Pupil Premium 2016-17 Review

Review of Pupil Premium 2016-17

The Pupil Premium is given to schools for students who have been eligible for Free School Meals in the last six years.  It is also given to schools for students who are ‘Looked After’ continuously for more than six months or who have a parent serving in Her Majesty’s Armed Forces. It is for schools to decide how the Pupil Premium allocation is spent.

Profile of Pupil Premium Students

Free School Meal (inc ever 6)

16%

Her Majesty’s Forces

8%

Looked After Children

0.5%

Success criteria for Pupil Premium Expenditure

The following are examples of the criteria against which Hadleigh High School measures the effectiveness of its Pupil Premium Expenditure:

·         Pupil progress using the Progress 8 measure.

·         The levels of progress in English and Mathematics for those students identified as ‘Pupil Premium’ is similar to the whole cohort.

·         The difference in levels of progress in English and Mathematics between ‘Pupil Premium’ and ‘Non Pupil Premium’ students is falling over time.

Expenditure of Pupil Premium

The Pupil Premium received for the 2015/16 academic year was £138,817.50.  These funds were used in a variety of ways to provide additional support and intervention for all students, but with a particular focus on those in receipt of pupil premium.

Strategy

Cost

To provide additional intervention/support, both in and out of lessons, the school allocated proportionate costs of Inclusion and Pastoral staff including key workers.

£39,779

To boost English, Maths and Science at GCSE the school ran small intervention groups, holiday sessions and additional extra-curricular sessions for targeted Year 11 students.

£26,059

To improve areas such as self-esteem, anger management, social skills, numeracy and literacy at Key Stage 3, small withdrawal groups were in place.

 £22,526

To support disadvantaged pupils with exam preparation in a range of non-core subjects the school ran additional sessions before and after school. 

 £12,460

Provision of meal to FMS students.

£9,845

To enable access to all extra-curricular activities, the school provided free transport on a ‘late bus’ after school three times a week year round.

 £9,813

To support with raising pupil aspiration, the school provides a range of pupil leadership opportunities and training.

£3,560

To enable access to the opportunities outside of the curriculum, school supported students in a wide range of extra-curricular activities (both in and out of school) and to take part in school visits both in the UK and abroad.

£4,880

To support students with pastoral and academic issues school provided targeted 1:1 in-house mentoring via Inclusion staff.

£670

To provide students with the opportunity to use extensive resources to do homework, coursework, projects, or read for pleasure, Study Club ran during lunchtime and after school.

 £792

To support students with pastoral and academic issues school provided identified key workers.

£12,130

To support students with exams school provided access identification and appropriate follow up support arrangements.

£1,588

 Total Cost

£144,232

 

DP versus all pupils

         
           

Cohort Summary

All

   

Disadvantaged pupils

Measure

Total

%

 

Total

%

Cohort

146

100

 

14

100

 

__________

__________

__________

__________

           

Attainment/Progress 8 Summary

         

Measure

Total

%

 

Total

%

Average Total Attainment 8

50.51

   

44.32

 

Average Attainment 8 Grade

5.05

   

4.43

 

Average KS2 Prior Attainment

4.86

   

4.64

 

Average Estimated A8

49.76

   

44.76

 

Average Total Progress 8

0.075

   

-0.043

 

P8 Upper Confidence Interval

0.276

   

0.608

 

P8 Lower Confidence Interval

-0.127

   

-0.695

 

Pupils Included (Progress 8 Coverage)

146

100

 

14

100

Pupils achieving a Positive Progress 8 score

79

54.1

 

5

35.7

 

__________

__________

__________

__________

           

Basics 9-7

         

Measure

Total

%

 

Total

%

Students Achieving 9-7 in English and Maths

18

12.3

 

1

7.1

Students Achieving 9-7 in English

44

30.1

 

1

7.1

Students Achieving 9-7 in Maths

28

19.2

 

2

14.3

           

Basics 9-5

         

Measure

Total

%

 

Total

%

Students Achieving 9-5 in English and Maths

58

39.7

 

3

21.4

Students Achieving 9-5 in English

105

71.9

 

9

64.3

Students Achieving 9-5 in Maths

62

42.5

 

3

21.4

 

__________

__________

__________

__________

Basics 9-4

         

Measure

Total

%

 

Total

%

Students Achieving 9-4 in English and Maths

95

65.1

 

7

50

Students Achieving 9-4 in English

120

82.2

 

11

78.6

Students Achieving 9-4 in Maths

101

69.2

 

7

50

 

__________

__________

__________

__________

Key Stage 3 1:1/small group Literacy Intervention

Work was carried out with small groups of year 7 and 8 pupils with mild to moderate learning difficulties over a period of 12 to 36 months, developing their skills in reading, spelling and writing. The main focus for writing was to develop the pupils' ability to use basic grammar and punctuation skills correctly. A structured approach used both 'Early Reading Research', ‘Synthetic Phonics’ and 'Read, Write Inc' strategies. Assessments were made using the 'Group Reading Test' and 'Young's Spelling Test.'

 

The results demonstrate a significant increase in reading and spelling scores for most pupils.     

Delivery of this has had a positive impact on pupils as they are now able to use strategies to make progress not only in English, but in other curriculum areas.

 

Pupil

Year

Spelling

Reading

Autumn age

Summer age

Autumn age

Summer age

1

7

8.70

9.40

9.00

11.03

2

7

9.10

9.30

8.05

8.05

3

7

6.70

7.10

6.00

6.00

4

7

9.30

10.30

9.00

10.04

5

8

11.00

11.60

7.11

10.09

6

8

10.30

10.50

9.06

11.03

7

8

8.70

8.90

8.01

9.09

8

8

8.40

9.30

8.00

8.70

9

8

13.90

15.00

12.03

12.03

10

8

8.20

8.20

6.08

6.08

11

8

10.10

10.80

10.40

11.09

12

8

9.10

10.10

9.03

9.05

13

8

8.70

8.70

7.09

9.00

14

9

13.20

13.20

11.03

12.04

15

9

10.10

10.80

10.09

12.03

16

9

12.20

12.60

12.03

12.05

17

9

10.80

11.00

11.03

12.03

18

9

8.70

9.30

8.08

12.03

19

9

9.10

10.60

11.03

12.03

20

9

11.80

11.10

11.03

12.03

Curriculum Trips/Activities

Whilst in general it is possible to review impact with regards to progress in Core subjects such as English and Maths, there is some difficulty in regards to expenditure which is designed to support pupils from a life skills, social experience and pastoral viewpoint.

Mersea – Year 7 students

…camp was fantastic, we lived with our friends, learning things about one another and ourselves every day! It was a once in a lifetime opportunity as we would never be able to do those activities with all of our friends again. Camping at Mersea Island was brilliant, I would definitely go again…

SWISS Student Leader Conference – Year 10 students

…“the theme was developing leadership and raising aspirations in others…we had to use our leadership skills to solve difficult scenarios put to us…and utilise the different skills of people in your team to become the most effective…I am looking forward to using some of the techniques I have learnt…Thanks to HHS for giving us this opportunity”.

Pastoral Support

Forty five students received 4YP counselling during 2015-16.  This helped support and address issues students had in areas such as:

  •  Family relationships;
  •  School – e.g. pressures of exams / course work / socialising / bullying;
  •  Bereavement and loss;
  •  Anger/expression of other emotions;
  •  Eating problems;
  •  Depression;
  •  Self-harming.

4YP counselling provided each student with between 6 and 8 one hour sessions.  This process presented solution focused counselling and offered the chance for the students to:

  •  Focus on the here and now;
  •  Make specific goals towards change for a preferred future;
  •  Develop greater self-awareness;
  •  Gain control over their own life choices;
  •  Space in which to express thoughts / feelings / life experiences with a non-judgemental person who lends support, encouragement and has a listening and trustworthy ear.