Use and Impact of Pupil Premium Funding on Raising Student Achievement (Autumn 2015)

Use and Impact of Pupil Premium funding on raising student achievement (Autumn 2015): Pupil Premium Grant (PPG) and Free School Meals

Contents:

1. Context - what is the Pupil Premium?Page 2
2. Mark Hall Academy AimsPage 3
3. Use & Impact of 2014-15 spendPage(s) 4-8
4. Summary of expenditure/resources 2014-15Page(s) 9-12
5. Outline of allocation 2015-16Page(s) 13-14
6. Identified issues and spend 2015-16 Page(s) 15-16

1. Context:

At Mark Hall Academy, our motto of “Aspire, Endeavour, Achieve” is underpinned by “Achievement for ALLstudents”. High expectations and aspirations are an integral part of our ethos. We strive to ensure that we have a culture in which all staff do all they possibly can to ensure that the students reach their full potential and achieve the best possible outcomes in everything they do. We strongly believe that all students should have the opportunity to achieve well regardless of their economic or social situation. The PPG is intended to support these students to succeed and ensure that they are not disadvantaged in any way.

When we refer to ‘Pupil Premium (PP) students’, we mean students who are eligible for free school meals (FSM), are looked after children (LAC) continuously for more than six months, including those who have been adopted, or children who have parents serving in the Armed Forces. The most recent formula for calculating the PPG is based on students who have been eligible for free school meals at any point in the previous six years, known as the “Ever 6” calculation.

At Mark Hall Academy, the Vice-Principal (M.Hazle) is the senior leader responsible for the oversight of how the PPG is allocated. There is a named Governor (R.Levy) who works with the senior leader to ensure the funding is spent appropriately. The PPG spending is monitored by the Governors through reports to the Local Governing Body meetings.

Pupil Premium money is ring fenced to ensure that it is spent on the target group. Staff can bid for PP funding in order to enhance the opportunities for the target group. Staff are fully aware of which students are PP and must take account of this when planningSchemes of work, lessons and interventions as well as trips, extra-curricular/enrichment and other activities.Although the academy use a range of intervention strategies, our core focus is on ensuring that all students receive ‘quality first teaching’. The aim of the PPG is to close the attainment gap by funding targeted interventions and strategies within the academy.

1. Aims

• Mark Hall Academy will carefully ring-fences the funding at the beginning of the academic year so that it is spent on a targeted group of students.
• Mark Hall Academy will not confuse eligibility for PP with low ability, and will focus on supporting our disadvantaged students to achieve the best possible outcomes.
• Mark Hall Academy will thoroughly analyse those students that are underachieving in all years and in all subjects. Rapid and responsive intervention strategies will be put in place to help them get back on track in order to reduce the attainment gap.
• Mark Hall Academy will endeavour to adopt a ‘reflective’ approach and will carefully consider evidence from past experience and then use this information to inform the allocation of funding to strategies that are most likely to have the biggest impact on the outcomes for the targeted students. We will draw on research evidence (such as the Sutton Trust toolkit) and own evidence.
• Mark Hall Academy will strategically deploy teachers to intervention groups where required and utilise the strengths of support staff with a track record of raising progress and attainment. We will endeavour to recruit and then always deploy highly trained Learning Support Assistants who understand their role in helping students.
• Mark Hall Academy will make good use of achievement data to monitor the impact of interventions, rather than just evaluating the data retrospectively. This will be completed six times throughout the academic year.
• The academy will designate the Vice-Principal (Curriculum and Standards) as having the main responsibility for raising pupil achievement who will coordinate a specific working group of relevant staff on Pupil Premium outcomes.
• The Assistant Principal (Care, Guidance and Support) will coordinate his teams to provide the best possible pastoral and academic support.
• Mark Hall Academy will make sure that all staff maintain an up-to-date awareness of those students eligible for the PPG to ensure a shared accountability for accelerating their progress.
• The academy aims to ensure that quality first teaching meets the needs of each student, so as to avoid catch up intervention.
• Mark Hall Academy recognises the need to focus on more than just academic strategies and will seek to implement projects to tackle a range of issues such as attendance, behaviour, attitudes to learning, factors outside school, careers information, advice and guidance, literacy support, facilities for self-guided study and additional enrichment activities. This is in order to increase social mobility and to enable more students to go to the top universities.

1. Use & Impact of pupil premium spend 2014-15:

The PPG in 2014-15 was targeted to support a wide variety on intervention strategies. It is our belief that the most effective way to achieve the aims of the Pupil Premium Grant is for students to achieve the best possible GCSE grades as well as to have access to all curricular opportunities. To this end we direct the majority of funds towards academic interventions that are proven to effectively improve attainment and enrichment. Broadly, our strategy has three themes:

Staffing & Staff Development:

• Additional Sets in Core Subjects

Strategy: To support learning in the classroom by ensuring that class sizes are as small as possible, particularly in English, Maths and Science.

• Improving Attendance

Strategy: EWO support for students and families with low attendance.

• Counsellor Support

Strategy: Improved and personalised emotional support for students who need this to overcome barriers to learning.

• Learning Support Assistants

Strategy: Increased in-class support from LSAs to further personalise and support learning of students.

• Careers Information, Advice and Guidance

Strategy: Early and additional guidance is offered to students eligible for the PPG to ensure that they can be supported to pursue aspirational futures.

• Technician Support Assistants

Strategy: Increased in-class support from technicians in Science and technology to further personalise and support learning of students and enhance practical learning activities.

Study Support:

• Holiday Study Programmes

Strategy: A comprehensive programme of study support and revision classes has been offered in every school holiday except the Christmas break.

• Intervention Classes

Strategy: Personalised programmes of support, planned in advance and costed into the curriculum model have been offered to all Year 11 students eligible for the PPG to enable them to attain the best possible examination results.

• Small Group intervention

Strategy: Where required, targeted students were given small group/one-to-one tuition in key subjects including Maths & English.

Curriculum Enrichment:

• Enrichment Activities

Strategy: Curricular enrichment trips to be subsidised by 50% for all students eligible for the PPG and specific opportunities to broaden the horizons of those students to be offered.

• Additional Educational Resources

Strategy: Additional curricular resources have been purchased for PP students to enhance their learning experience. This is a personalised approach where students have been allocated resources which are best suited to help them make progress.

Outcomes of Pupil Premium – 2014-15:

In terms of 5+ A*-C (including English & Maths) the gap between our disadvantaged (PP) and non-disadvantaged (non-PP) students for 2014-15 was 33%. This compares to a gap of 26.9% nationally.

The gap for 2014-15 was greater than 2013-14. However, at the time of conversion to Mark Hall Academy, the overall increase for PP students increased dramatically from a very low base of 1% to 18%. The rate of closing the gap in 2014-15 was affected by the overall increase in results accelerating to 45% whereas the increase for Pupil Premium did not follow such a sharp rate of acceleration. This was due, in part, to a range of legacy issues inherited by the academy from the predecessor school.

English / KS 2 APS on Entry / APS Summer 2013
In 4 years they made… / APS Actual 2014
In 1 Year as an Academy / Mathematics / KS 2 APS on Entry / APS Summer 2013
In 4 years they made… / APS Actual 2014
In 1 Year as an Academy
Pupil Premium / 25.58 / 25.24
-0.34 / 32.20
+6.98 / Pupil Premium / 24.14 / 24.39
+0.25 / 31.00
+6.61
Non-pupil premium / 25.76 / 28.74
+2.98 / 33.63
+4.89 / Non-pupil premium / 26.06 / 26.77
+0.71 / 35.32
+9.26

• The Pupil Premium students in the Year 11 (2014-15) cohort entered the academy with a lower Average Point Scores (APS = 25.6 (Mark Hall Academy; National Average = 27.6) than previous years. Nevertheless, they made good progress in their time at the academy(2 years as academy). The APS for PP students in this cohort when in Year 7 (predecessor school) was 23. The APS for them regressed to 22.81 in the predecessor school. By the end of Year 11 at the academy, we shifted this to 32.08

Year 11 2013-14 Academy Open for 1 year - End of KS 2 APS on Entry, Academy Opening and Year 11 Exit

Year 11 2014-15 Academy Open for 2 years - End of KS 2 APS on Entry, Academy Opening and Exit

English / APS on Entry / APS Summer 2013
After 3 years / APS Summer 2015
After two years / Mathematics / APS on Entry / APS Summer 2012
After 3 years / APS Summer 2015
After two years
Pupil Premium / 23.00 / 22.81
-0.19 / 37.37 / Pupil Premium / 24.50 / 23.90
-0.60 / 32.08
Non-pupil premium / 26.59 / 26.98
+0.39 / 40.66 / Non-pupil premium / 27.23 / 27.01
-0.22 / 36.50
5 A*-C (inc. English & Maths) / Results 2013
(National in brackets)
Predecessor school / Results 2014
(National in brackets)
Year 1 MHA / Results 2015
(National in brackets)
Year 2 MHA / Improvement from 2013
All / 25% (60%) / 36% (55%) / 45% (56%) / + 20%
Disadvantaged / 1% (41%) / 18% (36%) / 17% (36%) / + 16%
Non-disadvantaged / 31% (67%) / 39% (62%) / 50% (63%) / + 19%
FSM / 1% (41%) / 18% (36%) / 17% (36%) / + 16%
Non-FSM / 31% (66%) / 39% (62%) / 50% (63%) / + 19%
LAC/CiC / 0% (20%) / 1% (15%) / n/a (16%) / n/a
3+ LOPS / Results 2013
(National in brackets)
Predecessor school / Results 2014
(National in brackets)
Year 1 MHA / Results 2015
(National in brackets)
Year 2 MHA / Improvement from 2013 / Target 2016 / Impact of 2014-15
expected rates of progress
(All students) / Impact of 2014-15
expected rates of progress
All / English
29% (70%) / Maths
49% (70%) / English
38% (70%) / Maths
56% (65%) / English
60% / Maths
55% / English
+ 31% / Maths
+ 6% / English
70% / Maths
65% / Maths & English
Year 7 = 100%
Year 8 = 92%
Year 9 = 76%
Year 10 = 68%
Year 11 = 52% / Science
Year 7 = 100%
Year 8 = 92%
Year 9 = 76%
Year 10 = 68%
Year 11 = 52%
PP / English
10% / Maths
22% (54%) / English
13% (58%) / Maths
41% (48%) / English
39% / Maths
30% / English
+ 29% / Maths
+ 8% / English
50% / Maths
48%
Non-PP / English
36% / Maths
59% (76%) / English
43% (75%) / Maths
59% (71%) / English
62% / Maths
58% / English
+ 26% / Maths
- 1% / English
76% / Maths
51%
MHA Non PP 2014-15 / MHA PP 2014-15
A*-C / 3LOPS / A*-C / 3LOPS / No of PP students
Art / 62% / 58% / 33% / 40% / 6
Business Studies / 80% / 64% / 0% / 100% / 1
Catering / 50% / 54% / 0% / 0% / 4
Child Development / 14% / 21% / 0% / 50% / 4
Drama / 63% / 50% / 17% / 40% / 6
ECDL / 100% / 100% / 100% / 100% / 1
English Language / 63% / 61% / 29% / 41% / 23
English Literature / 89% / 59% / 55% / 36% / 11
French / 64% / 60% / 0% / 0% / 1
Geography / 61% / 50% / 50% / 0% / 4
German / 87% / 69% / 100% / 0% / 1
Graphics / 0% / 0% / N/A / 43% / 7
Histrory / 57% / 40% / 50% / 33% / 3
IT / 61% / 54% / 33% / 25% / 4
Maths / 68% / 60% / 32% / 32% / 23
Music / 100% / 80% / 0% / 50% / 2
Physical Education / 43% / 35% / 10% / 33% / 10
Polish / 100% / 100% / N/A / N/A / N/A
Portuguese / 100% / 100% / 100% / 100% / N/A
Religious Education / 54% / 49% / 13% / 10% / 10
Resistant Materials / 10% / 20% / 25% / 25% / 3
Science Additional / 38% / 31% / 20% / 20% / 5
Science BTEC Applications / 77% / 74% / 100% / 100% / 5
Science BTEC Principles / 95% / 100% / 100% / 100% / 4
Science Core / 43% / 37% / 11% / 24% / 19
Science Triple / 45% / 45% / N/A / N/A / N/A
Travel & Tourism / 100% / 100% / 100% / N/A / N/A

Attendance of PP students:

2012-13
Predecessor school / 2013-14
Year 1 MHA / 2014-15
Year 2 MHA / Impact of 2014-15 attendance
PP / Non-PP / Cohort / PP / Non-PP / Cohort / PP / Non-PP / Cohort
Year 7 / 88%
(20) / 92.75%
(70) / 90 / 87.1%
(16) / 96.8%
(76) / 92 / 90.2%
(16) / 96%
(59) / 75 / 72% of students have improved by over 5%
No NEETS students – 0% (Harlow average = 6.4%)
As a result of legacy issues, some PP eligible students were receiving alternative provision off-site. A high number of mid-term admissions who are PP has meant a slower narrowing of the gap
Current Year 9 have remained at around 87%, this is down to 4 key students;
Based on 2014-2015 figures
The programmes of support we have introduced and have been working on include rewards, attendance drop in sessions for parents/families, early intervention, clear tracking of students.
Tracking of key groups in particular since September 2015, Pupil premium
current reported as 82.84% but this includes one CiC who has significant
attendance issues.
Figure without this one student would be 93.5%
Programmes to support attendance and reducing PAs:

• Employing EWO
• Mentoring of key students.
• Off-site provision to enhance their curriculum
• Positive engagement programme
• Social skills groups
• RAK training.
• Work Experience specific support.
• Rewards for increasing attendance
• Enrichment Weeks & activities
• Deep learning days
• Counselling.
• Raising achievement mentoring through achievement for all (AfA)
• Gradu8 – engaging both community links, home and Academy.
• Aspirational support through visits to Cambridge University.
• Links with Affinity Water to develop workshops and business mentors.

Year 8 / 90.55%
(25) / 91.85%
(85) / 110 / 83.5%
(24) / 93%
(73) / 92 / 86.68%
(16) / 94.9%
(74) / 90
Year 9 / 80.55%
(41) / 91.35%
(107) / 148 / 93.3%
(22) / 91.3%
(86) / 108 / 87.2%
(25) / 93.45%
(66) / 91
Year 10 / 92.1%
(47) / 91.45%
(158) / 205 / 83.9%
(32) / 90.3%
(117) / 149 / 92.9%
(19) / 91.85%
(72) / 91
Year 11 / 94.6%
(34) / 95.4%
(180) / 214 / 91.65%
(36) / 91.3%
(174) / 210 / 93.9%
(32) / 94.8%
(107) / 139
Total: / 91.15%
(167) / 92.7%
(602) / 769 / 91.05%
(130) / 91.95%
(521) / 651 / 93.05%
(108) / 94.15%
(368) / 486
Year 7 - There has been a drop in numbers in the cohort, attendance has increased as a comparison to other year 7 cohort groups. (90% - increase of 3% from previous year)
We have however picked up some issues with primary schools and have introduced earlier intervention support from our EWO.
Year 8 – This cohort have not moved on, this is due to an increase of mid-term admissions - 7 students who we are tracking and giving support to both with home and the students. 1 Medical, 2 social and well-being issues where a number of outside agencies are involved. Without these 2 students we would have increased PP by over 6%
Year 9 – An increase of 4%, however still below where we need to be. (3 key students follow up through counselling, other support.)
Year 10 –Since conversion we dipped slightly in year 1, again this can be evidenced through 3 key students. Due to low numbers in year groups we have taken mid-term admissions which has had an impact as they have often been students that have poor behaviour /attendance
Year 11 of 2014-15 – from 80.55% on conversion increased to 93.9%; improved from first year of opening by 13.35%.

Behaviour incidents – Fixed Term Exclusions (FTE)

Baseline 2012/2013
Fixed term exclusions as % of the school roll
(% of enrolments with 1 or more Fixed Term exclusions)
No on Roll: 769 / 2013/2014
Fixed term exclusions as % of the Academy roll
(% of enrolments with 1 or more Fixed Term exclusions)
No on Roll: 651 / 2014/2015
Fixed term exclusions as % of the Academy roll
(% of enrolments with 1 or more Fixed Term exclusions)
No on Roll: 486
All / 18%
140 students / 13%
85 students / 9.8%
48 students
PP / 3%
23 students / 0.6%
4 students / 2%
10 students
Non-PP / 15%
(117 students) / 12.4%
(81 students) / 7.8%
(38 students)
Difference between PP & Non-PP / 12% / 11.8% / 5.8%

1. Summary of expenditure/resources 2014-15:

Pupil Premium Expenditure 2014-15:

How the Academy spent the Pupil Premium Grant (PPG) to maximise achievement:

Our Pupil Premium Grant for 2014-15 was£193,545

£% of total allocation

Staffing & Staff Development:£62,20032%

Study Support:£107,60056%

Curriculum Enrichment:£24,10012%

Staffing & Staff Development – allocated £62,200
Strategy: / Impact:
Additional Sets in Core Subjects / To support learning in the classroom by ensuring that class sizes are as small as possible, particularly in English, Maths and Science. / Pupil Premium English and Maths 3 Levels of Progress:
Year 7English PP = 56%Maths PP = 33%
Year 8English PP = 31%Maths PP = 38%
Year 9English PP = 25%Maths PP = 19%
Year 10English PP = 31%Maths PP = 38%
Year 11English PP = 40% Maths PP = 36% / Year 11 2014-15 Progress:
5 x A*-C (inc. Eng. & Ma)
Working at July 2014 –
All = 27% PP = 3% Non-PP – 33%
Working at November 2014 –
All = 38% PP = 14% Non-PP = 43%
Working at February 2015 –
All = 40% PP = 14% Non-PP = 43%
Working at May 2015 –
All = 43% PP = 19% Non-PP = 37%
Working at June 2015 –
All = 50% PP = 20% Non-PP = 56%
Results August 2015 –
All = 45% PP = 22% Non-PP = 50%
Learning Support Assistants / Increased in-class support from LSAs to further personalise and support learning of students. / Pupil Premium English and Maths 3 Levels of Progress:
Year 7English PP = 56%Maths PP = 33%
Year 8English PP = 31%Maths PP = 38%
Year 9English PP = 25%Maths PP = 19%
Year 10English PP = 31%Maths PP = 38%
Year 11English PP = 40% Maths PP = 36%
Improving Attendance / EWO support for students and families with low attendance. / 72% of students have improved by over 5%.
PA from 14.4% to 8.7%
7% of the allocated PPG funded staffing and development in regards to improving attendance. Attendance has improved further as our EWO has developed her role further. This has allowed PL’s to focus on student outcomes, learning and attainment. Her work and caseload is reviewed each week with PL/GM’s with PP students a priority.
Counsellor Support / Improved and personalised emotional support for students who need this to overcome barriers to learning. / No NEETS and 100% attendance for examinations.
11% of the PPG funded counselling support from various agencies meaning 8 students from the 23 eligible for the PPG in Year 11 2014-15 received support from various counselling services provided by the academy – all remained on roll and completed exams.
Careers Information, Advice and Guidance / Early and additional guidance is offered to students eligible for the Pupil Premium Grant to ensure that they can be supported to pursue aspirational futures. / No NEETS students
Careers interviews
One-to-one support for applications/apprenticeships
2% of the allocated PPG contributed towards the funding of full time appointment of CEIAG administrator.
Technician Support Assistants / Increased in-class support from technicians in Science and technology to further personalise and support learning of students and enhance practical learning activities. / Pupil Premium Science 3 Levels of Progress:
Year 7 = 92%
Year 8 = 98%
Year 9 = 90%
Year 10 = 78%
Year 11 = 62%
Study Support – allocated £107,600
Strategy: / Impact:
Holiday Study Programmes / A comprehensive programme of study support and revision classes has been offered in every school holiday except the Christmas break. / From 3% achieving A*-C inc English and Maths to 14% working at after holiday support programmes – achieved 17% / 2014-15 Off-site provision:
1 x Year 8 student at £8000
1 x Year 9 student at £8000
2 x Year 10 students at £12500
3 x Year 11 students at £12150
(2 students achieved Level 1 construction City & Guilds)
30% of the PPG funded vulnerable students to receive alternative provision off-site according to their individual needs.
Intervention Classes / Personalised programmes of support, planned in advance and costed into the curriculum model have been offered to all Year 11 students eligible for the Pupil Premium Grant to enable them to attain the best possible examination results. / From 3% achieving A*-C inc English and Maths to 14% working at after holiday support programmes – achieved 17%
21% of the PPG funded various intervention programmes.
Curricular Enrichment – allocated £24,100
Strategy: / Impact:
Curricular enhancement / Curricular enrichment trips to be subsidised by 50% for all students eligible for the Pupil Premium Grant and specific opportunities to broaden the horizons of those students to be offered. / Year Group / Number of students involved in at least 2 enrichment activity / Cohort
Pupil premium / Non PP / All
7 / 16 / 59 / 75
8 / 16 / 74 / 90
9 / 25 / 67 / 92
10 / 19 / 73 / 92
11 / 32 / 107 / 139
All would have gained access to at least two enrichment activities.
Students who attended 3 or more, tended to be either Year 11 supporting their studies and drive to GCSE’s. (over 80%) Year 7 – (85%) and Year 8 (75% Gradu8 had a positive impact on this and their success of classifications. Year 9 & 10 proved to have some legacy issues and were 50% engaged with 3 or more. / All students have the opportunity to access enrichment experiences, in particular as part of our Enrichment week we want to ensure that all student get various experiences such as visiting art galleries, science museums in addition other activities they may have attended are:
Meteor club Sports clubs
Games club Breakfast club
Mind Spa Rak training
Reflection Work Experience
Cinema Reward trips
EAL club Paired reading
Gradu8 Fire Service
External agencies related to SMSC/PSHRE
Booster sessions for core subjects.
Student voice activities
Enrichment week for Yr 7 to 9 5 days
Deep learning days
Additional Educational Resources / Additional curricular resources have been purchased for Pupil Premium students to enhance their learning experience. This is a personalised approach where students have been allocated resources which are best suited to help them make progress. Examples have included, IT equipment, revision materials and musical lessons or equipment. / Pupil premium students have personalised funding to supplement their individual needs and are making excellent and sustained progress.
Pupil Premium English and Maths 3 Levels of Progress(where PP was in September 2014):
Pupil Premium English and Maths 3 Levels of Progress -
Year 7English PP = 56%Maths PP = 33%
Year 8English PP = 31%Maths PP = 38%
Year 9English PP = 25%Maths PP = 19%
Year 10English PP = 31%Maths PP = 38%
Year 11English PP = 40% Maths PP = 36%
Pupil Premium - estimated income / £193,545
Pupil Premium - estimated spend for 2014-2015
Description / Theme / Allocation / Details
Off-site educational provision / Study Support / £60,000
Internal Academic Support / Study Support / £41,000 / Teaching and TA interventions
Extra curricular academic support / Curricular Enrichment / £17,000 / Holiday schools and Meteor after school club
Provision of Resources / Staffing & Staff Development / £8,500 / Books, Catering ingredients, equipment
Literacy booster resources / Study Support / £3,600 / Accelerated Reader, Make Believe Project for KS3
Academic subscriptions / Study Support / £1,500 / MathsWatch, MyMaths, Exampro, Badger Learning, Oxford University Press
Resources Evening for Year 11 - GCSE materials / Study Support / £500
ASDAN registrations / Curricular Enrichment / £300
Counselling / Staffing & Staff Development / £21,000
Learning Mentor Support / Staffing & Staff Development / £14,000 / Learning Hub
Behaviour Education & Support Services / Staffing & Staff Development / £14,000 / Learning Hub
Careers/Work experience Information, Advice & Guidance / Curricular Enrichment / £4,000
Educational Psychologist / Staffing & Staff Development / £2,700
Subsidy for Activities days and school trips / Curricular Enrichment / £2,000
Speech & Language Therapy / Staffing & Staff Development / £2,000 / Learning Hub
Enrichment week / Curricular Enrichment / £2,500
Subsidies Uniform Costs / Study Support / £1,000
G & T Activities / Curricular Enrichment / £300
Total estimated Pupil Premium Expenditure: / £195,900
Theme Totals
Study Support / £107,600
Staffing & Staff Development / £62,200
Curricular Enrichment / £24,100
Total: / £193,900

1. Outline of allocation 2015-16:

Pupil Premium Grant allocation 2015-16 (forecast):