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Pupil Premium

Pupil Premium

Achievement of our Vulnerable Groups in the 2014 exam series following RAISEonline data, emerging concerns and decisive next steps.

RAISE reports have been released but are as yet unvalidated. As previously stated the changes in how performance tables are reported means that Ofqual have cautioned against year on year comparisons while the national picture is so volatile.

“In summer 2013 we reported that shifts in entry patterns made it difficult to compare the overall results in 2013 with results in 2012. The same is true for 2014 – we are not comparing like with like. This is likely to be due to schools changing their

approaches to teaching and exam entry in response to policy changes”

 

A brief explanation of summer 2014 GCSE results - Ofqual/14/5507

Table 1: Groups – headline 5A*-C incl EN & Ma

 

2012

2013

2014*

National 2014*

all

GCSE

all

GCSE

All pupils

66%

53%

62%

56%

56%

55%

Boys

65%

48%

63%

56%

50%

50%

Girls

66%

59%

62%

57%

63%

61%

Disadvantaged

61%

48%

58%

52%

47%

36%

High

97%

88%

97%

94%

87%

92%

White British

57%

37%

42%

30%

49%

56%

Other white

64%

42%

76%

65%

50%

52%

Pakistani

77%

58%

75%

74%

63%

51%

Bangladeshi

54%

61%

73%

69%

78%

60%

Black African

74%

67%

63%

61%

53%

56%

*DfE tables approved qualifications only

  • Outcomes for disadvantaged pupils continue to be significantly above national 
  • The performance of boys fell in 2014 although still in line with national, and unusually, boys were 57% of the cohort in 2014
  • Girls, Other white (Albanian….) and Black African are broadly in line however the performance of Black African students shows a steady decline
  • Higher attaining and White British students are below national standards
  • Pakistani and Bangladeshi pupils both perform above national levels. (Note these groups are about 10% of the school, so are not ‘sizeable’)

 

Pupil Premium

  • Our Pupil Premium students (FSM) made up 50% of the cohort and made outstanding progress. 47% achieved 5 A* to C including English and Maths against a national figureof 36%. 79% made expected progress in English (NA 58%) and 54% in Mathematics (NA 48%). The gap between the attainment of our disadvantaged students and those who are not disadvantaged is 17%, the national average gap is 26%, while the local authority average is 21%. Although we are pleased to report our relative success with disadvantaged students we will be continuing to prioritise this group in order to close this gap completely.
  • Decisive next steps – Departments are continuing to closely monitor the progress of this group and intervene to ensure that these students achieve their potential. We continue to use pupil premium money to provide a wide range of opportunities for our students including educational visits; extra classes including revision classes during weekends and holidays. Additionally we have given a number of staff dedicated time through their teaching week to intervene with students both at a department and whole school level.·        

Puplil Premium 2014-5 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 




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