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Pupil Premium

‘High profile, high expectations, no excuses’


Pupil Premium: the facts

Introduced in April 2011, the Pupil Premium is allocated to children who are looked after by the local authority, and those who have been eligible for Free School Meals (FSM) at any point in the last six years (also known as Ever 6).

Since April 2014 children who are looked after, or who have been adopted from care, have received a higher rate of funding than children from low-income families - the ‘Pupil Premium Plus’. This is to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level.

Children who have parents in the armed forces are also supported through the service child premium.

Why have Pupil Premium funding? 

Statement from the Department for Education (December 2013):

Attainment gaps between pupils from deprived backgrounds and their more affluent peers persist through all stages of education, including entry into higher education.  The highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by age seven.  The gap widens further during secondary education and persists into higher education.  The likelihood of a pupil eligible for FSM achieving five or more GCSEs at A*-C including English and mathematics is less than one third of a non-FSM pupil.  A pupil from a non-deprived background is more than twice as likely to go on to study at university as their deprived peer.

 

For 2017-18, Pupil Premium money is used for children who: 

  1. Are currently in receipt of Free School Meals (FSM) - (£935)
  2. Have been in receipt of FSM at any time in the last 6 years (Ever 6) - (£935)
  3. Have been in care / looked after (for 1 day or longer) - (£1900)
  4. Have been adopted from care on or after 30th December 2005, or left care under a special guardianship order or a residence order - (£1900)
  5. Have parents in the armed forces - (£300)

Pupil Premium Funding 

 

Financial Year Amount of Pupil Premium Funding
2014-15 £168,395
2015-16 £162,175

2016-17

2017-18

£158,495

£165,040

 

Academic Year: 2015-16 2016-17 2017-18
% Pupil Premium Students 17.8% 16.5% 20.2%

 

Academic Year

2015-16

2016-17

2017-18

  No.of students Funding per student Total No. of students Funding per student Total No. of students Funding per student Total

Number of FSM/Ever6 students eligible for the Pupil Premium

165

£935

£154,275

157

£935

£146,765

198

£935

£185,130

Number of Looked After students eligible for the Pupil Premium

1

£1,900

£1,900

2

£1,900

£3,800

6

£1,900

£11,400

Adopted from Care

4

£1,900

£7,600

6

£1,900

£11,400

4

£1,900

£7,600

Number of service children eligible for the Pupil Premium

1

£300

£300

1

£300

£300

1

£300

£300

Total

170

 

£164,075

165

 

£162,295

208

 

£204,430

There is a discrepancy between funding we receive from the Department for Education and the money we spend on our Pupil Premium students. This is due to two factors: 1) the Local Authority holds the funds for all Looked After students. While the full funding is spent on each Looked After child, it is controlled by the LA rather than the school; 2) While the school continuously updates our Pupil Premium list, the Department for Education’s official list is only updated annually (and therefore does not include Year 7 students or other new arrivals. Each calendar year several Year 11 students also officially cease to qualify for the Pupil Premium (having had more than 6 years since they were last entitled to Free School Meals). In this situation, where a student has been entitled to Pupil Premium funding for the majority of their time here, the school continues to provide their Pupil Premium entitlements until the end of Year 11.


Strategy for raising the achievement of disadvantaged students

Principles 

  • Raising the achievement of disadvantaged students is the responsibility of every member of staff at Furze Platt Senior School
  • The needs of every disadvantaged student deserve to be understood so that they can be addressed
  • We will take positive action to remove identified barriers to learning and address disadvantage
  • Disadvantaged students need to make accelerated and sustained progress to close the gaps

Aims of the strategy 

To close the gap in achievement between disadvantaged and non-disadvantaged students by:

  • Understanding the needs/barriers of our disadvantaged students and acting to address them
  • Providing high quality teaching which is closely tailored to their needs
  • Ensuring excellent attainment and progress in the essential subjects of English and Maths
  • Using data effectively to ensure every disadvantaged student makes at least good progress, and where they are behind they are to make rapid progress to catch up
  • Listening to the student voice and ensuring their views are heard and acted upon and they have a real stake in the school
  • By explicitly holding teachers, middle leaders and SLT to account for the attainment and progress of disadvantaged students
  • Providing effective intervention where specific gaps in attainment and achievement need more support to be closed
  • Providing high quality support for the broader skills and personal qualities students require to succeed – resilience, independence, self-belief
  • Planning a rich, personalised curriculum
  • Ensuring equality of opportunity in accessing the extended curriculum and extra-curricular activities
  • Providing support for emotional and behavioural difficulties
  • Engaging positively with parents/carers and providing high quality parental support
  • Securing excellent attendance
  • Providing effective CEIAG to ensure students develop clear, aspirational goals for life beyond school

 


Key Responsibilities

Governors 

  1. All governors: hold senior leaders to account through the scrutiny of regular reports regarding the attainment and progress of disadvantaged provided by the senior team and Pupil Premium governor.
  2. Pupil Premium Governor: takes a particular interest in the attainment, progress and broader support for disadvantaged students, on behalf of the governing body.  The PP governor will meet regularly with the Pupil Premium Champion to monitor the strategy and evaluate its effectiveness. 

Senior Leaders 

  1. Headteacher: takes overarching responsibility for the strategy and holds senior leaders to account.  They will work closely with the Pupil Premium Champion to track progress, challenge any underachievement, celebrate success and evaluate the effectiveness of the strategy.
  2. Associate Assistant Headteacher - Pupil Premium Champion: forensically tracks the attainment and progress of all disadvantaged students, challenges all leaders and holds them to account where students are not making rapid progress. They will monitor the spending of the Pupil Premium funding, ensure a clear audit trail and that case studies are developed to evidence the progress made by students. They will provide regular reports to governors regarding the progress of these students as individuals and groups and ensure they are at the forefront of everyone’s attention. 
  3. Deputy Headteacher - Raising Standards Leader: The RSL will ensure that disadvantaged students are at the forefront of all actions and initiatives implemented by the school. They will forensically monitor progress made and ensure they are at the forefront of meetings with HOD’s. To share with the Pupil premium champion departmental reports from RSL meetings both successes and areas for development.
  4. Associate Headteacher – Curriculum: ensures the curriculum is broad, balanced and enriching and can be fully accessed by disadvantaged students.  Where appropriate the curriculum will be personalised to maximise the benefit to students and to ensure they are successful.  They will also ensure effective early support for CEIAG so that students have aspirational goals and understand how to achieve them. They will ensure a smooth and accelerated transition for Pupil Premium students when working with the transition co-ordinator.
  5. Assistant Headteacher – Teaching and Learning: ensures teaching meets the needs of all groups of students and secures rapid progress for disadvantaged students.  They will ensure ongoing high quality training on how to teach and support disadvantaged students based on school, local and national best practice. Where teaching does not meet the needs of these students, clear targets will be set and training and coaching provided.
  6. Associate Assistant Headteacher – Inclusion Manager: ensures the personal development and wellbeing of disadvantaged students.   This will include ensuring effective transition from primary school and support for learning. They will support the pupil premium champion in the promotion of positive behaviours (e.g. developing resilience and aspiration) through the house system and the pastoral team with high expectations of attendance.  The AAHT Inclusion Managers will work with a number of key members of staff (Heads of House, pastoral managers, attendance officer, school counsellor, family support worker) and a number of outside agencies to ensure disadvantaged students receive the support they need (EWO, social care, intensive Family Support, Drugs and Alcohol team (DAAT))
  7. Assistant Headteacher – Head of Sixth Form: works closely with the RSL and PP Champion to ensure that disadvantaged students are supported to meet or exceed their targets and that they have access to high quality advice/experience of HE.  The Inclusion Managers will liaise with teachers, parents and school and external agencies to ensure they receive high quality support.
  8. Head of Operations and Business Development: Oversees the budget and holds Pupil Premium champion accountable to spending of the PP budget.

Middle Leaders 

Curriculum Leaders: forensically track the attainment and progress of all disadvantaged students in their curriculum area, challenging all teachers and holding them to account where students are not making rapid progress.  They will also ensure this cohort prioritised for any initiatives introduced by the department and seek additional resources for disadvantaged students if required.   They will provide regular reports to the Raising Standards Leader regarding the progress of these students.

Heads of House: forensically track the attainment and progress of all disadvantaged students in their house, intervening where patterns of underachievement/low resilience/ lack of organisation/ lack of motivation/ poor behaviour /complex and challenging home circumstances are barriers to making rapid progress.  Those with responsibility for transition (KS2 -3, KS3 -4 and KS4 -5) will ensure that all disadvantaged students receive targeted support and advice.

Special Educational Needs Co-ordinator: ensures students with SEN who are also disadvantaged (therefore doubly disadvantaged) are effectively supported by the Learning Support team, therefore making good/rapid progress. They will also ensure that progress is forensically tracked and that interventions are adjusted/changed if there is insufficient evidence of good progress. Learning Support Assistants will know who disadvantaged students are in the classes/withdrawal groups that they support and will be proactive in removing barriers to learning and providing additional support.

Assistant Head of Sixth Form - forensically tracks the attainment and progress of all disadvantaged students in Year 12, intervening where patterns of underachievement/low resilience/ lack of organisation/ lack of motivation/ poor behaviour /complex and challenging home circumstances are barriers to making rapid progress. 

Teachers 

Teachers: set high expectations of all disadvantaged students and ensure that teaching is high quality and carefully planned to meet the needs of disadvantaged students, enabling them to make accelerated and sustained progress.  They will use assessment information to identify learning gaps or where further challenge is required and refine their teaching accordingly. They will remove any barriers to learning (e.g. lack of basic equipment, access to resources) and seek additional resources (via their curriculum leader) if required.

 


Pupil Premium Expenditure 2016 -17

The money provided to the school for the support of disadvantaged students was spent in the following ways:

Additional staffing hours in English & mathematics to support small group
and 1:1 intervention work

(Specialist intervention workers and extra teaching hours)

£ 32,100

 

Learning Mentors

(Team of 3, providing targeted academic support and intervention to disadvantaged students)

£ 66,300

 

Counselling Services

This funding has enabled us to support some of our most vulnerable students with specialist counselling

£ 11,000

 

Parent Support Worker

Supporting parents to support their children (parenting advice and training, practical and financial advice and support, supporting meetings about understanding their child’s progress and how to support them)

£5,500

Extended Curriculum Activities

  • Additional study support sessions/revision sessions
  • Subsidies for trips and visits
  • Subsidies for music tuition

£ 10,000

 

Alternative Curriculum team activity

  • One to one raising achievement sessions
  • Social skills provision
  • Personalised provision on or off site
  • Study Hall staffing

£ 15,000

 

ICT software & equipment

  • Purchase of laptops to loan to disadvantaged students without access to ICT equipment at home
  • Purchase of site licences that enable improved tracking, monitoring and support of disadvantaged students

£5,000

Departmental resources & training

Resources to support wider study, home learning, practical activities, specialist equipment – increased total for 2016-17 to cover the rollout of resources for new exam specifications

£5,000

 

Staff training and development

  • Training for LSAs
  • Training/coaching for teachers
  • Keeping abreast of best practice

£4,000

Contingency

  • School equipment/ICT resources/ tutoring not met by above etc
  • Emergency support for students – provision of uniform, stationery etc
  • Additional staffing to cover pre / after school academic support sessions

£4,600

Total £158,500

Impact 

Part 1: Key Stage 4 2016-17

In 2017 there were 22 students in receipt of Pupil Premium in Year 11, 11.9% of the cohort (this is our smallest Pupil Premium cohort). There were 41 Pupil Premium students in Year 10 (this is 26.4% of the cohort and slightly below the national average of 28.9%).

A range of strategies and interventions have contributed to the attainment and progress of disadvantaged students – from quality teaching in the classroom to the support of the mentor teams. Added to that, the work of the Parent Support Worker, Counsellor and CEIAG teams have helped guide and support disadvantaged students throughout their time at Furze Platt.

Learning Mentors have supported students with study and revision skills, time management, organisation and subject-specific tuition and support.

Attainment 

100% of students in receipt of Pupil Premium achieved at least one GCSE.

In 2017, 46% of the Pupil Premium cohort, with a KS2 APS of 26.4, achieved the Basics (9-4 in both English and Mathematics). This represents a slight drop from the 50% achieved by the 2016 cohort, but maintains the significant rise on 2014 figure of 24%.

The ‘Basics’ attainment gap between Pupil Premium and other students was 29%, against a (2016) national average gap of 28%. Despite this being slightly above the national average, it has closed significantly from 48% in 2014. The 2017 figure of 46% of disadvantaged students achieving the Basics is 3% higher than the (2016) national figure of 43% for disadvantaged students who achieved the A*-C Basics. Our focus remains on continuing to diminish the difference between our disadvantaged and other students.

68% of disadvantaged students achieved a grade 9-4 in English (an increase from 60% in 2016). In Maths, 55% of disadvantaged students achieved a grade 9-4 (from 57% in 2016).

Average KS2 attainment is 26.4 (4B) for Pupil Premium students and 29.2 (4A) for other students.

Progress 

Disadvantaged students achieved an overall Progress 8 score of -0.2, against the (2016) national average of -0.38. We are continuing to implement a broad range of strategies to reduce the gap between our disadvantaged and other students. Within the Pupil Premium cohort, the Higher Ability group achieved a very strong Progress 8 score of +1.16.

English: Pupil Premium students had -0.13 progress 8 score in comparison to Non Pupil Premium students with 0.24. Notably, Higher Ability Pupil Premium students achieved a progress score of 1.39 in English.

Maths Pupil Premium students had a progress score of a positive 0.08 against Non Pupil Premium students at 0.22. Notably, Higher Ability Pupil Premium students achieved a progress score of 1.70 in Maths.

CEIAG at Key Stage 4 is part funded by the Pupil Premium. The Royal Borough of Windsor & Maidenhead formally maintains destinations information. However, the school also keeps its own record of where our students go to study after their GCSEs. Of the 2017 Year 11 Pupil Premium cohort, 7 students (32%) have remained at Furze Platt and have joined our Sixth Form, while the remainder of the cohort have enrolled at local colleges (Henley, Reading, East Berkshire, BCA) on Level 3 or 2 vocational or joined an apprenticeship. We do not have data for two students. Two other students have moved out of the area, joining local colleges in their new towns.

 

Furze Platt Sixth Form

Other School

College

Apprenticeship

Not known

Pupil Premium

7 (32%)

0 (0%

14 (64%)

1 (2%)

0 (0%)

Non Pupil Premium

98 (60%)

5 (3%)

55 (34%)

3 (2%)

2 (2%)

Overall

105 (57%)

5 (3%)

69 (37%)

4 (2%)

2 (2%)

Part 2: Key Stage 3 2015-16 

In 2017 there were 54 students in Year 7 (24% of the year group) and 31 students in Year 8 (16% of the year group) in receipt of Pupil Premium.

Across Key Stage 3, quality teaching remains at the core of our offer for disadvantaged students. Alongside this, the Maths intervention mentors provide in class support, working with small groups or 1:1. Many disadvantaged students also participate in the Reading and Phonics programme – helping to accelerate their reading age, while others also benefit from the Paired Maths programme. Our Learning Mentor team supports vulnerable students, who provide a range of offers from organisation and study skills through to subject-specific support.

 

Support Across Key Stage 3 & 4 

Our Parental Support Worker has worked with 33 families in receipt of Pupil Premium in the year 2016-2017. This wide-ranging work has included offering teen parenting courses through to helping families get financial support. A large majority of work is with our disadvantaged students. A priority foci being; 100% attendance of PP at parents evening (or some kind of parental appointment), to support parents to ensure students’ attendance improves. To support parents to ensure students’ behaviour improve; to offer support to families when they are in crisis, this is a key support offer for families where there are safeguarding concerns in a Local Authority that struggles to meet the needs of vulnerable families 

Outcomes

Throughout the course of the year 2016-17, we managed to see all PP parents in one way or another. PP attendance at parents evening is continuing to increase each year, this is due to parents evening appointments opened earlier for PP students. The pastoral team rang parents to book appointments for them if required. All PP parents who did not attend had follow up appointments at any destination (including the local coffee shop) the Heads of House felt was appropriate, this included feedback from teachers ensuring all PP parents met with staff. This has improved engagement from some of our hard to reach parents so we hope this will build their confidence with school. We expect attendance at parents evening to rise further.

Poor attendance was categorized as <85% however, governmental changes now identifies persistent absence to be under 90%. The percentage of persistent absentee pupil premium students was 8.26%.

KS3-4 Attendance:  The attendance of students in receipt of Pupil Premium improved from 91% in 2012-13 to 94.1% in 2014-15, there was a small drop to 93.9% in 2015-2016. However, in 2016-17 the average attendance has improved to 93.94% for Pupil Premium students against an average of 96.28% for non-pupil premium students a gap that we are pleased to report is still decreasing. The number of low attenders amongst Pupil Premium students (<90%) in 2016-17 was 29 students (8.26%) against a whole school average. A core focus for 2017-18 is to work with students whose attendance is above 85% but below 90%. The gap between the attendance of Pupil Premium students and the whole cohort has reduced from 4% to 2.41%.

 


Key Actions 2017 -18

To further understand the needs of our disadvantaged students we undertook a detailed survey (July 2015). The outcomes of this survey have been built into our strategy. 

1. Ensuring quality first teaching 

Lead: Assistant Headteacher – teaching and learning

Key actions will be to:

  • Strengthen structured opportunities for acting on feedback: reflection and improvement time
  • Develop meta cognition and peer to peer support (EEF Foundation research)
  • Further develop stretch and challenge in all lessons
  • Provide additional personalised training/coaching for teachers who need to improve aspects of practice

2. Tracking and monitoring progress 

Lead: Deputy Headteacher – Raising Standards Leader

Key actions will be:

  • Continue to strengthen accountabilities through a clear cycle of RSL meetings and reports to SLT and Governors reporting on progress
  • Continued rollout of a new data management system (Go4Schools) which will provide ‘live data’ enabling more rapid response
  • The development of regular clear and concise reports which enable key stakeholders (teachers, middle leaders, SLT, governors) to know the current position, and act quickly on next steps
  • Remove any barriers to being ready to learn (e.g. ensure access to equipment and resources)
  • Increase the profile of FSM students within the PP grouping

3. Interventions 

Lead: Associate Assistant Headteacher – Pupil Premium Champion & Achievement Co-ordinator

The following teams/colleagues will provide targeted interventions:

  • Learning Support – for Year 7 Catch Up Premium students and disadvantaged students whose literacy levels are low on entry or continue to require support to access the curriculum.
  • English Intervention – rapid catch up for students Year 7 -11 who need intervention to close gaps in learning and to make good/rapid progress in English (including Year 7 Catch Up Premium)
  • Maths Intervention -  rapid catch up for students Year 7 -11 who need intervention to close gaps in learning and to make good/rapid progress in Maths (including Year 7 Catch Up Premium)
  • Raising Achievement Team: Learning Mentors – targeted subject support with subjects where students have gaps or are falling behind; provision of study skills, revision skills, mentoring

4. Building Learning Capacity 

Lead: Associate Assistant Headteacher: Inclusion Manager

Key actions will be:

  • Setting high expectations, and providing high levels of support for students transitioning to Year 7
  • Providing high quality, structured support for home learning after school
  • Providing a dedicated Key Stage 3 mentor for students with emotional/behavioural difficulties (DA)
  • Guaranteeing parents/carers a meeting to discuss their child’s progress if they are unable to attend parents’ evening.
  • Developing work on growth mindsets and building resilience
  • Further increasing the emphasis on excellent attendance and punctuality

5. Curriculum 

Lead: Deputy Headteacher – Curriculum

Key actions will be:

  • Personalising the curriculum for a small number of Year 11 students in order to maximise achievement
  • Ensuring support for the very able through the gifted and talented programme
  • Ensuring access to university visits (including Oxbridge) for disadvantaged students
  • Increasing capacity to offer more vocational qualifications ‘in house’

 


Provisional Pupil Premium Planned Expenditure 2017 -18

The money provided to the school for the support of disadvantaged students will be spent in the following ways:

Staff Salaries

 

Additional staffing hours in mathematics to support small group
and 1:1 intervention work

(Specialist intervention workers and extra teaching hours)

£ 12,616

 

Pupil Premium Champion

(Raising the profile of PP students)

£6000

Learning Mentors

(Team of 3, providing targeted academic support and intervention to disadvantaged students)

£ 72,947

Parent Support Worker

Supporting parents to support their children (parenting advice and training, practical and financial advice and support, supporting meetings about understanding their child’s progress and how to support them)

£5,500

Alternative Curriculum team activity

  • Alternative curriculum leader
  • One to one raising achievement sessions
  • Social skills provision
  • Personalised provision on or off site
  • Study Hall staffing

£ 15,000

Counselling Services

This funding has enabled us to support some of our most vulnerable students with specialist counselling

£ 29,377

Extended Curriculum Activities

  • Additional study support sessions/revision sessions
  • Subsidies for trips and visits
  • Subsidies for music tuition

£ 10,000

 

Departmental resources & training

Resources to support wider study, home learning, practical activities, specialist equipment – increased total for 2016-17 to cover the rollout of resources for new exam specifications

£5,000

 

Staff training and development

  • Training for LSAs
  • Training/coaching for teachers
  • Keeping abreast of best practice

£4,000

Contingency

  • School equipment/ICT resources/ tutoring not met by above etc.  151382
  • Emergency support for students – provision of uniform, stationery etc.
  • Additional staffing to cover pre / after school academic support sessions

£4,600

Total

£165,040