The amount allocated to the school for 2018-19 is £134,325. 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 2017-18 was £113,070. 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. We paid particular attention last year to ensure that the interventions were personalised and aimed at the individual, especially for Year 11 pupils.
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, paying for vocational college courses and funding transport to attend these activities.
We believe this wide variety of interventions, alongside whole school initiatives which ensure quality-first 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 amount allocated to the school for 2016-17 was £95,370
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 2018-2019
|Progress 8||Attainment 8|
The funding for 2018/19 is £10,738 (estimated)
The funding for 2017/18 was £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 2018-19:
The funding for 2018-2019 is £10,758. For Numeracy, the money will be spent on employing a teacher of for one day per fortnight to run small group catch-up sessions with our new Year 7 pupils (£3284.15 including on-costs). For Literacy, provision is shared between 3 teachers each teaching one lesson per week (£4352.90 including on costs.) Planning time of 2 days per teacher = £1491.19. Total spend = £9128.25. The remaining money will be spent on resources and training if necessary.
Pupils involved in Literary and Numeracy Progress Units 2017-18:
The funding for 2017-2018 was £10,758. The money was spent on 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 was spent on resources and training where necessary.
Progress of pupils involved in Literary and Numeracy Progress Units 2017-18:
18 pupils were involved in the Literacy Progress Unit 2017-18. By the end of the academic year all pupils had made progress. 11/18 pupils (61%) were working at their expected level. 7/18 pupils (39%) were working towards.
Following an initial assessment, the identified area for improvement for the pupils was spelling. After the course, pupils were assessed again and all had made significant progress in this area. By the end of course, pupils were also reading with more confidence and pronunciation.
17 pupils were involved in the Numeracy Progress Unit 2017-18. By the end of the academic year 11/17 (65%) were working at their expected level 4/17 (24%) were working towards their expected level and 2/17 (12%) were working below their expected level.
Following an initial assessment, areas of weakness were identified for each pupil. Areas included were percentages, long multiplication and long division. After the course, pupils were formally assessed and all had made progress in these particular areas, alongside their other mathematical skills being improved and pupils gaining more confidence in solving problems.