Pupil & Catchup Premium

Pupil Premium

In 2011-12, schools were allocated Pupil Premium funding for children from low-income families who were eligible for free school meals or had been looked after continuously for more than six months. From April 2012, the Pupil Premium was extended to include children who had been eligible for free school meals at any point in the last six years. A premium has also been introduced for children whose parents are currently serving in the Armed Forces.

In total we received £242.225 for the Pupil Premium for 2015-16. 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 (starting September 2012).
  • 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 has now been extended and in September 2016, includes 14 classes in Key Stage 3. 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.

Impact

  • 5 A* to C Disadvantaged pupils up 4.4% on 2015.
  • In school gap (A* to C) has narrowed from -22.2% to -17.6%
  • English expected progress gap has narrowed from -18.2% to -13.2%
  • The most needy readers in Year 7 (just above Key Skills) had overall improvement in reading of 2 years 10 months (over a 10 month period).

Accelerated Reader Programme

  • 50% of pupils achieved more than their chronological growth in Reading Age.
  • 62,424,066 words read this year compared to 55,558,095 last year.
  • The number of “millionaires” this year was 11 (3 of which were double millionaires) compared with only 4 last year.
  • Year 7 – 48% of Disadvantaged pupils achieved more than 12 months growth in Reading Age.
  • Year 8 – 56% of Disadvantaged pupils achieved more than 12 months growth in Reading Age.
  • Year 9 – 25% of Disadvantaged pupils achieved more than 12 months growth in Reading Age.

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.

Impact

  • Fixed term exclusions for Disadvantaged pupils as a percentage of pupil group below national (School 13.13, National 16.47) (RAISEonline 2015)
  • % of Disadvantaged pupils with 1 or more fixed term exclusions below national (School 6.56, National 8.34), (RAISEonline 2015)
  • % of Disadvantaged pupils with more than 1 fixed term exclusion below national (School 3.09, National 3.42) (RAISEonline 2015)
  • % sessions missed due to overall absence for DP was 0.6% below the National average for secondary schools (RAISEonline 2015)

Individual Support – Looked After Children

In 2015/2016 there were 9 Looked After Children. Additional funding was used in a variety of ways to support these pupils including:

  • Weekly one-to-one teaching sessions
  • Music lessons
  • Breakfast Club.

Impact

  • The average level attendance for Looked After Children was 96.4% which was above the whole school attendance figures of 95.5% (2015/2016)

There were 4 Looked After Children in Year 11 who sat their GCSE exams in the summer 2016.

  • Pupil A achieved his target grade in Maths, one grade above target in English and two grades above target in Science.
  • Pupil B achieved her target grade in Maths, English, English Literature, Science and Art.
  • Pupil C achieved his target grade in Maths, Science, English Literature and ICT. He achieved one grade above target in English and two grades above target in Art. The average points score expected from a pupil of his ability was 29.6, this pupil achieved 32 points.
  • Pupil D achieved one grade above target in English and Science and two grades above in English Literature.

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. Project outline:

  • Target Groups. Year 9 DP middle ability
  • Pupils attend 6 1⁄2 day sessions at Halesowen College sampling various courses and experiencing college life
  • 1 full day at Worcester University
  • Following 1⁄2 day in Year 10 at Halesowen College focusing upon careers (pathways research and advice).

Impact

We focused upon the impact upon targeted pupils in Year 10 who had completed the project in Year 9.

  • 55% of pupils had improved attendance.
  • Progress concerns in the end of year Review and Guidance report were reduced by 39.5% and 22 out of 38 pupils had fewer Progress Concerns than before their involvement in the University Access Project.
  • 17 pupils improved their attitude in one or more subjects, with an overall reduction in attitude concerns by 43%.

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. The fund is used to subsidise the cost of these activities for pupils currently in receipt of free school meals in the first instance.

Impact

60 have received financial assistance to enable them to participate in extra curricular activities. These include:

  • Spain residential
  • USA skiing
  • Swimming
  • Horse riding
  • Theatre – Othello
  • % of sessions missed due to overall absence for Disadvantaged Pupils was 0.6 below the National average for secondary schools (RAISEonline 2015).

Additional support – More Able disadvantaged pupils

In total there were 40 More Able pupils, 33 non-disadvantaged and 7 disadvantaged.

The disadvantaged pupils were supported in the following ways:

  • 4 out of the 7 attended the University Access Project during Year 9 (only 1 non disadvantaged pupil).
  • 3 were mentored throughout Year 10 on the Upper Boys Mentoring Programme.
  • All disadvantaged pupils had either an Assertive Mentor or Gifted and Talented Mentor throughout Year 11.

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


Attendance

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


Literacy

Pupil Progress – 19 pupils below Level 4 in Reading.


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.


Numeracy

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.

Headteacher Mike Lambert

Call us 01384 816015