Pupil & Catchup Premium

Pupil Premium

Pupil Premium funding for children from low-income families who are now or have been eligible for free school meals or had been looked after continuously for more than six months. Pupil Premium now includes children who have been eligible for free school meals at any point in the last six years.

In total we received £227,595 for the Pupil Premium for 2016-17, a reduction of £15,000 on the previous year. The Government requires schools to inform parents how we have used the money to support pupils from disadvantaged backgrounds. This was not all new money; previously, we used to receive a grant of approximately £144,000 per year. We used this funding to reduce class sizes and to provide a rich Key Stage 4 curriculum which allowed pupils to study subjects in other local schools and colleges. In this document, young people eligible for Pupil Premium funding are referred to as DP (Disadvantaged Pupils) and those not eligible will be referred to as NDP (Non Disadvantaged Pupils).

In allocating this funding our decisions were informed by the needs of our pupils and by existing good practice shared in the Ofsted publication “The Pupil Premium, How Schools are spending the funding successfully to maximise achievement”.

Additional members of staff in English and Mathematics

  • This has enabled us to:
  • Introduce an additional literacy lesson in Year 7.
  • From September 2014 we also introduced an additional lesson in English for Years 8 and 9. An additional Maths lesson was introduced for Year 7 also from September 2014.
  • Provide an additional lesson each week at Key Stage 4 for English and Mathematics introduced from September 2015.
  • Reduce class sizes with carefully targeted work to improve particular aspects of literacy and numeracy skills. Group sizes at Key Stage 4 are well below average for the school.
  • Increase flexibility in staffing allowing us to allocate our best teachers to teach intervention groups to maximise pupils’ progress.
  • Provide additional small groups and individual support during the school day, after school and in planned sessions during the holidays.
  • Introduce The Accelerated Reading Programme in September 2013, with Year 7 Set 6 and Year 8, Sets 3 and 4. This is a commercially purchased, structured programme which assesses pupils’ reading ability and matches tests to pupils’ reading ages. This was extended and in September 2016, includes 14 classes in Key Stage 3 and a number of targeted pupils in Year 10. Pupils must read for 20 minutes at home every day; they have a 50 minute reading lesson each week and read for 10 minutes at the start of every lesson. Pupils take a comprehension test after each book is completed and their progress is closely monitored to inform further intervention or support.


  • GCSE results – Leavers 2017
  • Attainment of disadvantaged pupils was higher in both Maths and English compared to that expected based on historical data and prior attainment.
  • 52.4% of disadvantaged pupils achieved a positive Progress 8 score compared to 51% of non-disadvantaged pupils.
  • In English 57% of disadvantaged pupils made positive progress compared to 52% of non-disadvantaged and in Maths 47.6% compared to 55% of non-disadvantaged (when compared to progress made by pupils with the same attainment nationally).
  • The average Progress 8 score for disadvantaged pupils in England was 0.04 and in Maths 0.03, both an improvement on 2016 results and in line with National averages.

Accelerated Reader Programme

  • 84 Year 7 pupils were included in the programme this year. 85% of the disadvantaged pupils made at least 3 months progress, 46% made 12 months or more progress and 31% have made 18 months progress or more.
  • The average improvement in reading age of all pupils was 10.4 months, disadvantaged pupil improvement on average by 10.8 months and non-disadvantaged by 10.2 months.

Development of the Bridge

Poor behaviour leading to exclusion is a significant barrier which prevents some pupils from achieving as well as they could. Very often it is these pupils who also lack the social, emotional and interpersonal skills which will allow them to succeed. We introduced and developed the internal exclusion facility as an alternative to excluding pupils. In addition to completing school work, pupils receive additional support and monitoring.


  • Fixed term exclusions for Disadvantaged pupils as a percentage of the pupil group reduced to 9.27%, significantly below the national average of 18.77% (RAISEonline 2016).
  • % of Disadvantaged pupils with 1 or more fixed term exclusion was 5.02%, again below the national average 8.93%.
  • % of Disadvantaged pupils with more than 1 fixed term exclusion reduced to 2.70% below the national average of 3.84%.
  • % of session missed due to overall attendance for our disadvantaged pupils was 6.6% below the national average of 7.2% (RAISEonline 2016).

University Access Project

This project was set up in collaboration with Halesowen College and Worcester University. The purpose is to raise aspirations and increase the number of our pupils progressing to study at University. The project outline:

  • Target Groups. Year 9 disadvantaged pupils/middle/upper ability pupils.
  • Pupils attend 6 half day sessions at Halesowen College sampling various courses and experiencing college life
  • 1 full day visit to Worcester University


  • 26 pupils in 2017 leavers group attended the project. They were a mix of upper and middle ability pupils.
  • 9 girls (8Dp)
  • 17 boys (8Dp)
  • 16 pupils achieved a good pass in English and Maths, an increase of 7 in 2016.
  • 11 pupils achieved a positive Progress 8 score an increase from 8 in 2016.
  • 42% of the pupils achieved a positive Progress 8 score across all subjects, 42% in English and 46% in Maths.

Activ9 Funding

Activ9 is a school based initiative which aims to ensure that all pupils have full access to broad educational experiences such as educational visits and extra-curricular activities including residential courses and support with the cost of school uniform.


  • 21 families have received financial support with uniform.
  • 7 pupils supported financially with contribution towards the trip to Spain in July 2017.
  • 1 pupil supported financially with contribution towards trip to America skiing.
  • 1 pupil supported financially with contribution towards PGL adventure weekend.
  • 1 pupil supported financially with contribution towards cost of Clothes Show visit.

Plan for 2017/2018

  • The four key action detailed above will be maintained for the next 12 months.

Catch up Premium

Year 7 Literacy and Numeracy Catch-up Premium Evaluation 2014/15

Number of pupils – 33 pupils (36 pupils 2013/14)

  • 19 pupils below Level 4 Reading
  • 27 pupils below Level 4 Mathematics
  • 13 pupils below in both.

Range of strategies to enhance progress include:

  • Key Skills group Year 7 – small group with additional Learning Support Assistant.
  • One-to-One input from Learning Support Services.
  • Phonics Awareness Training – 4 Registration sessions each week.
  • Individual support in Homework Club.
  • Focus for in-class support.
  • Additional support in developing self-esteem.
  • Additional support in behaviour and anger management.
  • Secondary Transition Project.
  • Maths small group work with additional support from specialist LSA.
  • Reading Buddy – weekly support with reading.
  • Reader Leaders – weekly support from Year 9 pupils with reading.
  • High Accelerated Reading Programme. (HARP)
  • 10 week reading programme, 2 sessions per week.
  • Support from Educational Psychologist.
  • Reduced set size with a specialist Learning Support Assistant.
  • Accelerated Reading Programme.
  • Summer School.
  • KS3 catch-up lessons in Literacy and Numeracy through withdrawal from PE
  • Purpose deigned Maths scheme of work
  • Consistent teacher in year 7 & 8


No significant changes to attendance overall, however 1 pupil attends much more regularly now than in year 6 – 91% compared to 75%


Pupil Progress – 19 pupils below Level 4 in Reading.


In the eight months between reading tests the average increase in Reading Age for the group was 1 year.

  • 11 pupils improved their Reading Age.
  • 1 pupil improved their Reading Age by 6 months
  • 10 pupils improved their Reading Age by over 12months.

Progress in English overall – end of Year 7

15 pupils made progress of 1 or more sub-levels in English.

  • 2 pupils made 1 sub-level progress.
  • 8 pupils made 2 sub-levels progress.
  • 4 pupils made 1 whole level progress.
  • 2 pupils who started with a KS2 level N are now assessed as middle and top of a level 2.


Pupil Progress – 27 pupils were below Level 4 in Maths.

8 pupils made 1 or more sub-levels progress in Maths.

  • 6 pupils made 1 sub-level progress.
  • 12 pupils made 2 sub-levels progress.
  • 1 pupil made 1 level
  • 2 pupils who started with KS2 level N or B, both are now assessed to be middle or top of Level 2

Following the evaluation the following actions had been taken:

  • From September 2014 an additional English lesson has been added to the Year 8 and 9 curriculum (Year 7 already have an additional discrete Literacy lesson introduced September 2012).
  • Additional “catch-up” lesson with subject specialist for pupils in Year 8 and 9 whose progress in English or Maths was identified as a concern in July’s Review and Guidance (an initial 6 week programme). (Also offered to Year 7 following PSL1.)
  • Extension of provision of The Accelerated reader Programme to 11 classes
  • 6 levels of intervention introduced following results of NFER test

If you have any questions regarding the Premium Use at The Wordsley School, please contact Miss K Brinsdon (Data Manager) on (01384) 816015 or email us.