2016/17 Pupil Premium Statement
From September 2012, schools are required to report on how their Pupil Premium (PP) funding has been deployed. Schools are also asked to track and report on the impact that PPF has had on student attainment. The PP is allocated to each student who has free school meals (FSM), or has done in the last six years, children who are looked after (LAC), adopted and services children. The data below provides the relevant information about our school roll and the use of the funding received.
Total number of students on roll: 345
Total number of students eligible for PP: 137 = 40 % of the cohort
Pupil Premium funding 2016-17: £140,475
The main aims of pupil premium are to:
Increase social mobility
Enable more pupils from disadvantaged backgrounds to access the best education
Reduce the attainment gap between the highest and lowest achieving pupils
At Whittington Green School we have implemented a range of strategies to support the students who qualify for pupil premium. Our aim is to close the gap in achievement between those students who are eligible for FSM, LAC and services children and those who are not.
The following outlines the main ways we have aimed to close the gap and support students who qualify for pupil premium:
Literacy and numeracy
A key focus for the spending has been to improve literacy levels and support students’ progress in maths. Extra classes, TA support and 1-1 and small group support sessions have been provided alongside a wide range of literacy based enrichment activities. For example, pupil premium students were matched with a reading partner and encouraged access to a range of quality books. We have also invested in an online reading test which is intuitive to the answers a child gives and produces a detailed analysis which identifies the particular aspects of reading a child is struggling with so that specific intervention can be given to target those areas. Staff have also received ‘Inference Training’ to help support students with their understanding of texts.
Social and emotional support for students and families
Another key focus of pupil premium spending has been the provision of additional support for our vulnerable pupil premium students and their families. This covers such provision as a family support worker, breakfast club, 1-1 counselling and practical support to keep students in school and progressing.
Enrichment, engagement and aspirational activities
Pupil premium funds have been directed towards providing the students with activities and opportunities to make their school experience more enjoyable and productive. A lunch time and after school gym has been established to occupy students during free time and also to promote fitness and a range of trips and residentials have been subsidised to make sure pupil premium students are not disadvantaged
Pupil premium students have been provided with additional intervention in English and Maths, both in lesson time and after school, as detailed above. In addition they have access to homework club with staff support and the provision of extra study materials; for example Pearson online English study/revision software, copies of class text books, revision guides and laptops. All pupil premium students eligible have access to Claroreader, a digital reader, for use in exams. In addition holiday study, revision and controlled assessment improvement sessions are provided to KS4 pupil premium students throughout the year.
Pupil premium funding has enabled a strengthening of the behaviour team to provide tailored support to PP students. This includes positive rewards and incentives (such as prizes, prom ticket subsidies) and the support of a behaviour specialist to devise and deliver programmes on such areas as anger management, behaviour modification strategies and in-class support. This means we can work closely with some of our most vulnerable students who are at most risk of exclusion.
Impact of Pupil Premium Funding 2016 2017
Impact Statement – Mathematics 2016/17
All of the Pupil Premium students received a free revision guide and workbook. The Pupil Premium money received was also used to deliver intervention sessions to students in small groups or on individual basis. Because of the extra funding and support, 36% of Pupil Premium students achieved grades 9-4, 21% achieved grades 9-5 and 93% achieved grades 9-1.
Impact Statement – English 2016-2017
KS3 Pupil Premium Intervention Results
33 PP pupils (22 boys/11 girls)
Improvement by one sub-level or more:
Improvement by one whole level:
Impact Statement – Science 2016-2017
The impact that the funding had on the outcomes of the pupil premium students shows that in Additional Science the difference in progress between pupil premium and non-pupil premium has reduced to only 5.9% and more (0.7%) of pupils premium students made 5 levels of progress compared to the other group.
Impact Statement – ICT 2016-2017
Support in ICT was provided via intervention/one-to-one basis as and when needed as a result of data collection points and coursework needs. All Pupil Premium students attended these interventions to enable improvements in controlled assessments but also in exam preparation. Data shows that Pupil Premium students made more levels of progress in ICT than non PP students, EDCL also demonstrated strong results from PP students also.
Impact Statement – German 2016-2017
All students were loaded revision guides to help increase progress rates. Even though the data wasn’t strong the only student to make 4 levels of progress was a PP student.
Impact Statement – PE and the Arts 2016-2017
P/P students in PE performed well with A*/A achievement between the groups is the same.
In Art textiles PP students achieved better in all areas by 5% compared to non-PP students.
In Music PP students achieved better than Non-PP in A*-C by 50%.
Emotional support – family support workers
Work with a core group of KS3 students regarding emotional support and how these students could build their personal resilience and develop coping strategies to allow them to be success with a secondary setting.
The biggest impact was observed with a group of Year 8 girls. They were regularly falling out and therefore missing lessons due to being unable to cope emotionally. Within this group only 3 of the students were PP students but the impact was apparent in all student. Before the intervention was put in place these students were regularly missing a minimum of 3 lessons per week. The intervention allowed these students to develop coping strategies and also to be able to report any incident at an appropriate time in order to prevent them from missing their lesson time and therefore maximise their learning. The impact was measurable by looking at student progress data, for example one student was on target in 3 curriculum areas but by the end of the academic year this had increased to 5 curriculum areas and above target in another curriculum area. All PP students involved in this programme showed an increase in the number of curriculum areas in which they were on or above target by the end of the year.
Behaviour support – family support workers
A programme was developed to address the social success of our teenagers for our PP students. The students attended this programme and worked on behavioural issues, their feelings, the feelings of others and how behaviours have consequences. The allowed better relationships to develop between peers, fewer incidents in the classroom and prevented students being removed from class and therefore maximised their learning and their attendance. 66% of these students had an improved school attendance, 100% improved their attendance to actual lessons and this led to 100% having an increase in the number of curriculum areas they were on or above target in by the end of the school year.
7 students who had multiple fixed term exclusions received intensive intervention from the Behaviour Support team and all 7 received fewer exclusions in term 3 than they did in either term 1 or term 2. One student received 4 exclusions in term 1 but didn’t have any more for the rest of the school year. Another student had 5 exclusions in term 1, 1 in term 2 and none in term 3.
Attendance – attendance team
Many students received some type of intervention throughout the academic year regarding attendance.
A total of 32 students received more intense intervention that involved staff going to the students home and collecting them to ensure they came into school. This was also the case during the GCSE period where 9 different students were collected, some several times, to ensure they were in school to sit their GCSE exams. Without this intervention these students would not have sat their exams and would not have made the progress that they did.
Of the 32 students who received intense intervention over 65% had an increase in their attendance from term 1 (September – December) compared to term 2 (January – April).
|154 pp students as at December 2015|
|PUPIL PREMIUM EXPENDITURE||2016/17|
|Books and literacy support resources||2000|
|Numeracy, English and literacy intervention and support||50000|
|Family resource worker||20000|
|iLearning and homework support services||5000|
|TA support in foundation subjects||20000|
|Home study support materials||1000|
|Social and emotional support||5000|
|Holiday and 1-1 intervention and support||5000|
The Private School Fund for 2015 - 2016 has been audited by D P Accounting Ltd, The Accounting House, Sheepbridge Lane, Chesterfield S41 9RX in accordance with the Local Authority's guidelines.
Year 7 Catch –up Funding
Whittington Green School was provided with £11,500 in Catch-Up Funding to help with increasing progress of students in Year 7.
The funding has been spent on providing increased levels of staff to support students in their learning and deliver targeted intervention both in class and extra-curricular.
The impact of the funding on student progress in English is as follows: -
92% improved by 2 sub-levels or more
50% improved by 3 sub-levels or more
33% improved by 4 sub-levels or more
17% improved by 5 sub-levels or more
8% improved by 7 sub-levels
The impact of the funding on student progress in maths is as follows:-
69% improved by 2 sub-levels or more
31% improved by 3 sub-levels or more
23% improved by 4 sub-levels or more
|Whittington Green Private School Fund
Income & Expenditure Statement
for the year ended 31 August 2016
|Events, memorabilia, equipment other costs.||£15,406|
|Accountancy, legal & other professional fees.||£360|
|Total =||£16, 193|
|Surplus of income over Expenditure||£ 822|