Pupil Premium Spreadsheet
Pupil Premium Statement

The pupil premium is additional funding given to school so that they can support their disadvantaged pupils and close the attainment gap between them and their peers.

It was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals (FSM) at any point in the last six years. Looked after children and those of service personnel also attract funding.

Our use of the pupil premium has closed attainment gaps over the past three years. We have summarised the examination results below with comparisons against national statistics. We have also included a series of links at the bottom of the page that detail the spending and impact since 2011. We have included the data for outcomes of pupil premium spending below.

We also receive year 7 literacy and numeracy catch-up premium funding. The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve at least level 4 in reading or maths at the end of key stage 2 (KS2).

We have included details of catch-up funding within this link. This includes:

  • how much funding we received
  • how we intend to spend the funding
  • how we spent the funding in the previous academic year

Primary Pupil Premium Allocation 

During the Academic Year 2015–16 the primary had a pupil premium (pp) allocation of£ 2,640 for 2 pupils. Our allocation was spent delivering enhanced reading provision to the 2 pupils at the cost of £118.65 per week, totalling £2610.03 for 22 weeks. School trips were also funded from the money received through pp pupils.

Our new intake (nursery and reception) are all being checked by the Local Authority to establish if any families qualify for the additional funding to the school.

2017 Pupil Premium Outcomes:

  • School deprivation indicator: 0.45. Top quintile – to be updated
  • 55% Pupil Premium students.
  • Persistent pupil absence of Pupil Premium students 8.32%
  • Fixed term exclusion of Pupil Premium students 0.98% (significantly below national averages)
  • Pupil Premium with 1 or more fixed term exclusions 0.27%) significantly below national average)
  • Permanent exclusion as a percentage of the pupil group 0.05 % (national 0.17) (This was not a Pupil Premium student)

Percentage of Pupil Premium students achieving thresholds:

Total cohort 285

Total number of disadvantaged students 156

Basics:  

  • Grade 4+ in English and Maths 63% - (all students 66%)
  • Grade 5+ in English and Maths 45.51% (all students 47%)
  • Progress 8 for disadvantaged students 0.08 (all students 0.10)
  • Progress 8 for disadvantaged students in English 0.27 (all students 0.27)
  • Progress 8 for disadvantaged students in Maths 0.38 (all students 0.51)
  • Progress 8  for disadvantaged students in Ebacc slots 0.17 (all students 0.15)
  • Progress 8 for disadvantaged in open slots -0.32 (all students -0.31)
  • Attainment 8 score for disadvantaged student in English 10.04 (all students 9.94)
  • Attainment 8 score for disadvantaged students in Maths 9.05 (all students 9.41)
  • Attainment 8 score for disadvantaged students in Ebacc slots 12.17 (all students 12.15)
  • Attainment 8 score for disadvantaged students in open slots 13.33 (all students 13.31)
  • Ebacc entries for disadvantaged students 17% (all students 15.8%)

Findings:

Overall, pupil premium students are making broadly the same progress as non-pupil premium students, and in some areas, they are making better progress.  All data is strong and the strategies that we are implementing are effective, with the quality of teaching remaining the most important factor to all pupil outcomes.

2016 Pupil Premium outcomes

  • School deprivation indicator 0.45 (nat 0.22). Top quintile.
  • 51% Pupil Premium students
  • Persistent pupil absence of Pupil Premium students 6.4% (nat 10.9%).
  • Sessions missed of Pupil Premium students 5.8% (nat 7.5%)
  • Fixed term exclusions of Pupil Premium students 0.1% (nat 16.7%)
  • Pupil Premium students with 1 or more fixed term exclusion 0.1% (nat 8.34%)
  • Permanent exclusions as a percentage of the pupil group 0.1% (nat 0.34%)

Percentage of Pupil Premium students achieving thresholds:

  • Total cohort 287 disadvantaged students’ cohort 142
  • Basics 59% (nat 38% 2015) all students 62% (nat 65% 2015)
  • Progress 8 for disadvantaged students 0.26 (all students 0.27)
  • Progress 8 for disadvantaged students in English 0.19 (all students 0.16)
  • Progress 8 for disadvantaged students in maths  0.43 (all students 0.43)
  • Progress 8 for disadvantaged students in Ebacc slots 0.20 (all students 0.29)
  • Progress 8 for disadvantaged students in open slots 0.25 (all students 0.23)
  • Attainment 8 score for disadvantaged students in English 10.21 (all students 10.31)
  • Attainment 8 score for disadvantaged students in maths 9.53 (all students 9.85)
  • Attainment 8 score for disadvantaged students for Ebacc slots 12.60 (all students 0.29)
  • Attainment 8 score for disadvantaged students for open slots 15.54 (all students 15.70)
  • Ebacc entries for disadvantaged students 21% (nat 2015 11%)
  • Disadvantaged students achieving Ebacc 13%

2015 Pupil Premium outcomes

  • School deprivation indicator 0.45 (nat 0.22). Top quintile.
  • 57% Pupil Premium students
  • Persistent pupil absence of Pupil Premium students 6.4% (nat 10.9%).
  • Sessions missed of Pupil Premium students 5.8% (nat 7.5%)
  • Fixed term exclusions of Pupil Premium students 2.67% (nat 16.7%)
  • Pupil Premium students with 1 or more fixed term exclusion 2.06% (nat 8.34%)
  • Permanent exclusions as a percentage of the pupil group 0.12% (nat 0.34%)
  • Percentage of Pupil Premium students achieving thresholds:
  • 5+ A* to C incl En and Ma 42% (nat 36%) other students 63% (nat 63%)
  • 5+ A* to C 56% (nat 45%) other students 73% (nat 72%)
  • 5+ A* to G 97% (nat 87%) other students 98% (nat 96%)
  • Basics 45% (nat 38%) other students 64% (nat 65%)
  • EBacc 3% (nat 11%) other students 13% (nat 28%)
  • English sig+ 62% (nat 51%) maths 56% (nat 49%) science 52% (nat 53%)
  • Languages sig+ 88% (nat 59%) Humanities 51% (nat 49%)
  • Pupil Premium capped point scores sig+  303.7 (nat 259.9)
  • Pupil Premium total point scores sig+  355.7 (nat 295.1)
  • Progress measure KS2 to KS4 sig+ 1011.8 (nat 976.3). English, maths, science and languages sig+ no sig-.
  • Pupil Premium Progress 8  0.05 (school 0.17)
  • Pupil Premium Attainment 8  44.66 (nat 51.19)

Progress 8 differences by gender

Progress 8

WBRI

BAF

Disadvantaged

Low

Medium

High

Overall

-0.31

0.14

0.05

 

 

0.04

Female

-0.20

0.38

0.14

0.4

0.26

0.24

Male

-0.42

-0.14

-0.09

0.01

0.12

-0.12

Progress 8 differences by Disadvantage

Progress 8

WBRI

BAF

Low

Medium

High

Boys

Girls

Overall

-0.31

0.14

0.24

0.20

0.04

0.02

0.29

Disadvantaged

-0.37

0.10

0.13

0.08

-0.11

-0.09

0.14

Other

-0.24

0.30

0.5

0.37

0.19

0.13

0.55

Progress 8 differences by Prior attainment

Progress 8

WBRI

BAF

Overall

-0.31

0.14

Low

-0.26

0.13

Medium

-0.24

0.21

High

-0.5

0.00

The figure of -0.26 for low attaining on entry WBRI is the same for disadvantaged and other students.

Conclusions

  • White British students make less progress than their peers regardless of gender,disadvantage or prior attainment
  • Disadvantaged males and Black African males make less progress than their peers
  • High attaining on entry males make less progress than their peers     

Puplil Premium 2014-16 funding used for:

  • Growth mind set model training.
  • Additional staffing within core subjects assigned to specific Pupil Premium intervention
  • Parent Support Advisor (KWT)
  • Additional Attendance officers (KWT)
  • Additional Mentors (Y11 & Sixth Form) (JJH)
  • Brilliant Club (KWA)
  • Success for Life (KCF)
  • Additional after school / Saturday morning / holiday revision / booster classes (KCF)
  • Incentives and targeting of extended services and parental support
  • Subsidising school trips and other learning resources (ring-fenced YCC budget)
  • Additional learning resources personalised to individuals (ring-fenced HOD budget, KCF)
  • Additional residential and summer camps
  • Interventions to manage key transitions between stages /schools
  • Stepping up programme
  • Additional residential and summer camps
  • Interventions to manage key transitions between stages /schools
  • Additional staffing to allow for intervention and small group work
  • Literacy mentors employed
  • Academic mentors employed
  • University visits
  • Appropriate stretch in curriculum
  • Quality advice and guidance
  • Additional learning resources personalised to individuals (ring-fenced HOD budget)
  • Residential courses for improving maths A/A*performance
  • Accurate identification, with appropriate intervention, of underachieving
  • TA – ‘Paired Reading scheme’
  • 'Catch-up' provision by trained literacy / numeracy mentors
  • Cognitive Behaviour Intervention
  • Additional learning resources personalised to individuals (ring-fenced HOD budget)
  • Additional staffing to allow for intervention and small group work
  • Peer mediators to support behaviour
  • Excellence Programmes
  • Youth Worker intervention to support behaviour
  • Formal warning to support behaviour
  • New technology used to enhance attitudes to learning – e.g. iPads and Promethean