"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 2019/2020 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
Qualifying pupils in the January census resulted in a grant of £129, 050 for the academic year 2019/2020.
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.
Reviewed: October 2020
Total PP budget
Total number of pupils
484 Y7 – 11
Number of pupils eligible
2019 - 2020 Pupil Premium review
The detailed plan and review of how this funding was allocated can be found below.
There were some really good individual achievements from the pupils eligible for premium in their exam results
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 2019-2020 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.
2019-2020 Pupil Premium Plan.
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 2020 – 2021 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.
Coronavirus (Covid-19) Catch up Premium
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.
We know that we have the professional knowledge and expertise in the education system to ensure that children and young people recover and get back on track. Returning to normal educational routines as quickly as possible will be critical to our national recovery, and the government intends for schools and colleges to fully open in September.
The government has announced £1 billion of funding to support children and young people to catch up. This includes a one-off universal £650 million catch-up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time.
Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit. That is why, alongside the universal catch-up premium, we are launching a £350 million National Tutoring Programme to provide additional, targeted support for those children and young people who need the most help
For 2020-2021 our funding is £81.00 per pupils giving us a fund of £34,995. This funding will be directed to additional literacy and numeracy catch-up support during Year 7. We Will use the allocated amount to fund extra literacy lessons and extra numeracy lessons each week. The lessons will be delivered to groups no larger than 7 and have focused on the individual student’s skills gaps but especially around inference. This will be achieved by withdrawing pupils from tutorial session. The sessions will be delivered by Tutors. Pupils reading ages will be periodically assessed using STAR reading test and regular assessment is carried out through English and maths lessons.
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 closing the gap due to the school closure of COVID-19.
Catch up Premium Funding The Impact for 2019 - 20
In 2019-2020 the budget for Catch up was £9113. We spent the money by providing extra Literacy and Numeracy lessons along with Accelerated reader
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 2020/2021.