The amount allocated to the school for 2017-18 is £110,404. The school plans to continue to support pupils in a variety of ways similar to the interventions put in place in previous years (see below).
The amount allocated to the school for 2016-17 was £95,370. The money was spent supporting pupils in the most appropriate way to ensure they have the same experience as other pupils in the school and that they fulfil their potential. Such interventions included additional mentoring, additional 1-1 support, especially in literacy and numeracy, funding small group work, contributing to, or paying entirely for, educational visits and trips (including residential courses organised by the armed forces), peripatetic music lessons, purchasing necessary school equipment and materials for pupils and paying for vocational college courses (including transport in some cases). We believe this wide variety of interventions, alongside whole school initiatives relating to teaching and learning, addresses the needs of pupils, recognises the necessity of considering different influences in a child's life and will minimise the effects of a background which may be considered to be disadvantaged. The school keeps extremely detailed records of its spending on Pupil Premium pupils. Should anyone wish to view these records, please contact the Headteacher.
The date of the next Pupil Premium strategy review is 24th May 2018.
The amount allocated to the school for 2015-16 was £94,357.
The amount allocated to the school for 2014-15 was £90,258.
The amount allocated to the school for 2013-14 was £74,825.
The amount allocated to the school for 2012-13 was £43,800, which included back payment for all pupils who were on the free school meals register over the last 6 years.
The amount allocated to the school for 2011-12 was £14,640.
Attainment and progress of Year 11 Pupil Premium pupils 2016-2017
* = Validated data (January 2018)
Rest = Unvalidated data based on school assessment.
|All (Minus 2 outliers)||+0.19||
|Non-disadvantage (Minus 2 outliers)||+0.22||48.60|
|Disadvantage (Minus 2 outliers)||+0.22||43.35|
When 2 outliers are removed then there is very little difference between the performance of disadvantaged and non-disadvantaged pupils.
The funding for 2017/18 is £10,738
The funding for 2016/17 was £10,500
The funding for 2015/16 was £10,500
The funding for 2014/15 was £20,000.
The funding for 2013/14 was £16,000.
Pupils involved in Literary and Numeracy Progress Units 2017-18:
The funding for 2017-2018 is £10,758. The money will be spent by employing a teacher of for one day per week to run small group catch-up sessions in Literacy and Numeracy with our new Year 7 pupils (£9136.80 including on-costs + £480.88 two days planning = £9617.68). The remaining money will be spent on resources and training.
Pupils involved in Literary and Numeracy Progress Units 2016-17:
The funding for 2016-2017 was again £10,500. The money was spent on employing a teacher of Literacy for one day per week (from January - July) to run small group catch-up sessions with our new Year 7 pupils (£9136.80 including on-costs). The school also employed another teacher for 3 lessons per week to teach the numeracy progress units to new Year 7 pupils (£5481.60 including on-costs), total £14,618.40.
Progress of pupils involved in Literary and Numeracy Progress Units 2016-17:
20 pupils were involved in the Literacy Progress Units 2016-2017
By the end of the academic year 15/22 pupils (68%) were working at their expected level, 6/22 (27%) were working towards and only one pupil (4%) was working below expected target.
Following an initial assessment, the identified area for improvement for the pupils was writing. After the course, the pupils were assessed again and the teacher reports that all had made an improvement. This was evidenced by not only the amount of written work which was produced during the assessment but the quality too. The teacher reported an improvement in writing formation as well as layout, expression and punctuation. Reading was also positively affected and the teacher reported that pupils read with more confidence and improved pronunciation.
20 pupils were also involved in the Numeracy progress units.
By the end of the academic year, 15/20 (75%) pupils were working at their expected level, 4/20 (20%) were working towards and 1/20 (5%) was working below expected target.
Following an initial assessment, the area of weakness for each pupil was identified, such as; algebra, long division, long multiplication and BIDMAS. After the course, the pupils were formally tested. Aside from the formal testing, all pupils’ fundamental mathematical skills had improved and they were able to complete work unassisted.