PP are 90% (below the target of 97%).  This reduces their school hours and causes them to fall behind. 

 

4.   Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.  

Literacy skills entering Y7 are below national average, but in particular for PP students, preventing them from making good progress in Y7.

Evidence can be seen through:

(i)            the accelerated reader programme, where average reading age will be significantly increased (+1 year). 

(ii)           English written assessments at Y7 October, March and June. 

B.  

High levels of progress in numeracy in Y11 to close the gap between disadvantaged and other students. 

100% PP students achieve at least expected progress and 50% exceed expected progress in maths. 

Other pupils still make at least expected progress. 

(i)            Maths fellowship programme shows an increase in student progress.

(ii)           PPTA learning log provides personalised ‘same day’ intervention for each student.  Learning log tacks student progress. 

(iii)          Quality first teaching – all observations will show that teaching is good or better. 

C.  

Male aspirations and engagement

Assessment data to be analysed each half term by each faculty.  Data discussed with line managers and individual teaching staff.

ISP intervention to be effectively deployed to support student in making at least expected progress across all subjects.

Students to attend careers interviews to support them in deciding a career path at post 16.

Paired reading during Accelerated Reader time to support low attaining boys in engaging with the programme.

D.  

 Attainment of the highest grades 9/A*.

 Assessment Data to be analysed each half-term by departments of the progress of 9/A* target students and discussed with line managers and through the PP champion meetings.

Data and student progress of high attaining students to be discussed at SLT and HoF meetings.

CPD to be identified for 9/A* GCSE courses and departments to disseminate findings. Examples of good practice to be shared across faculties.

E.   

Attendance rates for pupils eligible for PP are 90% /9below the target of 95%).  This reduces their school hours and causes them to fall behind. 

Reduce the number of absentees’ amount pupils eligible for PP so that attendance improves from 90% to 95%.

The gap between disadvantaged students and other has decreased by 1.8% from 3.74% to 1.94% in 2015-16. 

Use of PPTA to liaise closely with home to discuss student progress.

PPTA in English and Maths to support low attendee students supporting their integration and learning within these subjects.

 

Pupil Premium Live projects and development plans for 2016-17

Below are the planned expenditures for 2016-17, designed to help close the gaps, raising attainment and support our disadvantaged pupils at The King’s School.

Action Point

Pupil Premium used for:

New or additional intervention activity or action

Brief summary of the intervention or action:

Intended Outcomes:

Education Endownment Fund:

Cost of intervention

AP1

Accelerated Reader Programme:

Continuation

Accelerated Reader Programme.

All tutors to promote independent reading during AR time. 

Male PP students to be pair with TA to read during this time.

Male PP students form the bottom 15% of low literacy levels in year 9, these students to read with TA/chapter leader during this time

Appointment of reading mentor to work with targeted students to help improve their reading and comprehension skills.   

To close the biggest gap between disadvantaged and other students in year 8.

Eradicate the significant underperformance of Pupil Premium male students in years 8,9 and 10.

To improve the reading ages of male N students.

+5 months

£2,700

 

 

£4,000

AP2

Attendance:

Continuation

RAG letters sent to parents. 

Rewards and point system.

Weekly attendance update during tutor time

Chapter leaders to raise the awareness of low levels of attendance and the impact this has on student progress.   Student attendance figure will be shared with students each week.

Attendance officer who tracks and monitors students on a daily basis.

To raise the proportion of students attending school from 93% to 95%.

No data available

£18,000

AP3

Behaviour

Continuation

Engagement with DofE programme.

C sanction system

Monitoring and tracking of report cards. 

Rewards and praise: success in the classroom are rewarded by a progress judgement on a card and results in trips.

Praise postcards ad achievement letters sent home.

Careers guidance given to students is linked to progress report.

Appointment of behavioural support mentor in APU.

To reduce the number of behaviour issues by males.

 

To reduce behaviour incidents by 10%.

 

Currently there have been 1433 behaviour incidents so far this academic year. 

 

 

 

 

 

 

 

 

+4 months

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£4,000

AP4

Maths

Continuation

To focus on the lower ability male students in maths. 

Maths fellowship programme to support and engage male students and increase the number of students making expected progress. 

Effective deployment of maths staff within lessons.  

Booster sessions to improve student performance.

To improve the progress of students in maths by a further 10% in progress and achievement. 

 

+5 months

£3000

AP5

Raise Aspirations

Continuation

Y11 Positively mad session delivered to student engaging them with revision techniques and preparation for exams.

Teacher training sessions delivered for staff to embed revision tools and strategies.  

The Birks trip developing social, and emotional wellbeing.

Year 9 motivational session to engage male PP students.

To continue to close the gap between PP students and 'others' in all key school performance measures.

+8 months

£2500

AP6

ISP

Continuation

The performance of significantly underperforming students is closely tracked and monitored. 

Each ISP students progress is discussed with the student and progress manager

To support students in achieving at least expected progress across all subjects.  

+1 month

£26,327

AP7

Subject Bidding

New

Individual subjects submit a bidding form requesting support for resources in which they highlight the impact on the students.

Support for uniform, trips, educational visits. 

To support each department in ensuring that no pupil misses out due to financial constraints.

Improve the quality of T&L to ensure provision for pupil premium students is at least good. 

No data available

£13,000

AP8

Appointment of additional maths and English teacher

 

Recruitment of an additional English and maths teacher has allowed for smaller classes across all year groups.

In addition, it has also allowed focussed intervention sessions to take place with targeted students. 

To support students in achieving at least expected progress within core subjects.

 

£44,000

AP9

Instrumental lessons

Continuation

External music specialists to deliver music lessons to students. 

Students were given the opportunity to access instrumental lessons. 

Students were entered for ABRSM examinations.

+5 months

 

AP5. Raise Aspirations

  • To close the gap between PP students and 'others' in all key school performance measures

 

Positively Mad:

The ½ day training session delivered to all Y11 students engaged them with practical revision strategies. 

A training session was delivered to all teaching staff following the Y11 session so as both staff and students are able to utilise and implement strategies to support student development. 

  • 94% of staff rated the session 4/5 or better.
  • 100% students questioned rated the session 3/5 or better.   

                                                                                      

(Evidence:  Positively mad data analysis)

AP6. ISP

  • To support students in achieving at least expected progress across all subjects

 

There are currently 7 students on an Intervention Support Programme (ISP) that are Pupil Premium. Their performance this term can be shown below. The N count for the cohort has increased from last term however the gap between pupil premium and non pupil premium has narrowed to just 1%.

 

Total grades

Aut1 N count

Total Grades

Aut2 N count

PP

155

55 (35%)

86

38 (44%)

Non PP

119

56 (47%)

235

95 (40 %)

 


 

Click here for an example of outstanding work.

 

(Evidence Source: ISP Aut 2 Review)

AP8. Pupil Premium and SEN ISP Case Studies

Through the work of the ISP programme there have been many students who have shown great success in improving their progress across a range of subjects in school. Student X has been working alongside the progress manager and staff at The King’s and over the Autumn term has shown great improvements in progress in the targeted subjects. In particular the work completed in French is exceeding his current targets. 

Teacher comment: “I am really pleased with Student X progress in French this term as he is now currently making ‘good’ progress in this subject.”

Another example of the impact of the ISP programme is Student Y. Following intervention through the SLT report monitoring card and external agencies, Student Y behaviour has significantly improved and this is having a positive impact on the progress he his making.

Behaviour points have shown to promote positive behaviour at The King’s. The behaviour points of Student Z have been closely monitored and intervention with parents, SLT and external agencies have supported the student in improving behaviour.

 (Evidence Source: ISP Aut 2 Review)

AP7. Subject Bidding

  • To support each department in ensuring that no pupil misses out due to finanical constraints
  • To improve the quality of teaching and learning to ensure provision for all pupil premium students is at least good

 

AP4. Maths

Intended Outcome: 65-79% lessons at KS3 actively using mini whiteboards through targetted key questioning.

Mini whiteboards have begun to become part of the fabric in lessons over term 1. They are proving successful in building PP students’ confidence in ‘having a go’ and not being afraid to make mistakes as a result pupils are becoming more independent by not asking the teacher for help immediately. 

  • Techer X is developing a mini whiteboard practice for plenaries – to be shared across the faculty in the first instance.

Pupil Voice:

'It doesn't matter if I get it wrong I can rub it out'

'It's helped me with my confidence'

(Evidence Source: Maths pupil voice date: March 17 )

 

Art:
Intended Outcome: 97-100% of GCSE students will make more than expected progress.

The Art bid for resources such as Acrylics, high quality colouring equipment, printing equipment to support GCSE students in making at least expected progress. 100% Y11 GCSE students making at least expected progress in AO3 where they are required to consider their ‘methods of drawings’ in Art.  Resources have allowed students to engage with A03 by developing their skills in tonal drawings and shading using the new high quality resources.

 

(Evidence Source: Autumn 2 data entry; Art Coursework tracker: One drive)

 

PE:

Intended Outcome: To engage students with extra curricular activities.
The PE department placed a pupil premium bid allowing them to purchase essential equipment such as footballs, volleyballs and badminton rackets. These key pieces of equipment have increased student engagement in lessons allowing smaller groupings for tasks and increased differentiation opportunities.  The funding has also provided equipment for extra-curricular activities allowing PP pupils to participate at lunchtimes and after school and has led to an increase in participation by 50% over all year groups.  The funding has had significant impact with year 8 volleyball, with 100% of the students making expected progress within this unit of the curriculum.

 

 (Evidence Source: Autumn Science data review: One drive)

 

Intended Outcome: To increase GCSE PE students practical scores by at least one grade.

The year 11 GCSE trip to Standon Bowers engaged students with the practical aspect of the GCSE PE course.  On the 3-day trip students engaged with BMX biking, mountain biking and orienteering, students developed each of these skills and were then assessed.  Following their assessment it was clear to see the impact of the trip with 100% pupils increasing their GCSE performance marks by at least 1 grade.

 

(Evidence Source: GCSE PE coursework tracker: One drive)

Impact Review 2