Pupil Premium 2016-2017
“impact of interventions and support for PPG pupils”
PPG data - The current number of Pupil premium students receiving funding are as follow:
Year |
Number
|
7
|
46
|
8
|
55 |
9
|
59
|
10
|
48
|
11
|
38
|
Total
|
270/750=36%
|
Provision
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 for the year 2016-2017 (£197 270) to finance the following:
Attendance
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 |
There is still a significant attendance gap between PPG and Non-PPG students, but it is reducing and although small increments PPG Student attendance is improving, and improving faster than overall attendance. 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 Intervention
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 next year.
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 an 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 attainment of the pupil premium students in Year 11 increased dramatically by the end of 2015, we saw a substantial 20% increase in those students who achieved 5A*-C including English and Maths with 41% of students attaining 5 A*-C grades including English and Maths compared with 21% in 2014. 2016 data showed a decrease from 2015 with 23% of students achieving 5A*-C including English and Maths. This dramatic increase in 2015 in attainment meant that the gap between the disadvantaged students and other students reduced from 33% in 2014 to 7% in 2015. The gap increased again in 2016 to a 23% difference, but with a rise in those gaining 5 GCSE’s including both English and maths in 2017 this gap has decreased to 17.5%.
Attainment (5A*-C including English and Maths)
The percentage of pupil premium students who achieved 5A*-C including English and Maths increased in 2017 to 38% compared to 23% in 2016.
Attainment (basics)
The Basic measure refers to the percentage of pupils achieving an A*-C grade in both English and Maths (9-4 Grade in 2017). The percentage of pupil premium students achieving this measure increased by 13.5% in 2017 to 40.5% compared to 27% in 2016.
Progress
The Progress 8 measure for our Pupil Premium students improved in 2017 which has therefore considerably narrowed the gap between the progress of our Pupil Premium students and other students are Ercall Wood.
2017 KS3 data
The graph below shows the average grade for the KS3 year groups.