Our Pupil Premium
There is a National gap between the attainment of students from disadvantaged backgrounds when compared with students who are not regarded as disadvantaged. This gap is also prominent, nationally, for student progress, attendance and behaviour.
At George Salter Academy the gap between disadvantaged students and other students for attendance and behaviour is much smaller than the gap nationally. In fact due to measures funded by the Pupil Premium.
At George Salter Academy, the national gap in progress and attainment is much reduced despite being in the 60th – 80th percentile of schools nationally for disadvantaged students attending the Academy. In 2016, 41.9% of pupils were disadvantaged, against a national figure of 28.9.
George Salter Academy has received national recognition for our work with disadvantaged students. In 2014 we were rated as one of the top performing schools in terms of the progress made by disadvantaged students. In 2015 we were placed in the top 22 schools in the country and received a National award at the Pupil Premium Awards.
What is the Pupil Premium?
The Pupil Premium Grant (PPG) is additional funding the Academy receives to address inequalities by ensuring that funding to tackle disadvantage reaches the students who need it most, so that "no child is left behind"; "disadvantage (d)" is defined as students on Free School Meals or who has been in receipt of Free School Meals for the last 6 years (known as "Ever 6 FSM") and/or Looked after Children and/or children of service personnel.
During 2013/14, the funding increased to £935 per student who is entitled to the Pupil Premium. The key objective is to close the gap between those pupils eligible for the Pupil Premium grant and those who are not eligible.
Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. However barriers can be varied and can be described as anything that prevents the pupil from flourishing. There is no "one size fits all" approach so strategies deployed to overcome these barriers also have to be varied. George Salter Academy review the strategies in place annually and use either National comparative data, internal evaluations or research from the Education Endowment Foundation to ensure the strategies implemented are supported by evidence.
Overarching Principles/Funding Formula
Breakdown of Pupil Premium Grant (PPG)
|Total number of pupils on roll||964||1019||1028|
|Total number of pupils eligible* for PPG||406||430||455|
|Amount of PPG received per pupil||£935||£935||£935|
*The Department for Education (DfE) define eligibility as those students for whom a claim has been made and where the claim has also been approved by the Local Authority (LA)
Review of Pupil Premium Provision 2016 - 2017
|Provision 2015/16||Cost||Desired Outcome||Lessons Learned|
|Appointment of the interventions support manager part funded||£15,000||Support the performance of Disadvantaged students in public examinations.||To avoid the labelling of students where disadvantaged students were targeted for interventions, they were also attended by other students, who also developed as a result.|
|Intervention rewards budget||£1,000||Increase attendance at interventions||See above|
|Study support for none core subjects||£11,000||Basket 3 options support for disadvantaged students||See above|
|Science learning mentors and academic coaching Year 11 Mentors||£1,000||Develop performance of disadvantaged in science||See above|
|Appointment of Academic Coach focusing on 3Lp and 4LP||£10,000||Ensure interventions are accessed by disadvantaged students.||See above|
|Teaching, Learning and Assessment|
|Curriculum development/staffing. Targeted curriculum support, smaller class sizes, extra groups across core subjects, small group withdrawals||£117,000||Ensure all disadvantaged student’s experience high quality first teaching.||Teachers are aware of which students are disadvantaged and apply high quality first teaching. We now need to develop best practice in differentiation to further close the gap.|
|CPD focused on DR ICE strategies||£10,000||Ensure all disadvantaged student’s experience high quality first teaching.||See above|
|Teacher coaching programme (new staff, NQT, photography and Food specialists)||£10,000||Ensure all disadvantaged student’s experience high quality first teaching.||See above|
|CPD priorities – e.g. New staff induction, IRIS||£20,000||Ensure all disadvantaged student’s experience high quality first teaching.||See above|
|PiXL affiliation (part funded)||£1,500||Greater access to tracking and teaching resources. Sharing of best practise to improve first teaching.||See above|
|Exam Board courses and subscriptions||£2,034||Improve KS4 first teaching||See above|
|Teaching and learning resources||£15,000||Improve first teaching||See above|
|Technician for Food and Product Design (part funded)||£10,000||Support students in practical subjects in basket 3||See above|
|Develop home study access My Maths, Mathswatch, Kaboodle||£4,000||To develop independent study skills via mobile devices||See above|
|Flexible Learning days/special events/motivational workshops||£1,000||Develop aspirations and motivation.||Develop new curriculum for delivery|
|Increase LSA provision/SEN support programme – breakfast reading club, 1 to 1. EAL support||£12,000||Support provision for EAL and 1 to 1 for disadvantaged students||See above|
|Personal Development, Behaviour and Safety|
|Attendance and welfare officer (part funded)||£15,000||Increase attendance of disadvantaged pupils.||>The Attendance systems are increasingly streamlined and effective (ref. Ofsted report May 2017). Constant self-evaluation important to continue improvement in Attendance for Disadvantaged students.|
|Centre of Inclusion||£10,000||Decrease likelihood of Fixed-Term Exclusions for disadvantaged students through mentoring and restorative work.||See above|
|Alternative curriculum including Construction, Horticulture, Wider Key Skills, BTEC Fire in the community||£34,000||Decrease likelihood of Fixed-Term Exclusions by ensuring the curriculum is appropriate and match pupil needs.||See above|
|Rewards/Awards (Academy Ethos events)||£4,000||To develop the ethos and motivation of Disadvantaged pupils (these events included other pupils).||See above|
|Food Hardship||£2,000||Support students most at need e.g. uniform replacements||See above|
|Individual case Hardship||£2,000||See above|
|Subsidised educational visits and residential activities||£10,000||Pupils have equal access cultural and educational trips. Positive impact on attendance and ethos||Attendance and access to enrichment continues to improve. Need to investigate possible re-direction of funds to subsidise larger trips to include clothing, equipment etc. rather than a number of smaller trips or events.|
|Additional specialist tuition in Music, Art, Drama & Dance||£20,000||Pupils have equal access to cultural, musical and sporting enrichment. Positive impact on attendance and ethos Pupils have equal access to enrichment.||See above|
|Sports coaching (Netball and Basketball programme)||£9,000||See above||See above|
|Extended schools programme (weekends, half term and holiday programmes) ICT, PE, Music||£17,000||Develop and instil a love of learning through development of creative and cultural interest.||See above|
|Performing Arts tuition project (part funded)||£13,193||See above||See above|
|Mini bus (part funded)||£6,000||See above||See above|
Impact of the Pupil Premium 2016 - 2017
The performance of Premium (referred to in Government statistics as "Disadvantaged") and "other" students (students not supported by the Pupil Premium and "not disadvantaged").
|Monitoring Activity||Criteria||1. GSA Disadvantaged student performance against
National Disadvantaged student performance
2. GSA gap between GSA disadvantaged and GSA vs
National Disadvantaged and National Other
Awaiting 2017 un-validated raise at the time of writing
|Persistant Absence (PA)||Percentage PA (absent for 10% or more sessions)||1. 15.4% (GSA PP)
21.6% (National)2. 8.5% (GSA NPP gap with GSA PP)
13.3% (National NPP gap with National Other)
|Overall, students in receipt of the Pupil Premium at GSA have a higher attendance than disadvantaged pupils nationally. Furthermore, there is a smaller gap (8.5) between PP and NPP at GSA than there is nationally.|
|Behaviour*||Percentage of pupils with 1 or more fixed term exclusion||1. 3.92% (GSA)
8.93% (National)2. 1.77% (GSA PP gap with GSA NPP)
6.23% (National PP gap with National Other)
|Overall, the % of disadvantaged pupils with 1 or more FTE are much less than national figures. Furthermore, the gap internally at GSA between PP and NPP pupils is much smaller than that nationally.|
|Progress||Progress 8||1. -0.396 (GSA PP)
-0.55 (National PP)2. -0.306 (GSA internal gap)
-0.41 (National gap)
Smaller than the National Gap
*denotes the most recent data available is from 2016.
From the above information, it is clear that Pupil Premium funding is having impact raising the performance of disadvantaged pupils.
Pupil Premium Plans for 2016 - 2017
The Pupil Premium plan for 2016 – 2017 has been established to overcome the common barriers faced by disadvantaged students at George Salter Academy. We review our Pupil Premium strategy at regular intervals to ensure they are having impact but will hold an annual review September 2017.
- Weak literacy/numeracy
- Social and Emotional barriers
- A lack of the sense of belonging to the Academy
- Material poverty
- Low self-esteem, aspirations and a lack of aspirations
- Poor independent study skills
- Poor parental engagement
- Poor attendance
- Poor cultural awareness
The strategies we have selected are based on evidence and research by the Education Endowment Foundation (EEF) and can be found at https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit
There is a projected amount of £402,050 funding for the pupil premium this year. The following is the strategy and projected spending to address the barriers identified above.
|Provision 2016/17||Cost||Objective||Evidence Base|
|TLR – Post holder responsible for disadvantaged outcomes||£15,000||Ensure interventions are accessed by disadvantaged students||Mentorship (EEF strong impact)|
|Intervention rewards budget||£1,500||Increase attendance at interventions||-|
|Study support for none core subjects||£11,000||Basket 3 options support for disadvantaged students||Small group tuition EEF (strong impact)|
|Science learning mentors and academic coaching Year 11 Mentors||£1,000||Develop performance of disadvantaged in science||Small group tuition EEF (strong impact)|
|KS 4 Intervention||£15,000||There is a programme of weekend and holiday intervention schools that impact on student progress||Small group tuition EEF (strong impact)|
|Teaching, Learning and Assessment|
|Curriculum development/staffing. Targeted curriculum support, smaller class sizes, extra groups across core subjects, small group withdrawals||£169,556||Ensure all disadvantaged student’s experience high quality first teaching.||One to one intervention (EEF strong evidence of impact) Reduced class size (EEF strong evidence of impact) Small group tuition (EEF strong evidence of impact)|
|CPD focused on DR ICE strategies and feedback/response to marking||£10,000||Ensure all disadvantaged student’s experience high quality first teaching.||Feedback (EEF strong evidence of impact)|
|Teacher coaching programme (new staff, NQT, photography and Food specialists)||£10,000||Ensure all disadvantaged student’s experience high quality first teaching.||-|
|CPD priorities – e.g. New staff induction, IRIS||£8,500||Ensure all disadvantaged student’s experience high quality first teaching.||-|
|PiXL affiliation (part funded)||£3,000||Greater access to tracking and teaching resources. Sharing of best practise to improve first teaching.||-|
|Exam Board courses and subscriptions||£5,000||Improve KS4 first teaching||-|
|Teaching and learning resources||£20,000||Improve first teaching||-|
|Appointment of technician for Food and Product Design (part funded)||£12,000||Support students in practical subjects in basket 3||-|
|Develop home study access My Maths, Mathswatch, Kaboodle, PiXL maths App||£4,000||To develop independent study skills via mobile devices||Digital technology (EEF strong evidence) Homework (EEF strong evidence)|
|Flexible Learning days/special events/motivational workshops||£1,500||Develop aspirations and motivation.||-|
|Increase LSA provision/SEN support programme – breakfast reading club, 1 to 1. EAL support||£15,000||Support provision for EAL and 1 to 1 for disadvantaged students||-|
|Personal Development, Behaviour and Safety|
|Attendance and welfare officer (part funded)||£15,000||Increase attendance of disadvantaged pupils.||National data re attendance|
|Centre of Inclusion||£19,094||Decrease likelihood of fixed term exclusions for disadvantaged students through mentoring and restorative work.||National data re fixed term exclusions Behaviour intervention (EEF High impact)|
|Alternative curriculum including Construction,Horticulture, Wider Key Skills, BTEC Fire in the community||£20,000||Decrease likelihood of fixed term exclusions by ensuring the curriculum is appropriate and match pupil needs.||National data re fixed term exclusions and attendance Behaviour intervention (EEF High impact)|
|Food Hardship||£1,000||To provide equal access to the KS3/4 curriculum (Catering) by supporting the buying of ingredients.||-|
|Individual case Hardship||£2,000||Support students most at need e.g. uniform replacements||-|
|Subsidised educational visits and residential activities including DofE plus resources to support participation||£5,000||Pupils have equal access cultural and educational trips Impact on attendance and ethos||Outdoor adventure learning EEF evidence of impact|
|Additional specialist tuition in Music, art, drama, dance||£10,500||Pupils have equal access to cultural, musical and sporting enrichment. Impact on attendance and ethos. Pupils have equal access to enrichment.||-|
|Sports coaching (Netball and Basketball programme)||£5,000||See above||-|
|Performing arts tuition project (part funded)||£9,000||See above||-|
|Mini bus (part funded)||£11,000||See above||-|
|Extended schools programme (weekends, half term and holiday programmes) ICT, PE, Music||£15,800||Increase enrichment activities offered to students outside of the curriculum||Extending school day time EEF (evidence of impact)|
Year 7 catch-up Premium Funding - Initial Statement 2016 - 2017
The Catch-Up Premium gives schools additional funding to support Year 7 pupils who need extra support in literacy and numeracy.
Funding and Allocation 2016-17
In the year 2016-17, the Academy received £13,500 of funding to be spent specifically on year 7 pupils fitting the catch up criteria.
Over a quarter of Year 7 students did not achieve a scaled score of 95 in their KS2 Reading test, their KS2 Maths SATs tests, or both. The premium was distributed based on the proportion of students requiring support in each area. Therefore approximately 70% of the funding supported literacy programmes, and 30% supported numeracy initiatives.
Based on 56 pupils in total, 19 pupils were allocated funding for both reading and maths; 37 pupils were allocated funding based on catch up in either maths or reading.
|Proportion of students scoring less than 95 for reading||70%||£9,500|
|Proportion of students scoring less than 95 for maths||30%||£4,000|
Plan and Impact 2016-7
|Focus||Intervention||Cost (approx.)||Rationale||Impact (Summer 2017)|
|Literacy||Accelerated Reader programme||£1,000||In 2015-16, the accelerated reader programme had a massive impact on the students who accessed it. These students improved their reading ages by an average of more than 10 months which is double the progress of students of the same age and ability make during this period nationally.||Based on pupils who retook the NFER reading test in September 2016 and again in May 2017 data proves that:
|Literacy||Specialist nurture group with additional staff support, resourcing, and curriculum provision, including reading group withdrawal||£8,500||The nurture group (2015 / 16) made good progress with 92% of students making expected progress compared to 52% of similar students nationally.||
|Numeracy||Additional curriculum provision, staff support, resourcing, and small group tuition||£4,000||Research suggests that both reducing class size, and small group tuition, have a positive impact (+3/4 months) and are cost effective||
Table detailing rationale and impact of Year 7 catch-up premium funding 2016 - 2017