Pupil Premium
In April 2011 the Government introduced Pupil Premium, funding which is additional to main school funding.
The purpose of the Pupil Premium is to narrow the attainment gap between pupils from low-income families and their peers by ensuring that this funding reaches the pupils who need it most. Schools have the freedom to spend this funding as they see fit based on their knowledge of pupil needs. An evaluation of the success of a school’s use of the Pupil Premium funding is focused less on the journey that a child takes through the school, but more on their ultimate levels of achievement. In order that they may achieve their full potential, each student eligible for Pupil Premium funding may require, in addition to the core offerings a school may deliver, a bespoke set of interventions, opportunities and support based on their individual needs and circumstances.
Research suggests (Source: Oxford School Improvement) that disadvantaged pupils on average:
- Have less home support than their peers
- Have weaker language and communication skills
- Are more likely to have significant difficulties in basic literacy and numeracy skills
- Experience more frequent behaviour difficulties
- Are less likely to believe that they can control events that affect them
The funding is allocated to schools on the basis of those students who have received Free School Meals at any point in the past 6 years and children who have been “in care” continuously for more than 6 months. As such their needs are inevitably diverse; for example, some of these students may not have faced economic hardship for a number of years whereas others may be presently in a low-income family environment.
It is therefore important that each year a detailed analysis of the academic profile of those students for whom the school receives the Pupil Premium is conducted, together with an evaluation of their individual needs and assessment of potential barriers to learning.
All secondary schools receive £935 for each student eligible for the Pupil Premium funding in year 7 to 11. It is for schools to decide how best this funding is spent since they are best placed to assess what individual provision should be made for the individual pupils within their responsibility. (Source: DfE website)
At Herne Bay High School approximately 28% of students in Years 7-11 are currently in receipt of Pupil Premium funding and 3% are Children in Care. For the financial year 2017/18, the school received £397,782 Pupil Premium funding from the Government
Herne Bay High School allocates the Pupil Premium funding in the four key areas of Leadership, Student Welfare, Curriculum Staffing and Targeted Strategies & Initiatives. In 2017-18 the breakdown in expenditure was as follows:
|
|
£
|
% of PP funding
|
|
Leadership
Including allocated Vice Principal time, Director of Inclusion, Director of PP and Raising Achievement Coordinators.
- Focusing on enacting key elements of the Sutton Trust research findings related to meta-cognitive elements and improving the quality of teaching
- Identifying further research and best practice to influence future PP developments at HBHS
- Developing the school’s work working with feeder primary schools to support the most challenging youngsters
- Developing the use of PASS (Pupil Attitudes to School and Self) data to target appropriate early interventions
- Carrying out an impact evaluation of expenditure to inform future spending
|
£85,191
|
21%
|
|
Student Welfare
Including allocated time from Heads of Mini Community, Mini Community Support Officers, Student Welfare Team, Inclusion Team, Attendance Officer, Counselling and Youth Worker
- Inclusion Team providing very high levels of personalised support to the school’s most challenging youngsters who experience significant barriers to their learning. This work is particularly relevant in supporting students who may have behavioural, emotional and/or social difficulties to engage more positively with school and their learning with the aim of optimising their chances of fulfilling their potential
- Improving contact with the more hard to reach families through the work of the Inclusion Team, having a direct impact on improving children’s attendance and levels of engagement
- Funding an Attendance Officer who focuses on both supporting and challenging students and their parents when their attendance is less than 95%
- Part-funding a school counsellor to support individuals needs
- Part-funding a Community Youth Worker who supports intervention programmes and coordinates Student Voice programmes. This also supports students who may have behavioural, emotional and/or social difficulties to engage more positively with school and their learning
- Supporting the Peer Mentoring and Peer Coaching initiatives, financing the training of the peer mentors and coaches to ensure that they have the requisite knowledge, skills and understanding to carry out their role effectively
|
£161,400
|
41%
|
|
Curriculum Staffing
Including allocated time from Literacy Team, Numeracy Team and Inclusion Teaching Staff
- Maintaining the effective literacy and numeracy programmes that are in place to support students
- Booster English and Maths lessons for Year 11 students
- Targeted intervention using data analysis
- Continuation of Accelerated Reader programme across Key Stage 3 to improve literacy
|
£45,594
|
11%
|
|
Targeted Strategies and Initiatives
- One-to-one tuition in literacy and numeracy
- Easter and Half-term Revision Programme
- Bespoke careers advice and work experience placements
- Funding alternative curriculum packages
- Supporting educational visits, breakfast clubs and extra-curricular activities
- Subsidised music lessons
- Supporting individual needs – eg. Transport, school uniform, food technology ingredients
- New initiatives - eg. Motivational programme for targeted Year 11 students
Includes Contingency
|
£106,211
|
27%
|
|
Total Income/Expenditure
|
£397,782
|
|
2017-18 Outcomes
Achievement:
2018 results.
|
|
PP
|
Non PP
|
Difference
|
|
EM 4+ / 5+
|
33%/14%
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57% /21%
|
24% / 7%
|
|
P8
|
-0.41 (17-18 co-efficient)
|
-0.27 (17-18 co-efficient)
|
-0.14
|
2015/16 – 2017/18 comparisons.
|
|
15/16
|
16/17
|
17/18
|
Difference
|
|
PP P8 overall
|
-0.4
|
-0.35
|
-0.41
|
-0.06
|
|
PP P8 boys
|
-0.71
|
-1
|
-0.89
|
+0.11 gains have been made with boys overall progress
Progress made upon year
|
|
PP P8 girls
|
-0.08
|
-0.71
|
-0.04
|
+0.67 A very positive development with girls progress this year.
Progress made upon year
|
|
5 A*-C EM
|
30.30
|
26.03
|
27.9%
|
1.87% Progress made upon year
|
Pupil Premium students have seen their Progress 8 figure widen from the previous year. This was due to an increased amount of PP students compared to the previous cohort, some students being educated offsite (PRU) and some PP students classed as persistent absentees. The Pupil Premium students seen an increase in the old measure of 5A*-CEM by 1.87%, this is seen as a positive that our students year-on-year are improving with their English & Maths results. The Gap between PP and Non-PP students has increased with 4+ although those PP students attaining 5+ EM has improved to leave only a gap of 7%.
Attainment in English and math have again increased with more students attaining an English pass and Math pass.
Although the progress that disadvantaged students are making (individual measures) has improved years, the dip 0f -0.06 this year was in line with the non-PP students. Many of the PP sub-groups (gender) outperformed previous year’s results, alongside those PP High band students who made an impressive gain of +0.65 and our PP Low band students who improved their progress score by +0.66. Continued work needs to be done in diminishing the difference between disadvantaged and other pupils in terms of attainment and progress.
Attendance and Exclusions:
The attendance of FSM has increased to 89.9% and non-FSM has increased slightly to 95.2% from the previous year. The number of FSM persistent absentees, however, has again shown slight improvement. The attendance of all these students continues to be closely monitored and the local authority is involved when appropriate. We also have used many initiatives to try and improve this, including purchasing bus passes to support these students in getting to school.
PP students make up 55% of fixed-term exclusions (FTE) at HBHS, during the 2017-2018 academic year. This figure represents any FTE, to which a student could have multiple exclusions.
2018-19 Pupil Premium Planned Expenditure
|
|
£
|
% of PP funding
|
|
Leadership
Including allocated Vice Principal time, Director of Inclusion, Director of PP and Raising Achievement Coordinators.
- Focusing on enacting key elements of the Sutton Trust research findings related to meta-cognitive elements and improving the quality of teaching
- Identifying further research and best practice to influence future PP developments at HBHS
- Developing the school’s work working with feeder primary schools to support the most challenging youngsters
- Developing the use of PASS (Pupil Attitudes to School and Self) data to target appropriate early interventions
- Carrying out an impact evaluation of expenditure to inform future spending
|
£86,772
|
22%
|
|
Student Welfare
Including allocated time from Heads of Mini Community, Mini Community Support Officers, Student Welfare Team, Inclusion Team, Attendance Officer, Counselling and Youth Worker
- Inclusion Team providing very high levels of personalised support to the school’s most challenging youngsters who experience significant barriers to their learning. This work is particularly relevant in supporting students who may have behavioural, emotional and/or social difficulties to engage more positively with school and their learning with the aim of optimising their chances of fulfilling their potential
- Improving contact with the more hard to reach families through the work of the Inclusion Team, having a direct impact on improving children’s attendance and levels of engagement
- Funding an Attendance Officer who focuses on both supporting and challenging students and their parents when their attendance is less than 95%
- Part-funding a school counsellor to support individuals needs
- Part-funding a Community Youth Worker who supports intervention programmes and coordinates Student Voice programmes. This also supports students who may have behavioural, emotional and/or social difficulties to engage more positively with school and their learning
- Supporting the Peer Mentoring and Peer Coaching initiatives, financing the training of the peer mentors and coaches to ensure that they have the requisite knowledge, skills and understanding to carry out their role effectively
|
£176,909
|
45%
|
|
Curriculum Staffing
Including allocated time from Literacy Team, Numeracy Team and Inclusion Teaching Staff
- Maintaining the effective literacy and numeracy programmes that are in place to support students
- Booster English and Maths lessons for Year 11 students
- Targeted intervention using data analysis
- Continuation of Accelerated Reader programme across Key Stage 3 to improve literacy
|
£49,072
|
12%
|
|
Targeted Strategies and Initiatives
- One-to-one tuition in literacy and numeracy
- Easter and Half-term Revision Programme
- Bespoke careers advice and work experience placements
- Funding alternative curriculum packages
- Supporting educational visits, breakfast clubs and extra-curricular activities
- Subsidised music lessons
- Supporting individual needs – eg. Transport, school uniform, food technology ingredients
- New initiatives - eg. Motivational programme for targeted Year 11 students
Includes Contingency
|
£81,745
|
21%
|
|
Total Anticipated Income/Planned Expenditure
|
£394,4
|
|
