"The progress of the most vulnerable pupils, including those eligible for the pupil premium and those with special educational needs or disabilities, has been a focus for the school in recent years and as a result of this work, the gap between these students and their peers is beginning to close." -DCI Report, 2018
Pupil Premium was introduced by the Government in April 2011 to provide additional support for student’s form disadvantaged backgrounds. Extra funding has been made available to support these students. Pupil Premium money is provided for those pupils who have been on Free School Meals (FSM) at any point over the last six years (Ever 6) or for Look After Children.
For the year 2017/2018 the Pupil Premium had a value of £935.00 per eligible student. There is also a provision of £300 for pupils who have a parent in the armed forces/adopted and £1900 per Looked after child.
St Philip Howard is a highly inclusive comprehensive academy. The Pupil Premium allows us to give targeted individual additional support so that every pupil, however financially disadvantaged, is able to:
- Improve their levels of attainment and progress from their starting point
- Close attainment gaps relative to the rest of the school cohort
- Have full access to our curriculum
- Access our extra-curricular provision
Our full Pupil Premium Policy can be found here.
Qualifying pupils in the January census resulted in a grant of £115, 005 for the academic year 2017/2018.
We received this money in regular instalments and these funds were in addition to the main school budget (the general annual grant).
Interventions for each student were decided on an individual, needs-led basis. This meant that pupils were able to benefit from more than one intervention at any time.
Review Date: September 2018
Total PP budget
Total number of pupils
436 Y7 – 11
Number of pupils eligible
2017-2018 Pupil Premium review
The detailed plan and review of how this funding was allocated can be found here.
- 2017-2018 Plan
- 2017-2018 impact measures with historical data can be found here
There were some really good individual achievements from the pupils eligible for premium in their exam results.
The chart below is a summary of how the 2017-2018 funding was spent:
The document below details some of the impact of this spending:
- Impact information sheet can be found here.
Whilst there has been some positive impact of the 2017-2018 plan, the progress and outcomes for these pupils from their starting points is one of the main focuses for the academy. The correct systems, processes and initiatives have now been put in place and time is now needed to embed and show their full impact on pupil’s progress at both Key Stages.
2018-2019 Pupil Premium Plan. (Review October 2018)
Our core purpose is to ensure that students of all abilities and backgrounds have high aspirations and achieve their potential. By continuing our relentless drive to maintain and improve the quality of teaching and learning we expect to further improve the outcomes of all the students at St Philip Howard, demonstrated through our headline figures. We aim to identify skills gaps, and address them, as early as possible. Therefore, during the 2018 – 2019 academic year we will increase, and embed, our provision through the following ways:
- Quality teaching for all: Teaching at St Philip Howard is good and we focus all our CPD activities on professional development to ensure students continue to benefit from this feature of our school.
- The Curriculum: We have made substantial investment in additional classes across all areas of the Key Stage 3 and Key Stage 4 curriculum to reduce the number of students in a class and facilitate more targeted support for students who are in need of more support. Further investment has also been made in securing the breath of the curriculum, whilst introducing new subjects.
- Pastoral Care: this aim involves supporting pupils to behave well, have good attitudes to learning, being ready to learn through making sure pupils attend school along with participation in extra-curricular activities. It also involves working with families to make sure the child’s education is supported at home.
- School to School Support: through forming a network where best practice can be shared so we can learn form to keep improving the provision for pupils eligible for the fund.
The detailed Pupil premium plan is based on the above four areas. The impact of each aim of this work will be ascertained through the following measures comparing those eligible for the fund with those who are not eligible:
1. Quality teaching for all
- Class teachers have individual class data readily available to plan lessons at the right level, so has an immediate impact on progress.
- Data Tracking Internal data tracks performance of students at Key Stages 3 and 4.
- High profile given to Quality First teaching focusing on individual care and classroom rigour.
- Diminishing the Difference by focusing on progress for all.
2. The Curriculum
- High levels of progress in Literacy for students with PP funding.
- Rapid progress for students whose reading ability is significantly below chronological age.
- To develop further the programme of peer tutoring to raise achievement
- Increased attainment in English and Maths Key Stage 4 for our disadvantaged students.
- Year 11 disadvantaged students are part of a Mentor Scheme run by SLT.
- Disadvantaged students choose appropriate Post-16 pathways.
3. Pastoral Care
- The percentage for disadvantaged students to be better than the National average.
- The percentage of disadvantaged students who are persistently absent to be lower than national average.
- The proportion of disadvantaged students with fixed term exclusions to be lower than national average.
A detailed action plan for 2018-2019 can be found here.
What is the Catch Up Premium funding?
The Government allocates extra funding to support those pupils in the current Year 7 cohort who did not achieve the expected in reading and/or mathematics.
In 2017-18, this gave a budget of £5484. This funding is not ring-fenced but there is expectation that it will be directed to additional literacy and numeracy catch-up support during Year 7. We have used it to fund extra literacy lessons and extra numeracy lessons each week. The lessons have been delivered to groups no larger than 7 and have focused on the individual student’s skills gaps. This has been achieved by withdrawing pupils from tutorial session. The sessions have been delivered by TAs. Pupils reading ages are periodically assessed using STAR reading test and regular assessment is carried out through English and maths lessons. These assessments give rise to GCSE predictions which are compared to the individual student’s targets. We can then see if the students involved are making progress.
Catch up funding is used at SPH to support students who have begun Year 7 with lower than expected scores in English and/or Maths. In addition, students who need additional support in Y8 as they have not yet met the expected level are included.
The students who come to St Philip Howard Academy below the expected level for reading and/or mathematics follow a fortnightly intervention programme. They are taught by Teaching Assistants (TA’s) on a fortnightly basis in form time, lunch time and before school. This support is personalised and delivered in very small groups. The progress of students is analysed by their progress in their maths and English lessons. The staff who deliver the lessons liaise closely with the English and maths staff and when the students have been secured at the expected level they no longer attend the intervention sessions. Intervention is also delivered to students in Year 8 where appropriate. In addition to these sessions reading groups are set up to include these students through the Aspire centre and all students follow the accelerated reader programme at a difficulty appropriate to their individual needs. This work is coordinated through close liaison between maths, English and the student Aspire centre.
In addition to this these pupils in Year 7 and 8 receive an additional 1 hour a week stand-alone lesson in Literacy and Numeracy to further enhance their improvement towards the expected standard.
The Impact for 2017-18
The cohort that arrived below expected standard in reading showed an average of 14.25 months’ progress in their reading age over the year. Eight of the cohort have increased their reading age by more than the time elapsed. A further 3 students are improving their reading age in line with the chronological time passed. All students have been assessed by their English teachers as being secondary ready. Four are currently one grade below their SPH target.
Accelerated reader will continue into Year 8 and our English department has been timetabled to support this lesson in the department where there are the most students with remaining need.
In Maths 27 Pupils arrived below the expected standard. The “not secondary ready” cohort were identified through this KS2 data and a CATS assessment which the students sat in transition week. Secondary readiness is judged to be able to achieve a grade 1 on a GCSE paper, as this equates to the “old” level 4. Students were identified and received small group interventions from our TA in Maths and Numeracy lesson. On reassessment at the end of year, all students who arrived below expected standard are now judged to be secondary ready. Only four students are falling below our SPH expected targets. These students will now receive intervention from class teachers.
Work will continue with the students who have not year caught up in 2018-19.
The impact measures with historical data can be found here.
The impact measures with historical data can be found here.