Pupil Premium

Pupil Premium Expenditure and Outcomes

What is pupil premium?

The Pupil Premium was introduced in April 2011 and is a sum of money in the school’s budget. The Government allocates a particular amount to each school based on the number of students who are known to be entitled to Free School Meals, have been on Free School Meals within the last six years, are pupils whose parents are currently serving in the armed forces or have been in Local Authority care continuously for more than six months.  This is because children in these categories have, nationally, consistently attained lower results in schools.  The aim is that the schools use the funding to help raise the attainment and accelerate these pupils’ academic progress thereby ‘narrowing the gap’ between their performance and that of their peers.

 

Trevelyan Middle School acknowledges the responsibility for ‘socially disadvantaged’ pupils and we are committed to meeting their pastoral, social and academic needs in order to ‘narrow the gap’ between vulnerable pupils and their peers. The school’s Pupil Premium strategy is vital to that process, which is approached through the following principles:

  • Ensuring that ‘quality first’ teaching and learning opportunities meet the needs of all pupils;
  • Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, including ensuring the needs of socially disadvantaged pupils are adequately assessed and addressed;
  • Recognising that not all pupils who receive free school meals will be socially disadvantaged, or that not all pupils who are socially disadvantaged are registered or qualify for free school meals;
  • Ensuring the progress of pupils is rigorously monitored and reviewed as part of the school’s assessment cycle;
  • Linking performance management and whole school development targets to the achievement of these groups of pupils;

 

Pupil Premium Analysis

PPG Ever 6 Years 5 and 6 = £1320

PPG Ever 6 years 7 and 8 = £935

Looked after children = £1900

Service children = £300

 

 

2016 -17

Percentage of pupils in receipt of PPG

22.1%

Number of FSM/E6 pupils eligible for the Pupil Premium

33@£1320 =£43560

66@£935= £61710

Number of looked after pupils eligible for the Pupil Premium

0

Number of service children eligible for the Pupil Premium

13@£300= £3900

Total

£109,170

 

 

Trevelyan Middle School has been ‘narrowing the gap’ between Pupil Premium and Non Pupil Premium pupils.  The data below shows how in the core subjects, that over time the gaps are closing and vulnerable pupils are attaining levels in line with non-vulnerable pupils.  This data monitors the progress that all pupils make in Reading, Writing and Maths during their education at Trevelyan Middle School, areas that are highlighted green show that the gap is closing between all pupils in the school.  Where minus symbols are shown indicates that Pupil Premium pupils are achieving more progress than non-pupil premium pupils achieving the accelerated progress that we aspire to.  Any gap under two also shows the effectiveness of the interventions being used within the school; it clearly shows that the gap is one sublevel or lower between the vulnerable pupils and the non-vulnerable pupils.

Year 6 Data 2016 – 2017: SATs Results.

 

 

 

Reading

Writing

Maths

Attainment

National (all pupils)

71%

76%

75%

School (PP)

69%

75%

69%

Progress

National (All pupils)

 

 

 

School (PP)

1.28

1.03

-0.83

 

 

Compared to all pupils nationally disadvantaged pupils at Trevelyan Middle School have performed in line with others in reading and writing.  Disadvantaged pupils at the school have demonstrated a strong value added score in these two subjects indicating that the school makes good use of the grant and enables disadvantaged pupils to make good progress from their starting points. Although disadvantaged pupils made less progress in maths there was a 6% increase in percentage of pupils achieving the expected standard in maths.

The schools attention to stretching more able disadvantaged pupils has also had an impact, in particular in English with 26% of disadvantaged pupils attaining the higher standard in reading and 30% in writing.

Data for all other year groups

 

 

 

Reading

Writing

Maths

Year 5

Attainment

71%

61%

55%

Progress

79%

79%

62%

Year 7

Attainment

69%

65%

58%

Progress

75%

83%

44%

Year 8

Attainment

60%

64%

80%

Progress

76%

92%

80%

 

 

Spending the Pupil Premium successfully to maximise achievement

Evaluation of spending 2016/17

 

Pupil Premium used for:

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?

Actual impact: What did the action or activity actually achieve? If you plan to repeat this activity, what would you change to improve it next time?

HIAS school advisors for English department to support raising attainment across the school.

To ensure all pupils receive an effective curriculum delivered to ARE providing challenge and appropriate support across the school.

When HIAS made their visit in late 2015, they advised and supported the English department in developing a curriculum of greater challenge and full curriculum coverage. This was achieved through adopted pacier units of work, promoting higher challenge texts and removing scaffolds to promote greater pupil independence. When HIAS returned in Spring 2016, they reported excellent progress in raising the standards of expectations and pupils work. They gave further recommendations to ensure the curriculum is extended through cultural experiences as well as a focus on marking to address misconceptions. Throughout the academic year 2016/2017, the English department hosted a full range of cultural activities, including theatre trips of texts studied, for all pupils to take part in. The department’s progress in the use of marking to address misconceptions was also identified as a success through termly SLT and governor reviews.

 

To raise awareness of pupil premium and SEN within the school and monitor pupils to ensure needs are being met and progress being made.

Staff are far more aware of the needs for particular pupils in the school.  This has been evidenced in the increased number of differentiated resources being developed to better support the learning of the pupils at Trevelyan. Assessment meetings have been developed with new AHT regarding Data and the impact and performance of PP pupils has been closely tracked with tracking in Maths and English showing the impact of this information.  Teachers are being made aware by HOD as well as the folder of key pupils to focus their support.

 

The pupil information file has provided all staff with key information about vulnerable pupils in the school.  It has provided strategies and raises the awareness of staff about how best to support pupils in their lessons.  During the year some potential issues have been discussed by the staff which will require addressing next year to ensure the file is an effective document that leads to better teaching and learning for all pupils.  One of the main concerns was the amount of information provided for the staff, by having to much information made the document challenging to use.  To ensure the document is a useful tool we are amending the information provided and producing class profiles summarising the needs of pupil within a class.  This will require less searching through the file as the information for a particular class will be stored in one place. 

Introduction of SPAG specific lessons for year 5 and 6.

To raise attainment in SAT SPAG results for year 6 and increase spelling ages for all pupils in year 5 and 6 through quality first teaching. 

The SPAG lessons were successful in raising the attainment of Year 5 and 6 pupils’ writing by developing technical skills. This was demonstrated through a 4% rise in end of Key Stage Writing attainment between 2016 and 2017.

 

The SPAG lessons were successful in raising the attainment of Year 6 SPAG results. This was demonstrated through

 

To move forward and ensure SPAG attainment is above average, we have introduced an introduced ‘embedding’ lessons into the curriculum that follow-up the SPAG lesson to ensure pupils have ‘mastered’ the taught skills. We have also introduced a broader accountability framework, whereby English teachers share accountability and assessment responsibilities for SPAG with the discreet SPAG teacher.

Creation and introduction of the Pi (Pupil Intervention) Room to support the needs of vulnerable learners. 

Increase vulnerable pupils’ confidence and security in school as they have a safe place to go.  It will allow more tailored intervention to meet the needs of the learners.

 The introduction of the Pi room (pupil intervention) has been received positively by pupils.  Pupils who require additional support have a base from where they receive support and know where to find pastoral staff if required during the school day. Systems have been established now to ensure that all pupils who do see the pastoral team are tracked to enable identification of possible need to be identified. Moving forward, some restructuring will be taking place next year to ensure the space is utilised effectively and in a more targeted manner.

Phonics & spelling catch-up at KS2

Ruth Miskin & Cognitive learning service.

Identified children improve standardised scores for both reading and spelling from baseline in September 2015.

Additional training was organised for an LSA to ensure the Ruth Miskin training programme was being delivered effectively and accurately by the TASS team at the start of the year. This intervention has run with a small group of pupils to further develop their reading and spelling scores.

The average reading age increase was 15.5 Months this year which demonstrates this intervention has had good progress. The average spelling age increase has been 11 months;  this again demonstrates that this intervention is making expected progress but could need to be more intensive next year to develop this further to achieve accelerated progress. 

 

Further monitoring will be required to see the specific impact on pupils, if a different intervention is going to be more beneficial they need to be changed.

 

Due to the success we will be looking into building more time into this intervention to support a wider range of pupils.  This will continue with the sounds sessions and the specific hour lesson delivered by LSA.

Y5 & 6 Booster sessions in English and Maths

Targeted children will achieve secure or above in reading, writing and maths and make at least expected progress from KS1 starting point, if not more.

Pupil Premium pupils have achieved well in comparison to all pupil national average, In all areas our PP pupils were in line with nationally all pupils with the largest gap being 6%.  This shows that we are closing the gap and achieving well with this group of pupils. The gaps between PP and NPP are also positive for the school with the largest gap at 15%.our PP data has also shown progress for writing with an increase of 5%.  At KS1 70% of pupils were working to ARE which we have increased to 75%.  This data showing that our pupils have achieved in line with all pupils nationally demonstrates that the booster sessions have had a positive impact on the outcomes of pupils.

ELSA support/Pastoral support adviser

Vulnerable children and those experiencing social & emotional issues are well supported.

This year we have also raised the profile of vulnerable pupils through a pastoral weekly advice.  This has been an important document as it allows all staff to be aware of pupils who require additional support currently.  The ELSA support has been developed in school with the additional training of an LSA.  ELSA is currently being delivered to more pupils in school.  Further development is now required to raise the profile of the support the ELSA programme offers pupils, allowing staff to understand the benefits of ELSA can allow early identification of pupils who may require this intervention in the future.

Support for educational trips and activities

Equal access to opportunities; develop social and life skills necessary for reaching 5 outcomes of ECM.

All disadvantaged pupils have accessed the full range of trips on offer at Trevelyan, including residential trips such as Swanage trip for Year 5, ensuring that they have full access to wider educational experiences.

KS2 & 3 Accelerated Reading

Reading outcomes for all year groups are higher than national average and represent good progress from starting point.

Through the use of Accelerated Reader, we have not only transformed the culture of reading for pleasure at Trevelyan, but we now have a concrete way of tracking pupils’ reading habits and ensuring no child falls behind. Partly through having Year 6s following the Accelerated Reader programme for two years (from the start of Year 5), we made an 11% gain in our SATs reading results between 2016 and 2017. In addition, we are now on track to make a further 7% gain in 2018 reading results based on end of Year 5 data.

 

Moving forward, accountability for Accelerated Reader is being transformed to the pastoral team to ensure the most reluctant readers are not left behind in terms of reading habits and reading age progress.

Provide quality-first teaching through high-quality CPD

Improved quality first teaching for all

Evidence from learning walks, book scrutinise and PM observations have highlighted that differentiation is happening consistently across all subjects areas.  In addition, the school invested in providing outside speakers to deliver high-quality CPD.  

1:1 tuition for pupils by Claire Colton Cog learning

Children make identifiable progress in key identified areas of their learning.

The School Support team have made dramatic progress with the pupils at Trevelyan.  They have increased the reading age, comprehension and spelling.  This intervention will be continued next year.  In addition we will organise training for the LSAs around this intervention to build greater capacity in the school. Due to change in staffing it is important that all LSAs have experience of working with the school support team to ensure strategies being taught to pupils can be continued in all aspects of learning.

 

Possible opportunity for school support team to provide training for all staff on strategies used to allow them to be embedded in teaching and learning across the school.

Education Psychology

Children make identifiable progress in key identified areas of their learning and behaviour.

The EP service has been used to provide training for HoY with regards to stages of child development to better meet the needs of pupils and worked directly with a number of PP pupils to develop strategies to better manage themselves emotionally and socially.  This was supplemented with working with key staff who work directly with these pupils. 

Pastoral Support Manager

ELSA groups and activities to raise self-esteem, managing referrals for additional support through outside agencies such as the early help hub.

See above. 

Breakfast club and games club

To create a safe area for pupils to develop their social skills and ensure vulnerable pupils have the opportunity to have a settled start to the school day.

Breakfast club has been run in the school canteen and provides a calm start to the school day.  For more vulnerable pupils we have also introduced during the year a soft start facility in the Pi room for pupils who still need time to settle during the registration period.  The intention is to ensure that pupils are ready to learn once the first lesson begins.

Training for LSAs to improve outcomes for FSM and other vulnerable children.

Specific training around safeguarding, spelling, precision teaching, reading, comprehension and ASD.

 

LSAs able to effectively narrow the gap between FSM/other vulnerable groups and non-FSM via effective facilitation of learning in English and Maths using key techniques and resources.

Interventions as mentioned before have has a positive effect on attainment and progress of pupils. Training has included this year cued spelling, ASD, precision teaching, cognition and learning through TASS team and Prevent.

Uniform lockers, laptops and equipment

Allowing pupils to have full access to the curriculum.

Necessary equipment was purchased to ensure that all PP pupils had access depending on their needs to better access the curriculum and learning.

CPD inset training for all staff about positive behaviour strategies.

Increase pupil participation in learning and to accelerate progress across all subject areas.

Training provided has led to a change in the school behaviour policy led by HOY to become more restorative. This has also led to the development of a new behaviour strategy in school being put together by all heads of department and being trialled during the summer term.  This has seen the introduction of the proud and ready to learn cards, as well as task type expectations for all pupils.  

Lexia reading programme

Reading outcomes for all year groups to diminish the difference between NPP and PP pupils in the school.

The average reading age increase was 15.5 Months this year which demonstrates this intervention has had good progress. The average spelling age increase has been  11 months  this again demonstrates that this intervention is making expected progress but could need to be more intensive next year to develop this further to achieve accelerated progress. 

 

 

Desired Outcomes

Desired outcome is to have narrowed the gap between PP and Non-PP children ensuring that they achieve the expected standard in all subjects and make expected or better than expected progress. In order to achieve this the school has highlighted the following actions.

 

To improve writing skills for pupils eligible for PP across all year groups.

Increase the percentage of PP pupils reaching ARE for writing. 

Higher rates of attainment and progress across all years for higher ability PP children.  To raise aspiration to support this.

To raise aspiration for high ability PP pupils to ensure PP pupils reach their potential and attain progress above ARE.

Higher percentage of pupils attaining above ARE in reading, particular focus on year 7.

Pupils eligible for PP are closely monitored to ensure high percentage attain above ARE.

Increased attendance rates for pupils eligible for PP.

Reduce the number of persistent absentee’s among pupils eligible for PP to close the gap between school and national data.  Overall PP attendance to improve and be in line with national.

 

 

Planning Outline 17-18 Allocation

 

Pupil Premium used for:

Amount allocated to the intervention/action

Is this a new or continued activity/ cost centre?

Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?

How will this activity be monitored, when and by whom? How will success be evidenced?

Deliver improved phonics & spelling catch-up at KS2

Ruth Miskin & Cognitive learning service.

£100 (resources)

£3000 LSA time

Continued – resources

Continued cost – LSA sessions

Focused sessions with LSAs for identified children to improve phonic and spelling knowledge at KS2, particularly in Y5 & 6.

Identified children improve standardised scores for both reading and spelling from baseline in June 2014.

Termly reading & spelling tests to track progress and rate of progress.

Monitor impact across the curriculum, is there improvement?

Embed quality-first teaching in SPaG lessons to ensure consistency and improve outcomes in the GPS paper for KS2

£38000

Continued

Targeted lessons to improve grammar and spelling for year 5 and 6.

To raise attainment in SAT SPAG results for year 6 and increase spelling ages for all pupils in year 5 and 6 through quality first teaching.  This will allow greater potential focus to support year 7 and 8 with additional support.

Tracked by HOD English and SEND to monitor the impact and progress of all pupils.

Deliver Y5 & 6 Booster sessions in English and Maths

£3000

Continued cost from previous year

1 x pm weekly with experienced teacher to deliver maths/reading booster sessions for identified children.

Targeted children will achieve secure or above in reading, writing and maths and make at least expected progress from KS1 starting point, if not more.

Termly tracking – separate Pupil Premium tracking grid alongside APS analysis for groups. All data to be shared with governors.

Provide effective pastoral support through ELSA programme  

£3000 + £200

Continued costs

ELSA sessions for identified children each half term.

 

Vulnerable children and those experiencing social & emotional issues are well supported.

Analysis of number of children receiving ELSA (FSM and non-FSM), impact of interventions by ELSA.

Support for educational trips and activities

£2000

Continued approx. cost

Educational visits and residential trips paid by school for FSM pupils

Equal access to opportunities; develop social and life skills necessary for reaching 5 outcomes of ECM.

Examine breakdown of costs at end of financial year at P&F.

Deliver KS2 & 3 Accelerated Reader

£15000

 

Continued – support staff time.

Improve the reading age to allow all pupils to access the curriculum.

Reading outcomes for all year groups are higher than national average and represent good progress from starting point.

Termly data analysis of tracking sheets supported through the accelerated reading programme.

Improve the use of PPM meetings and RSM meetings to focus on the educational achievement of PP pupils

Staff time

Continued cost

More rigorous PPM meetings with targeted pupils and focus, identifying pupils at risk of underachievement and organising targeted interventions to address this.

Increased staff accountability and awareness of pupils not meeting expected attainment or progress.

Data monitoring and PPM meetings.

Provide 1:1 tuition for PP pupils by Claire Colton Cog learning

£4000

Continued

CC to spend 1 x day per week working 1:1 with children across the school.

Children make identifiable progress in key identified areas of their learning.

Report on progress for each child receiving tuition.

Provide Educational Psychology service to meet the needs of PP pupils

£1814

Continued costs

To improve barriers to learning.

Children make identifiable progress in key identified areas of their learning and behaviour.

Report on progress for each child receiving tuition

Introduce and embed pastoral support for PP pupils through the work of the Pastoral Support Manager

£22000

Continued cost

To work with vulnerable groups and parents.

ELSA groups and activities to raise self esteem

Monitoring by SLT line manager

Provide access to breakfast club and games club

LSA time

New Cost- set up and run by new canteen.

To provide a safe place for more vulnerable pupils to play during lunch and before school. To provide a settled start to the school day.

To create a safe area for pupils to develop their social skills and ensure vulnerable pupils have the opportunity to have a settled start to the school day.

 

Provide training for LSAs to improve outcomes for FSM and other vulnerable children.

 

 £1200 LSA cost for

 

(LSA costs £84,933)

Continued costs

 

Ongoing monthly training and inset.

LSAs to receive specific training to improve outcomes for pupils: 2 x 45 min sessions each half term for all staff – led by TASS team and SLT

LSAs able to effectively narrow the gap between FSM/other vulnerable groups and non-FSM via effective facilitation of learning in English and Maths using key techniques and resources.

Monitoring/observation by SLT, SENCo and external advisors demonstrate that LSAs are improving outcomes for children during lessons.

Deliver the Lexia reading programme to PP pupils

£1000 Lexia

£2000 LSA cost time and training

Continued Costs

Pupils from all year groups will be monitored and selected to attend lexia intervention based on reading levels.

Reading outcomes for all year groups are higher than national average and represent good progress from starting point.

Monitoring data and tracking achievement against reading ages and lexia targets.

Embed Pi (Planned Intervention) room to ensure that the pre-conditions for learning are met by all pupils including the most vulnerable

Staffing for room

£12000 per annum.

Continued cost

To create a designated resource in school to provide support for vulnerable pupils and provide targeted intervention.

Increase vulnerable pupils confidence and security in school as they have a safe place to go.  It will allow more tailored intervention to meet the needs of the learners.

Monitoring of every intervention, tracking of vulnerable groups and behaviour across the school.

Use PIXL Primary scheme to support the achievement of PP pupils

£2500

New cost

To provide support and diagnostic impact in English maths and science.  To support the school in identifying where pupils require specific intervention so greater impact is possible.

To increase attainment of pupils through accurate identification of need and targeted support.

Monitoring data and tracking progress and attainment of pupils based on specific targets highlighted through the PIXL programme.

Plan and deliver interventions and quality-first teaching to ensure that year 7 PP pupils make expected or better than expected progress

£300 for resources

New Cost

To deliver targeted interventions to PP children at risk of underachievement and provide targeted interventions.

To raise the attainment of PP children through targeted support.

Monitored through HOD PPM meetings tracking the progress and attainment of vulnerable groups.