The Pupil Premium allocations for the last five years were as follows:
- In 13/14 we received £ 9,000
- In 14/15 we received £19,330
- In 15/16 we received £26,775
- In 16/17 we received £42, 577
- In 17/18 we received £43, 040
- In 18/19 we received £35,530
- In 19/20 we received £37, 630
- In 20/21 we received £36, 205
- In 21/22, we expect to receive £37, 160
School contextIn Years 7-11, we currently have 509 pupils on roll, of which 36 are disadvantaged or have ever been in care and 8 are service premium.
The main barriers we have identified with regard to Pupil Premium students.
Pupil Premium students can have lower aspirations, and have the perception of themselves as less able within a selective setting. This can manifest itself in lower attainment throughout the School, and ultimately in their GCSE examinations. They can suffer from lower self-confidence and less academic and pastoral resilience, and some have less ambitious future study choices than their peers. Their personal organisation and study skills can be less secure. Their ability to stretch and challenge themselves can be restricted, as sometimes they are not in a position to access extra resources for use both in and outside of the classroom. They can have less experience of travel and less extra-curricular participation than other students, which can impact on their enjoyment of School, their engagement and, ultimately, their attainment in lessons. There can be lower attendance rates for disadvantaged students.
Our aimsWe aim for Pupil Premium students to feel exactly the same as any other student, and our approach is always to support them in a way which does not draw attention to the fact that they have this additional financial help. We aim for them to be well supported in their learning, both in lessons and outside. We would aspire to a situation where all parents and students make ambitious decisions about their post-16 or post-18 study routes. Pupil Premium students’ progress and attainment should be in line with other groups, and we aim to close any gaps in terms of achievement, supporting them with the demands of class-work, homework, non-examined assessment and examination components of their chosen courses. We aim for a positive Progress 8 score in 2022 for Pupil Premium students which is close to the cohort as a whole, and at least 0.1 of a grade closer than in 2019. We aim for a pupil premium Attainment 8 score that is as close to the cohort as a whole as possible, and at least 0.5 less than the gap in 2019. We aim for 100% Grade 5+ in English and Maths, although this will be a challenge. We aim for the EBacc entry percentage to be at least 85%. We expect Pupil Premium destinations data to be in line with that for others at the end of KS4, and we would like to see our Pupil Premium students applying for higher education courses at the end of KS5, which makes them indistinct from other students as a group. We aim for attendance of disadvantaged students to be in line with other students and at least 95%.
Our planned actionsWe aim to continue our programme of work from previous years, to allow Pupil Premium students to achieve results and to make progress in line with (or at least close to) other students throughout the School- a key success criteria for us to monitor. In particular, we aim to prioritise the effectiveness of our interventions and support with Pupil Premium students where this is needed especially, but not exclusively, at Key Stage 4. The School uses our allocation to support a range of programmes, systems and processes to this end, including InvestIN courses which the careers department organise for suitable PP candidates. Another specific example of such expenditure includes a mentoring programme for which disadvantaged students have priority, and a Learning Support Advisor who is funded to support intervention sessions where needed at Key Stage 3. We monitor students’ Assessments and Reports and intervene where necessary in terms of study skills, academic support in literacy and numeracy especially, and organisation.
In terms of tracking, we are developing our systems to clearly identify whether Pupil Premium students have made progress in line with other students, so that monitoring can be more effective and interventions more swift. This is a key success criteria. Our aim is to cement a more formal Pupil Premium provision plan this year, which will allow this tracking and necessary interventions to be closely monitored.
We also use the grant to support our provision of an independent counsellor which Pupil Premium students have priority access to, and an educational psychologist who can work with students where necessary to improve their resilience. The money also allows us to give uniform and equipment grants to Pupil Premium students, distribute revision guides where needed and fund or part-fund extra-curricular activities such as Duke of Edinburgh or music lessons. We also fund or part fund curriculum day trips and visits with the grant to prevent social exclusion. Participation which promotes subject knowledge and interest and broadens interests and life experiences is proven to lead to more aspirational life choices in the future. Making sure that Pupil Premium students successfully participate in these ways is a key success criteria which we will also monitor.
We are also sharing good practice with regard to Pupil Premium students as a staff at a range of meetings, and looking at the best ways to support them in lessons as well as outside the classroom. Research into effective CPD suggests that raising awareness of Pupil Premium students and ensuring that staff work together over a period of time to examine effective classroom strategies is the most effective form of staff development. Our success criteria is that this sharing of good practice happens and is effective.
We use sixth-form mentors, where appropriate, who offer 1:1 and small group work throughout the year when Pupil Premium students are in Year 11 (this can be lower down the School if it is felt to be necessary). Our past evidence at GCSE suggests that this kind of support for those whose progress dips below that expected is effective and useful. Disadvantaged students have priority access to impartial careers advice which we also support financially with the grant. We are also developing our communication with parents about the opportunities available to all disadvantaged students. We will monitor all of our interventions in this area. We also aim to continue monitoring the attendance of Pupil Premium students, with a view that none will dip below our threshold for concern (95% as an amber flag, and 90% as a major concern), and that appropriate support is provided for the families where this happens. This is our final success criteria for the year.
Did our strategy work last year?Last year, we were already improving the process of tracking the students more closely to identify underachievement in Year 11 especially. The support received from the sixth-from mentors has proved especially useful in recent years. We are planning on embedding this more fully in the next academic year across all years, but the GCSE results confirmed that our Pupil Premium students were well supported. In 2019, their progress 8 score was positive, and the results were very strong in comparison to national progress figures for disadvantaged children. We anticipate this being true in the 2022 figures too. They also achieved well in terms of the percentage achieving grade 4+ in English and Maths, and in terms of Attainment 8. The profile of Pupil Premium students was further raised with staff, at a variety of meetings such as the SLT Link meeting where they were a focus, and staff were made more aware of our expectations in terms of Pupil Premium students at the start of the year. We feel that this was useful in making the progress of Pupil Premium students a priority for all staff. We supported students with a range of extra-curricular activities, as well as with equipment and support for their normal lessons as appropriate. Prior to COVID, and where possible during the last year, several took part in concerts, plays and a range of clubs, as well as the Duke of Edinburgh programme. We are confident that this support has made the students feel more included and more resilient in School, and has helped to ensure that they do not lose out to others in terms of resources or opportunities for personal development. We are confident that this strategy has had a qualitative impact on pupil premium students’ attitude to School and take up for extracurricular day trips and visits by Pupil Premium students is in line with take up from other students. Of our 5 Pupil Premium students in Year 11 in 2020/21, 4 stayed to do A-levels and one went to do A-levels elsewhere. Of those 5 Pupil Premium students from a total of 10 that stayed with us at the end of GCSE in 2019, all went on to study at university.
- Service Premium Students.
Service Premium funding is designed primarily to provide pastoral support for students from service families, to mitigate the negative impact of family mobility or parental deployment. We received £2400 in the academic year 2017-18, £2100 in the year 2018-19, £1800 in the year 2019/20, £3100 in 2020-21 and we anticipate £2480 in the 2021/22 year. Our money is used to support our counselling service, to which Service Premium students have priority, and also we would use our Learning support advisor to smooth the transition of Service Premium students into the School when they arrive if this is needed- especially if they do so mid-year. We also use the Service Premium grant to support some of our pastoral programme that is designed to improve the resilience of service students- we have outside speakers to do some of this at Key Stage 3 in particular, and we also supported a range of ‘off-timetable’ activities in the summer term. As part of our support for Service Premium students, we would also consider spending the money on supporting students to build their confidence through participation in extra-curricular activities to raise their self-esteem.
Where service Premium students are falling significantly behind their expected progress, or are falling short in terms of their commitment to learning, we would also use some of the money to give them time with our Learning Support Advisor to help get them back on track. Appreciating the disruption to the home life of some Service Premium students, we would also be able to provide revision guides and other support material for them to use at home should this be necessary. As with Pupil Premium students, Service Premium students are informed about our policy at the beginning of each academic year.
Pupil premium strategy is discussed at the Curriculum and Student Welfare Committee Meetings, and this strategy will next be reviewed by the Director of Studies in October 2022 having been reviewed in the autumn of 2021. Our Pupil Premium lead governor is Hayley Twidale.