The Pupil Premium was introduced in April 2011, and paid by means of a specific grant based on school census figures for pupils registered as eligible for FSM in reception to Year 11. The funding allocation also includes students deemed to be ‘Ever 6’ – this includes students who have been entitled to FSM for any time period during the last six years. For looked after children the Pupil Premium was calculated using the Children Looked After data returns (SSDA903).
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 Pupil Premium is additional to main school funding and it will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.
• The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for the identified pupils
• The funding will be used to narrow and close the gap between the achievement of these identified pupils and their peers
• As far as its powers allow the school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others
• We (the school) will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.
• Pupil Premium will be clearly identifiable within the budget
• The Head teacher in consultation with the governors and staff, will decide how the Pupil Premium is spent for the benefit of entitled pupils
• The school will assess what additional provision should be made for the individual pupils.
• The school will be accountable for how it has used the additional funding to support the achievement of those pupils covered by the Pupil Premium and the Head teacher will report to the governing body and parents on how effective the intervention has been in achieving its aims.
• From September 2012, we will publish online information about how we have used the Premium on an annual basis.
• We will ensure that parents, governors and others are made fully aware of the attainment of pupils covered by the Premium.
• We will seek to further develop strategies and interventions which can improve the progress and attainment of these pupils.
• We will track the impact of the strategies put into place through the funding to ensure that we can show the value that has been added to the education of the entitled children.
• We will monitor evaluate and review the success of the impact of the pupil premium funding
• This policy will play an important part in the educational development of the individual pupils who are entitled to the Pupil Premium.
• We will ensure that these pupils are treated equally and as favourably as others and that the additional funding is used well to address the challenges they face.
• The school will use the additional funding to promote the achievement and progress of all entitled pupils.
• Through wise use of this additional funding we are fully committed to ensuring that the individual needs of each entitled child are met.
• As a result of the additional funding, these children will make better progress and achieve higher standards that would have been likely without it. (Updated Sept 2013)
In an attempt to further narrow and ultimately close the attainment gap between children identified within specific groups (for example those in receipt of free school meals) and those not in an identified category the Government has allocated specific funding to support learners in specific areas of the curriculum.
Previously schools were in receipt of an additional £500 for each Year 7 pupil whose level of attainment was below the expected national average of at least a level 4 in reading and or math’s at the end of Key Stage 2. This additional funding was available to all state funded schools that have Year 7 students on their role. For the cohort who joined in 2016 the national benchmark of a Level 4 was removed and ‘Age Related Expectations’ relating to Maths; Reading and Writing were introduced. This has meant that no specific indicator of student attainment has been established other than knowing that not all students entered Y7 at the standardised score of 100. The DfE made the decision to provide schools with a similar amount of funding as in their previous year when the Level 4 score was in place.
Schools have a free choice regarding how this funding is spent, it is not ‘ring fenced’ within a school budget and can be directed where a school feels it will make the greatest impact to support those students who need additional support with their literacy and numeracy competency. To that end Ercall Wood Technology College has made the decision to direct the funding to programme’s which focus on these interventions during Year 7.
How is the money used at Ercall Wood Technology College?
This financial year 2016-2017 Ercall Wood has received £16 500 in Catch-up funding and this money has been used to solely support the identified learners within the Y7 cohort. We believe a focus on additional intervention programmes to support the targeted students will be most beneficial and to that end we have devised a range of interventions to suit the needs of the individuals. The programmes that have been developed include the following:
Dockside Reading which is run before and after school by a fully trained HLTA to specifically lead the programme.
Social Skills Support– this is led as a circle time session with the Primary Transition Co-coordinator for those students who are struggling with confidence and self-esteem issues.
Literacy Intervention before and after school with targeted students in small groups led by a TA or HLTA.
After school homework club run by an HLTA on a daily basis to support students to complete additional tasks with the support of a member of staff.
Miskin Project – this is a literacy reading programme supported by a trained teacher and TA. The delivery of the strategies developed through the project are incorporated specifically to the teaching sets with the students identified as requiring additional ‘Catch-up’ literacy. These students are also in receipt of additional early morning intervention sessions utilizing the Miskin approach. The training to support this programme is on-going for the delivery team and regular updates are attended throughout the year.
Lexia Literacy programme - sessions to support Literacy development in small intervention groups as well as in class opportunities for the identified cohort.
KS3 Numeracy programme developed with input from KS2 deliverers to ensure that students are developing mastery in the elements taught and learned in Y6
Each additional intervention session is in a group of no more than 4 students and their progress is monitored regularly by the member of staff supporting the group.
For those students who came in below Age Related Expectations in Y7 the above intervention programmes are available to support their in-class progress as well. The formation of a specific teaching set within English was also established. This group has high levels of additional teaching support with relatively small student numbers. The group is also taught by two members of staff both trained in Miskin. Specific TA’s have also been deployed to work with the group in other subject areas to provide a more consistent approach to supporting the students.
The learners identified in Year 7 came to EWTC with low scaled scores in Reading and/or Maths. 28 students were identified in total. These students have individual “flight paths” based on national trajectories whilst considering their individuals needs as many of the students are also identified as SEND. Their progress is tracked from an initial Autumn assessment to an end point in the Summer term. Where students have made less than expected progress between the Autumn and Summer data gathering in English and Maths even with the additional interventions in Y7, there is additional targeted support that is being directed at supporting them in Y8.
In English, the identified students made on average a sub-grade of progress. 6 students made no progress despite intervention but 4 students made better than expected progress. In Maths, the identified students made on average 2 sub-grades of progress with only one pupil making no progress. 39% of the students identified made better progress than expected.
The current cohort of students who joined with low scaled scores in Reading and Maths that have been identified by us for intervention is 22. The progress achieved by these students will be monitored throughout the coming year and interventions altered to match required need. Additional TA hours have been required to meet the needs of the before and after school intervention sessions and this has been allocated from within the Catch-up funding.
The interventions rolled out last year are continuing and these are supported by TA and HLTA deployment as well as lead teachers from the Learning Support team.
PPG data - The current number of Pupil premium students receiving funding are as follow:
Evidence shows that the most effective schools achieve improved student outcomes for all –
including FSM pupils through a combination of high quality teaching, strong and dynamic
leadership, a relevant curriculum, a culture of high expectations and a programme of targeted
catch-up and enrichment activities. To that end Ercall Wood has used the Pupil Premium funding to
finance the following:
I. Primary transition programme led by a full time non-teaching member of staff
II. Revision programme for Maths English and Science GCSE’s led by teachers before and after school periods and additionally during Holiday periods. TA’s and HLTA’s paid to undertake Form Tutor duties.
III. Full time Education Welfare Officer to support and improve attendance
IV. Targeted attendance reward scheme for PPG students whose attendance fell below PA levels of 90% in all years.
V. Embedding Lexia Literacy programme for all year groups and associated training for staff
VI. Full Time Vulnerable Groups co-ordinator to monitor track and mentor identified students
VII. Full Time Intervention Co-ordinator to monitor, track and mentor identified PPG students
VIII. Staffing of an intervention mentoring programme for Y11 targeted PPG students
IX. Alternative off-site provision to engage disaffected Y9 / 10 / 11 students
X. Delivery of the Princes Trust XL Programme to engage and support identified students in Y9-11 at risk of PEX
XI. Subsidising activity days, educational trips, uniform, music lessons and sports kit to ensure all students have access to common opportunities
XII. Careers and Higher Education advice and guidance provided by external consultancy providers – Future Focus
XIII. ELC Manager and behaviour mentors working with those students most at risk from exclusion
XIV. Counselling provided by ‘Relateen’ to support vulnerable studunts
|Attendance year||Pupil premium||Non Pupil premium||Gap||Whole school|
|2012 - 2013||91.68|
|2013 - 2014||91.07||93.63||2.56||93.92|
|2014 - 2015||92.01||95.53||3.52||94.44|
|2015 - 2016||92.29||96.21||3.92||95.17|
|2016 - 2017||92.80||96.22||3.42||94.99|
|2017 - 2018||92.01||94.36||2.35||93.59|
There is still a significant attendance gap between PPG and Non-PPG students, but it is reducing and
although sadly PPG Student attendance did not improve last academic year. In order to address this
disparity a rewards programme was introduced to encourage PPG students who had an attendance
rate lower than PA (90%) to attend more regularly, this programme will be continued in the coming
academic year with alternative rewards being offered to students. The programme will be targeted at
very specific individuals and families with whom it is felt the greatest impact can be achieved.
Academic interventions have been delivered across whole year groups and not specifically at PPG students.
The reason for this ‘blanket’ approach was due to the numbers of students involved, and the need to
additionally support large numbers particularly at KS4. The size of the PPG cohort meant that small scale
targeted intervention was difficult to achieve but this is something that is being planned for Maths and
English in the coming academic year.
The ‘pre-school’ registration interventions have been supporting (throughout the year) large numbers of
students. Those in Y11 have focused on Maths and English, although several Foundation subjects including
Geography; D&T; as well as Science have provided these sessions where staffing has allowed. Impact has
not been measured in terms of short term progress and this has been discussed as the way forward for
After school intervention has been maintained throughout the year and the Intervention Co-ordinator and
the Vulnerable Groups co-ordinator have galvanised and monitored attendance to all the different subject
sessions that have been run on a nightly basis. Students have been invited to attend specific sessions in
particular subjects and parental support and involvement has been sought to enable this. The attendance
has been monitored at these sessions and that information fed back to staff in order that all
underperforming students could be targeted. The outcomes of those PPG students who regularly attended
additional intervention sessions was also shown to have been positively affected by their involvement in
the revision programme and this information was tracked, monitored and fed back by the Intervention Co-Ordinator.
The Basic measure refers to the percentage of pupils achieving a grade of 4 or above in both English and
Maths (A*-C grade in 2016) The percentage of pupil premium students achieving this measure in 2018 was
26%, which is similar to the 27% achieved in 2016 but a decrease from the 41% who achieved the measure
The Progress 8 measure for our Pupil Premium students improved in 2017 which considerably narrowed
the gap between the progress of our Pupil Premium students and other students are Ercall Wood.
However, the gap has widened in 2018.
|Progress 8 Pupil||Pupil