Pupil Premium

Pupil Premium Review 2019-2020

Rationale

Our core aim is to raise the attainment and progress of all students eligible for Pupil Premium funding so that their performance compares favourably with both their non-Pupil Premium peers and other students nationally.  Our rationale for expenditure is based on the Education Endowment Foundation’s Tiered Approach to Pupil Premium Spending:

1 Teaching

Spending on improving teaching might include professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.

2 Targeted academic support  

Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is likely to be a key component of an effective Pupil Premium strategy.

3 Wider strategies

Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category.

https://educationendowmentfoundation.org.uk/public/files/Publications/Pupil_Premium_Guidance_iPDF.pdf

https://educationendowmentfoundation.org.uk/news/eef-blog-the-pupil-premium-focusing-on-what-matters

Impact on 2019-2020 outcomes

The gap between PP and non-PP students leaving with at least a grade 5 in English and Maths is decreasing.

The PP plan at the end of this review outlines the changes we are making to continue our work on diminishing the gap.  

Impact on 2019-2020 progress (based on January 2020 data collection, pre-lockdown)

 

Whilst it is pleasing to see there is almost no gap in Year 7 and 8, and a positive difference in Year 9, there are clearly concerns about the progress made by Year 10, now Year 11.  To address the difference, which may have grown larger during lockdown, there are extra measures now in place to ensure these students are closely monitored and encouraged to do their best. 

These strategies are outlined in the PP plan below, but the strategies expected to have the most impact are the mentoring sessions, delivered twice per half term to PP students, improved monitoring by the Head of Year and a continued focus on PP in lessons by class teachers and Heads of Department.  Students with the greatest need have been given DfE devices to work on at home.

Impact on 2019-2020 progress during lockdown March-July 2020 (based on engagement data per subject, collected July 2020)

 

This table shows the average engagement score per subject, given by each subject teacher for each student, based on their submission of remote learning tasks during the national lockdown when the school was closed. The scale was 1-4, 4 meaning 100% submission of remote learning tasks. Year 10 students were invited into school for 6 or 7 one-hour sessions in July 2020 for face-to-face teaching. 

Year 10 students without a device to work on at home were provided with a loaned device from the Department for Education as soon as they became available in late June.  PP funding was also used to provide transport for a student, who was otherwise unable to attend.

Across all year groups, the gap in engagement is almost the same and highlights the issue that school closure exacerbated for many DA students: working effectively and independently at home. While we supported these students in numerous ways, further plans are in place this year to both prepare students and parents/carers for any future lockdown now and to monitor and support them throughout their time at home if we close.

Review of strategies used to support PP students 2019-2020: Teaching

 

Review of strategies used to support PP students 2019-2020: Targeted academic strategies

Review of strategies used to support PP students 2019-2020: Wider strategies

 

Revised actions for 2020-2021

There are a number of initiatives that will be carried out this year to ensure that the impact of our provision for PP students is well mapped and assessed.  This is to ensure that provision going forward is purposeful and impactful, and an improvement in Year 11 outcomes is seen.  Some provision will be different this year, given the impact of Covid-19 and the potential for partial or full lockdown.  For example, there are no extra-curricular activities or trips taking place.

 Monitoring and evaluating access to provision:

  • Associate Assistant Headteachers will meet regularly with Heads of Year in Raising Attainment and Progress meetings to track the progress of PP students.
  • Heads of Department will be provided with timely PP progress data to discuss in Department meetings and plan for intervention where required.
  • Class teachers will continue to identify PP students in lessons and use CRISP to improve engagement and progress within each lesson.
  • Targeted Year 11 students will be invited to attend after school study sessions, with greater parental involvement, to improve their skills and knowledge.
  • The Year 11 Learning Mentor Team will meet with PP students individually for mentoring twice per half term to review their subject concerns and plans for the future.
  • Heads of Year, along with Form Tutors, will track the provision that PP students in all years are accessing on the PP Provision Tracker.
  • Staff members running an initiative, eg. The Scholars Programme (Year 10) or extra-curricular activities (if running this year), will complete an Impact Review, detailing the benefits of the initiative and recommendations for future implementation.
  • In the summer term, Heads of Year will complete five case studies each (25 in total), detailing the impact of PP provision on a range of students.
  • In the summer term, there will be student and parent consultations regarding their experience, whether their needs have been met and what the school can do in the future to further meet those needs, if required.

Proposed expenditure for 2020-2021 Budget: £201,492