Key Information

Pupil Premium Strategy 2018-19

Executive Headteacher: Ms C Reid

Pupil Premium Lead: Ms J Parish

Governor: Ms K Edge

Review date: September 2019

 

Pupil Premium Strategy 2018-2019

What is Pupil Premium funding?

The Pupil Premium is a grant provided to schools and academies for pupils aged 11 to 16 who are on Free School Meals, have been on Free School Meals at some point in the last 6 years, for Looked After Children and for Services Children.

The Howard School receives Pupil Premium funding from the Government in order to raise the attainment of disadvantaged learners and reduce the gap between these learners and their peers.

The Pupil Premium is allocated to schools via the Local Authority funding systems and is clearly identifiable within the school budget. It is for schools to decide how the Pupil premium is spent, since they are best placed to assess what additional provision should be made for the individual learners within their responsibility.

Pupil Premium funding is provided for learners in the following categories:

  • Those currently registered for Free School Meals (FSM);
  • Those who have been registered for FSM in the last 6 years (FSM Ever 6);
  • Those who are children of service personnel;
  • Those who have been looked after continuously by the local authority for more than 6 months (LAC);
  • Those who have been adopted from care under a Special Guardianship or Child Arrangements Order

In the 2018 to 2019 financial year, schools received the following funding for each learner registered as eligible for FSM at any point in the last 6 years:

  • £935 for learners in years 7 to 11;
  • £300 for learners in years 7 to 11who are either Ever 6,Service Children or in receipt of pensions under the Armed Forces and War Pensions Schemes.
  • £2,300 for each pupil identified in the Spring school census as having left local authority care because of one of the following:
  • Adoption;
  • A special Guardianship order;
  • A child arrangements order;
  • A residence order.
  • If a pupil has been registered as eligible for free school meals and has also left local authority care for any of the reasons above, they will attract the £2,300 rate. Children who have been in local authority care for 1 day or more also attract £2,300 of Pupil Premium funding. This funding is managed by the Virtual Schools’ Head (VSH) in the local authority that looks after the child. (or as having left local authority care).

The Pupil Premium Grant continues to be devolved to schools in order that they target support and provision to learners within the above categories.

Funding is allocated to schools for the school to spend in any of the following ways:

  • for the educational benefit of learners registered at that school;
  • for the benefit of learners registered at other maintained schools or academies;
  • for the benefit of learners at the school or their families.

The school has a duty to ensure that PP learners are given the best possible chance to achieve their full potential at school, without being disadvantaged by external circumstances. OFSTED and the Department for Education (DfE) make it clear that schools can use the PP grant in any way they think is effective, as long as the attainment gap is closing. The Howard School spends these funds on a balance of academic, pastoral and enrichment activities in order to maximise learner achievement.

Allocation of Pupil Premium funding 2018-2019

The Pupil Premium funding for 2018-2019 included learners recorded in the above categories on the January 2018 census. Pupil Premium Grant allocations for 2018-2019 are detailed below:

 

Total amount of PP Grant awarded

£219,257

No. on roll – whole cohort

1,242

Number eligible for PP Grant

234

% of learners eligible for PP Grant

18.8

 

The breakdown by year group and PP category is illustrated below:

 

Year group

Total no. of learners

Total no. of PP learners

% of PP learners within the cohort

Deprivation PP eligible

Service Children

LAC/PLAC

Year 7

270

64

23.7%

57

2

5

Year 8

250

59

23.6%

54

3

 

Year 9

267

64

23.9%

58

3

3

Year 10

244

46

18.8%

46

 

 

Year 11

233

41

17.6%

35

1

5

TOTAL

1,264

274

21.6%

250

8

13

 

Barriers to achievement/staff support/impact measurement

 

Barriers to achievement

Spend

Impact measurement

Attendance of PP learners

Attendance Officer

SENCO

Student Services Manager

Engagement and progress of PP learners as a result of improved attendance. Attendance officer tracks AAP referrals for PP learners as well as overall attendance figures.

Parental engagement and support.

AENCO

SENCO

Student Services Manager

HOY/FT

Measured outcomes for PP learners improve. Data drops 3x yearly. Attendance at consultation evenings is monitored.

Meetings/calls with PP parents tracked on SIMS.

Disproportionate FTE and internal sanctions for PP learners.

Inclusions Manager

HOY

DHT Behaviour and Attitudes

SENCO/AENCO

Exclusion figures indicate reduction of FTE/internal sanctions for PP learners: measured through disproportionality data. Interventions recorded (EH, mentors assigned, counselling)

Increased dedicated support in Inclusion Room enables students to transition back into classroom after internal sanction. % of repeat FTE/Internal sanctions tracked on exclusion figures.

Gap in achievement in maths and English between PP and other learners

Over staffing in maths and English,

RS Team.

T&L Team.

3x yearly data drop indicates improved outcomes. RS team meetings identify underachievement and staff are deployed accordingly.

SEND/PP learners make less than expected progress in relation to other learners.

AENCO

SENCO

Student Services Manager

T&L Team, RS Team

SEND Review 3x yearly indicates positive progress.

3X yearly data drops and RS meetings identify

CPD for whole staff.RS meetings form basis for measuring impact of interventions Regular briefings for staff (Friday pm).

 

Measuring impact of the Pupil Premium Grant 2018-2019

 

Spend

Amount

Activities

Impact

Attendance Officer 0.5 FTE

 

Attendance Officer calls all those absent without explanation.

AAP referrals and meetings with parents/carers. Monitoring of PP learners to inform disproportionality data.

Info feeds into Priority Intervention meeting/ISR/EH if needed.

ISDR indicates that persistent absence for FSM is 31.4%

 

2017-2018 PA – 13.9%

 

2018-19  PA – 14.39%

 

PP persistent absence is now tracked.

 

Term 1 2019-2020 – PP learners 22%

AHT/SENCO 0.25 FTE

 

AENCO 0.5 FTE

Priority Intervention meetings inform range of interventions: TA support, registration reading, registration spelling, referral to MIND and counselling, MYT. SEND review. Data tracking, including disproportionality data. AENCO directs work of LAC mentor.

KS3 BFL 1 or 2 (making exceptional or good progress)

Year 7 English  - whole cohort:92.09%  PP: 84.31%

Year 7 maths – whole cohort:82.61%  PP:72.55%

Year 8 English – whole cohort:88.60%  PP:90.20%

Year 8 maths – whole cohort:76.47%  PP:58.82%

Year 9 English – whole cohort:81.53% PP: 60.87%

Student Services Manager 0.5 FTE

Attendance at core group meetings, EH referrals, meetings with social workers, parents and carers. Regular contact with PP students, their parents and carers.

Maintenance of CP records. Regular meetings with DSL re: PP students flagged up as SG concerns. Contact recorded on SIMS.

PP students referred to  EH, as SG concerns tracked. Contact with parents/carers recorded on SIMS.

Inclusions Manager 0.5 FTE

 

Raising Standards DHT 0.25 FTE

 

Raising Standards AHT 0.25 FTE

Dedicated Inclusions Manager works with students in Inclusion to maintain contact with curriculum.

Individual work with students on coping strategies to enable students to transition back into the classroom.

Referral to SENCO/AENCO/DSL as needed. Regular contact with parents/carers, recorded on SIMS.

RS staff identify KS4 PP students at risk of underachievement: Kick Start meetings, individual meetings with senior staff to establish targets and support needed to reach them. CPD by RS Team.

FTE as % of whole cohort 2018/2019 -  20%

 

PP – 16.8% of all excluded students were PP.

 

2019/2020 – Term 1

 

PP FTE – 29 boys had exclusions in term 1. 12 PP.

English staff 0.25 FTE

Maths staff 0.25 FTE

Staff support in and out of class with individuals/groups as necessary.

Support informed by class teacher/data drops.

See results.

Total staffing costs:

£159,000

 

PP Breakfast

£48,000

Trips/uniform/study support materials

£13,000

Total spend:

£220,000

 

PP Action Plan 2019-2020: summary

 

Whole School Priority 1: To develop the culture associated with the Howard School.

  • Roll out a programme of Personal Development – including SRE – which will support students to make safe and healthy choices in their lives.
  • Create wider participation in terms of student voice: on entry to year 7 and periodically throughout the year. Establish a Student Council.

Whole School Priority 2: To further develop the high quality of education at The Howard through a focus on Quality First Teaching.

  • THS CPD will focus on curriculum pedagogy, in particular, curriculum building blocks, long term memory, live and whole class feedback.
  • There will be a continuing focus on PP learners in the classroom. Planning for PP learners will continue to be a focus and will form an integral part of learning walks.

Whole School Priority 3: To increase the proportion of higher grades achieved at KS4 and KS5.

  • Raising the Standards team to establish a programme of interviewing/target setting /mentoring and reviewing having established gaps in PP achievement from data drops.

Whole School Priority 4: To diminish the difference in the achievement of all groups of students.

  • There is a sharper focus on using data to inform interventions by pastoral staff, SENCO and Raising Standards team.
  • All pupil premium data is available in clear format, with evidence of spend per pupil tracked. Case studies to highlight context and impact of interventions.
  • Attendance reports are made available more regularly to allow patterns of persistent absence to be identified and acted on.

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