Bishop Stopford S Pupil Premium 2016-17 Review
BISHOP STOPFORD’S PUPIL PREMIUM 2016-17 REVIEW
Schools are held accountable for the spending of these monies and performance tables will capture the achievement of disadvantaged students covered by the Pupil Premium. This document details the impact of grant spending for the academic year 2016-17.
Planned focus an intervention for 2017-18 is also included as a result of the impact review that has taken place for the academic year 2016-17.
The Pupil Premium provides funding for pupils:
- who have been in receipt of free school meals (FSM) at any point in the past 6 years (ever 6) (£935 per child)
- who have been continuously looked after for the past six months (£1900 per child)
- who are adopted from care under the Adoption and Children Act 2002 1 or who have left care under a Special Guardianship or Residence Order (£1,900)
- for children whose parents are currently serving in the armed forces, or whose parent /guardian is in receipt of a pension from the MoD (£300 per child)
Historical funding of Pupil PremiumOur Pupil Premium grant for the 2016/17 Financial Year is £240,295, which is 0.056% of our total budget. Financial year / Number of students / Amount of Pupil Premium funding / Summer School
2013-14 / 258 / £232,175
2014-15 / 276 / £272,115
2015-16 / 291 / £274,015 / £31,000
2016-17 / 257 / £240,295
Breakdown in PP expenditure 2016-17 as reported in Academic and Pastoral Meeting in June 2017Pupil Premium income£240,295
Category / Budget allocation (£)
Teaching salary / 195,191
Booster classes / 8,500
Learning mentors / 15,000
HLTA / 33,000
Inclusion officer (salary) / 9,792
Additional educational needs / 700
Student Resources / 4,000
Rewards / 1,800
CATS Tests / 4,032
Careers guidance / 3,300
Breakfast Club / 300
After School Club / 20
Free School Meals Music Tuition contribution / 1,062
Total / 276,697
Overspend / 36,402
We have developed the use of the funding alongside main school funding to diminish the differences in attainment. Funding is targeted and focused to ensure that our disadvantaged students improve their academic outcomes and that their achievement is in line with National standards and with those of all students within the school. Based on research from the Education Endowment Report we have directed the funds towards the most effective interventions. We have strategically identified the needs of individual students (their preferences and barriers to learning), evidenced by the increased provision in the year 2016-17.
Additional Provision for Pupil Premium Students identified as SEND
A total of 59 pupil premium students were identified as SEND in the academic year 2016-17. Pupil premium funding is used to support these students through intense intervention programmesYEAR GROUP / Yr7 / Yr8 / Yr9 / Yr10 / Yr11
Total number of pupil premium students accessing alternative in school provision / 22 / 10 / 7 / 10 / 10
Nurture group / 6 / 2 / 0 / 2 / 9
Numeracy catch up / 5 / 1 / 3 / 3 / 4
Ruth Miskin Literacy / 7 / 2 / 2 / 4 / 3
Data Pac literacy / 0 / 0 / 2 / 4 / 4
Speech and Language / 5 / 0 / 2 / 1 / 6
In class support / 22 / 10 / 7 / 10 / 10
Games club / 22 / 10 / 7 / 10 / 10
Breakfast club / 22 / 10 / 7 / 10 / 10
Homework club / 22 / 10 / 7 / 10 / 10
Learning mentor 1 to 1 / 4 / 5 / 2 / 4 / 9
Learning mentor transition group / 4
EP / 0 / 1 / 0 / 3 / 1
Exam Access Testing / 8 / 8
Multi-Agency support / 0 / 3 / 5 / 5 / 3
Achievement and Progress
Based on the most recent progress data for 2016-17English – expected progress / English – above expected progress
Year / PP / Non PP / Gap / PP / Non PP / Gap
7 / 87% / 78% / +9% / 33% / 16% / +17%
8 / 62% / 75% / -13% / 22% / 7% / +15%
Maths – expected progress / Maths – above expected progress
Year / PP / Non PP / Gap / PP / Non PP / Gap
7 / 85% / 81% / +4% / 40% / 42% / -2%
8 / 71% / 66% / +5% / 24% / 18% / +6%
English P8 / Maths P8
PP / Non PP / Gap / PP / Non PP / Gap
9 / +0.12 / +0.14 / -0.02 / -0.3 / -0.27 / -0.03
P8 / A8
Year / PP / Non PP / Gap / PP / Non PP / Gap
10 / -0.16 / -0.07 / -0.23 / 4.49 / 4.88 / -0.39
11 / -0.19 / +0.3 / -0.5
Context: Number in brackets denotes number of studentsBishop Stopford’s School 2015-16 / Bishop Stopford’s School 2016-17 / National 2015-2016
Number of students on roll / 718 / 783
Fixed Term Exclusion / 5.15% / 5.2% / 8.46%
Permanent Exclusion / 0.14% (1) / 0.38% (3) / 0.17% (1)
Fixed TermCategory / Bishop Stopford’s School 2015-16 / Bishop Stopford’s School 2016-17 / National 2016
FSM (126 and 109) / 11% (14) / 6.15% (8) / 23.08%
Non FSM / 2.9% (17) / 3.06% (20) / 6.24%
LAC (5 and 19) / 10.5% (2) / 16.25% (2015)
PermanentCategory / Bishop Stopford’s School 2015-16 / Bishop Stopford’s School 2016-17 / National 2016
FSM (126 and 109) / 0% / 1.5% (2) / 0.53%
Non FSM / 0.17% (1) / 0.15% (1) / 0.12%
LAC (5 and 19) / 0% / 0.22% (2015)
AttendanceAbsence Rate / Bishop Stopford’s School 2015-16 / Bishop Stopford’s School 2016-17 / National 2015-16
Overall absence rate / 5.5% / 5.3% / 5.2%
FSM / 7.2% / 7% / 8.5%
LAC / 4.6% / 7.3%* / 4.8%
Persistent Absenteeism / Bishop Stopford’s School 2015-16 / Bishop Stopford’s School 2016-17 / National 2015-16
Persistent Absenteeism / 10.1% / 12.8% / 13.1%
FSM / 20% / 14.2% / 27%
LAC / 0.2% / 0.6%* / 12.5%
*LAC student numbers in 2015/16 = 5, in 2016/17 = 19
Pupil Premium Expenditure 2017-18
Number of PP students on roll: 263Year 7 / 57
Year 8 / 58
Year 9 / 40
Year 10 / 37
Year 11 / 30
EAL / 7
Number of LAC: 14 students (4 section 20, 9 section 31)Year 9 / 1
Year 10 / 3
Year 11 / 6
Year 12 / 4
Desired outcomes and how they will be measured / Success criteria
Students eligible for PP in Year 7 to make at least expected progress in English and Maths / 90% of Students eligible for PP in Year 7 to make expected progress to meet their end of year predictions.
To diminish the difference in achievement outcomes at GCSE in English and Maths for students eligible for PP / Students eligible for PP in Year 11 to achieve Maths and English GCSEs in line with non PP students
To close the overall progress 8 and attainment 8 gap between PP and non PP students / Positive progress gap score for all year groups, with particular focus on Year 11. Increase in overall A8 score for PP students
Improved attendance rate of LAC students / Absent rate to be in line with the national rate of 4.8%
Enhanced student engagement including involvement in extra-curricular activities and learning opportunities outside of the classroom. / The percentage of PP students with behaviour incidents/fixed term exclusions continues to fall and is below that of students who are non PP. PP attendance to extra-curricular activities, intervention sessions and learning opportunities increases
Lack of access to educational resources such as the internet, books and study equipment / 100% of PP students have access to the materials they need in order to be able to fully access the curriculum.
Proposed ActionDesired outcome / Chosen action/approach / What is the evidence and rationale for this choice?
A. Students eligible for PP in Year 7 to make at least expected progress in English Maths / Develop high quality literacy and numeracy provision, part funding the employment of AHTs in English and maths.
Accelerated reading programme will be purchased and employed
NGRT screening, CATS testing, TALC 2 testing and Data-Pac materials used for early identification of PP students with barriers to learning
Targeted intervention through Ruth Miskin and Numeracy Catch-up programmes for all PP students identified as below expectation/SEND / In Year 7, 59 students were below the threshold for reading and/or maths. 22 of these students are pupil premium
Of the 45 students identified as pupil premium in Year 7, half achieved below the expected standard for reading and/or maths. 19 students were below in reading, 12 in maths with 1/5 of Year 7 pupil premium students below in both.
Higher literacy and numeracy content of new specifications means there is an increased need to bridge the gap and ensure high achievement of all
Research shows that early intervention to reduce the literacy and numeracy gap has a significant impact on overall achievement in future years. For PP students who do not have such readily available access to literary materials, in school resources and support are crucial
- To diminish the difference in achievement outcomes at GCSE in English and Maths for students eligible for PP
Small group, targeted sessions for identified PP students within English and maths who are underachieving
KS4 revision material available without cost.
TA deployed to specific classrooms to ensure specific support to underachieving PP students
Maintain staffing levels to facilitate smaller classes in core subjects
Development of LSU to incorporate students in all year groups who are identified as underachieving PP
Ongoing targeted intervention literacy and numeracy intervention for PP students identified as SEND / Students from low income households are less likely to receive private tuition, with a figure of 18% compared to 35% in high income households (Education Endowment Foundation)
Of the 26 students who were below expected KS2 reading scores, 50% are pupil premium
There are 31 students in Year 8 who did not meet the expected threshold for reading and maths in KS2. Of these students 15 are pupil premium.
Direct funding ensures that PP students do not face barriers to their learning due to financial restrictions.
- To diminish the overall difference in progress 8 and attainment 8 between PP and non PP students.
Whole school CPD focusing on understanding data and how to use this to raise the achievement of all PP students, including those of lower, middle and higher ability
Stretch and challenge materials to be purchased and utilised to target high ability PP students
Establishment of whole school homework club after school with library and computer access
Continuation of lunch time homework club within the IT faculty to allow access to computer/online educational resources
Opening of library at lunch times
CtG meetings with all Heads of Year to ensure strategy planning for PP students
Provision of revision materials at no cost
Enhance access to cultural enrichment subjects such as Music, Drama, high quality literature
Free Music tuition lessons
Exam access assessments completed for all PP students who are identified as SEND / Research shows that quality feedback can add as much as 8 months progress to learners, at minimal cost
Targeting of strategy should be based on disadvantage not prior attainment. It is important to target all pupil premium students who are falling behind whatever their prior ability
Studies by the Education Endowment Foundation show that students from low income households are significantly less likely to have support with homework tasks
Access to educational resources will facilitate the learning of those students who do not have such resources at home
The progress 8 gap for students in Year 11 (exam cohort 2016-17) was -0.49.
In school data shows that whilst students in Year 7 and 8 have a positive progress gap for English and maths, in later years the gap is negative.
The pupil premium progress gap is notably highest in subjects that require greater access to educational resources such as computers, musical instruments, the theatre and high quality literature
- Improved attendance rates of LAC students
Whole school CPD on the social and emotional issues faced by LAC students
Year 6 – 7/in school admissions - targeted transition work via learning mentor and EAL provision
Development of buddying system
Targeted intervention and support through PEP meetings
TA support within the EAL provision and expansion of staffing to facilitate support students with learning and personal development
Aspiration walls for all year groups and development of school alumni
Targeted one to one career’s advice for LAC students / DFE study in 2011 highlighted the range of factors that contributed to low attendance rates amongst LAC students, ranging from underlying social and personal issues, low self-esteem and economic circumstances to stability issues and attitudes to education in the home environment prior to care
Research indicates that few teachers have received specific training on meeting the needs of LAC students
Research also shows that transition from Primary to Secondary school is particularly challenging for Looked After Children who require greater consistency and stability
Absence rates in 2016-17 were significantly higher for LAC students than they were in the previous year, with percentages of 7.3% compared to 4.6%
The number of LAC students on roll has risen from 5 students in 2015-16 to 19 students in 2016-17
- Enhanced student engagement of PP students including involvement in extra-curricular activities and learning opportunities outside of the classroom..
Relative inclusion of PP students on school council to ensure high level of involvement in whole school development / Student voice is an empowering tool for students with PP and enables them to contribute to whole school development.
This increases their engagement and buy in
Increased use of student voice to determine extra curricular provision that links directly to student need / Student involvement in the selection of extra curricular activities will ensure increased student buy in
Mapping extra curricular provision to identified need will ensure that it supports learning and progress more effectively
Nurture group at KS3
Breakfast club at KS3
Games club / Direct funding for clubs targeting students with need. PP students directly invited to attend clubs.
95% of PP should have attended one club in the academic year.
Homework club and Success lounge run for students who have difficulty getting access resources and areas to study.
- Lack of access to educational resources such as the internet, books and study equipment
Provide relevant students with laptops as needed. / Direct assistance to students to provide them with the resources they need to access the curriculum.
All targets met as listed above A-E / A vast range of extra-curricular trips and activities / Direct help to students to give access to enrichment; trips with particular focus on Theatre and museum venues.
Half term and Easter revision
. / Direct intervention and revision is seen to improve the outcomes for students.
Students from low income households are less likely to receive private tuition, with a figure of 18% compared to 35% in high income households (Education Endowment Foundation)
Parental questionnaires and surveys at every parents meeting with PP analysis / Questionnaires and parents survey conducted and every parents evening. Established PTA