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Use of the Pupil Premium

Use of the Pupil Premium in 2012/13 and plans for this  academic year

 

The purpose of the grant is as follows:

  • The government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM), Looked after children (LAC) and their peers by ensuring that funding to tackle disadvantage reaches the students who need it most.
  • The Pupil Premium is allocated to children from low income families who are currently known to be eligible for FSM and children who have been looked after continuously for more than six months.
  • A premium has also been introduced for children whose parents are currently serving in the armed forces.  This service premium is designed to address the emotional and social well-being of these pupils.

 

The college has carefully planned  Pupil premium spending to further improve the progress and attainment of our Free School meal students and those who are looked after in care. Raising the aspiration, attainment and wellbeing of our least financially advantaged students is part of our mission and a priority for the school. There are no children currently in our college with parents serving in the armed forces.

 

2011/2012
We were allocated £55,040 for the academic year 2011/2012. We received this money in regular instalments and these funds are in addition to the main school budget (the general annual grant). In addition to the £55,040 funding.

 

A Behaviour Support Worker was appointed for September 2011 at a cost of £21,000. This additional member of staff who is there to intervene with behaviour management concerns and barriers to learning with students who are particularly vulnerable. This work  is developing.

 

£14,000 was allocated to the costs of employing a cover supervisor in order to free up more time  for Maths and English intervention in the Spring and summer term 2012, as the staff employed in these departments also had the dual role of Cover Supervisor.


The remaining  £20,040 was used in the following ways:

  •  Creating extra provision in Maths as the curriculum demand was for a part time teacher (0.6), but we appointed a full time teacher
  • 1-2-1 support for year 11 students in the spring and summer term of 2012
  • An increase in departmental capitation to purchase extra resources for use with the students eg. Revision guides, textbooks
  • Easter revision classes
  • Learning support  for English and maths with outside speakers & resources
  • Training for staff in differentiation and use of data
  • Behaviour consultancy time, looking at current provision and how the learning ethos could be improved
  • Engagement programmes KS4 for those who were disaffected, work placements
  • Training and development in the use of our SIMS Discover tracking databases for the purposes of targeting support and intervention. Also, visits to other schools to investigate use of data by staff.
  • Meeting time - The introduction of Medium term planning for all teaching staff highlighting students who are underachieving in each of their classes. Staff provide feedback on what interventions they will put in place
  • School trips or visits subsidised where necessary, students are not excluded from a visit because of financial constraints on the family if they are FSM

 

Pupil premium 2012/2013


The Dfe has provided a research paper from the Sutton Trust ‘Toolkit of Strategies to Improve Learning’.  In this document it states that:

 

‘Simply spending more on children from less affluent backgrounds, however, will not necessarily improve their learning or their aspirations. There is no direct link between spending on schools and outcomes for pupils. Extensive research in this area shows that it is a complex issue, indicating that the way the money is spent is crucial. So if the Pupil Premium is to succeed in achieving its ambitious goals, the choices that schools make in allocating the money will be vital so that the funding can help raise pupils’ attainment and aspirations.’

 

For 2012/2013 the college received  £138,800


Further research and discussion by the Senior leaders and governors has resulted in an approach to the spending of Pupil Premium funding  which is based on this research. This report makes clear how the money will be spent and how it reflects best practice nationally.

 


Therefore the estimated planned spending for 2012/2013 includes the following:

 


Increasing the quality of staff support for students - £80,000

These staff represent a valuable resource that is appreciated by the students who will  now have access to a range of support. There is already evidence of improvements in literacy. Students at risk of exclusion  are being better supported and reintegrated back into mainstream lessons.

 

  • Appointment of a Special needs teacher  September
  • Behaviour support worker - (continued intervention in new Behaviour for Learning structure)
  • Extra 1-2-1 Maths tuition 
  • Science learning support assistant
  • Increased Counselling service from Catholic Care
  • Increased time for Dyslexia teacher (SEN)

 

Development of whole school policies and staff training - £43,500
Improving feedback to students as well as developing learning to learn in the college.  This is a major development for the college which is highlighted in the Sutton Trust report

 

  • Improved data tracking of FSM & LAC students, staff training and cover
  • Assessment and tracking moderation time in departments – cover costs
  • Embedding marking policy and more effective feedback to students
  • Learning to learn and training in metacognition for staff  & cover to embed in schemes of work
  • Learning to learn programme for students Assertive Mentoring training, resources  and staffing for  individual mentoring sessions, 1-2-1 , targeted
  • Visits to best practice schools

 

Enrichment activities and additional resources - £15,300
Motivational events and enrichment programmes such as Enterprise days are used to raise aspirations and a desire to succeed

 

  • Enrichment & Aim Higher visits
  • Parental engagement programme
  • Transition activities  KS2-KS3, KS3 – KS4
  • Additional curriculum resources

 

Success criteria

  • Attainment rises year on year for all groups
  • DfE Data (Raise Online) is in line with expectations for all groups
  • No groups underperform
  • Parents and Students respond well to mentoring
  • Preparation for exams is much improved
  • Improved learning/learning strategies  seen in lessons
  • Pupils with statements (or school action) perform in line with expectations or better
  • Improved targeting for intervention through assessment and tracking