Pupil Premium & Catch Up Funding

 

Pupil premium is a Government initiative which targets certain pupils who need extra support in order to reach their potential.

At The King's School we will be using the indicator of those eligible for free school meals as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment.

In order to meet the above requirements, the Governing Body of The King's School will ensure that provision is made which secures the teaching and learning opportunities which meet the needs of all pupils.

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

Schools receive an additional £500 for each pupil in their year 7 intake, who fulfils this criteria.

The headteacher on behalf of the Governing Body can decide how that funding is spend and is accountable for ensuring it has maximum impact.
 

Year 7 Catch Up Funding Action Plan 2016-17

The literacy and numeracy catch-up premium gives schools additional funding to support

year 7 pupils who did not achieve at least 100 in reading and/or mathematics at the end

of key stage 2 (KS2- Primary School).

All state-funded schools with year 7 pupils receive this funding.

We have currently identified 35 pupils eligible for the catch-up premium in the academic year 2016-17. This is made up from:

Literacy – 9 students
Numeracy – 8 students
Both Literacy and numeracy – 18 students

The King’s plan to use this money for the following projects and interventions:

 Strategy  Impact  Cost
 Small group reading Increase in the number of students making expected progress.  £5,938
 Small group Maths skills Increase in the number of students making expected progress.  £2,096
 Positively mad Numeracy  session

Increase mental maths skills and confidence in students of all abilities.

Inspire students to improve their numeracy skills and to reach their targets

 £595
 Positively mad literacy  session Improvement in reading comprehension and fluency.  £595
 PET XI Intensive numeracy programme Minimum 70% students (within a three scaled score range banding) up to the next banding  £5000
Subject bidding pot A pot of money specifically ring fenced to allow subjects areas to bid into to put into place an initiative or resource which will raise attainment levels of Catch Up in their subject area. £3276

 

Year 7 Catch Up Impact Review 1 2016-17

Year 7 Small Group Reading (Sept – December 2016)

Since September 2016, 5 pupils have been involved in small group reading focussing on comprehension skills.

Impact

Average reading age increase of 8 months

(Evidence sources: Accelerated reader Jan 2017)

 

3/5 students now making expected progress in English.

2/5 students now making good progress in English.

(Evidence source: Autumn 2 data entry)

 

Positively Mad – Literacy and Numeracy

The full day workshop was delivered to all year 7 catch up literacy and numeracy students. The session aimed to:

  • Increase mental maths skills and confidence in students of all abilities.
  • Improve reading comprehension and fluency.(Evidence source – student voice questionnaire Jan 2017)

Impact

Student voice – 85% of students found the session fun and engaging. Student voice demonstrates that the most useful skills students acquired were:

  • Utilising songs/rhymes as memory techniques
  • Mind mapping tools
  • Simple arithmetic tricks

PET XI Numeracy Course

22 students took part in an intensive 5-day numeracy course

Aims of the course were to encourage students to:

  • Build confidence in calculating answers in the four basic operations
  • Apply correct skills required in showing working out in more complex questions
  • Develop confidence in using mental arithmetic skills
  • Practise working as part of a group to achieve a common goal

Impact

After the day 5 assessments 15 students achieved at least one scaled score band improvement.

In total, there were 21 individual scaled score band improvements and 1 student consolidated their level. (Evidence source: PET xi numeracy evaluation report)

Student Voice

“I love all the time and effort all the company people gave us. I want them all to come back it was that fun. I loved all the games we played.”

“Pet-Xi is good because the people are so kind.” 

“I love everything I did this week and I hope I can do it again with the same team.”

“Amazing and really helpful” 

(Evidence - students’ feedback forms available Jan 2017)

Year 7 Catch Up Impact Review 2 2016-17

Accelerated Reader Programme – Peer reading

  • To support Y7 catch up pupils to improve their reading age and comprehension skills

 

Since November 2016 Y7 catch up students have benefitted from working with trained reading mentors. The impact so far has been an increase in the amount of reading taking place as well as better comprehension for example:

  • Students A (female) – 5 books read March. 83% pass rate on the comprehension  tests and 11 month increase in reading age.
  • Student B (male) – 2 books read Nov-Mar 80% and 50% pass rates on the comprehension tests and a reading age increase of 1 year and 1 month. This pupil has doubled the level of difficulty of the books he reads. 
  • Student C (male) – 2 books reads Dec – March.  100% and 80% pass rates on the comprehension tests and increased his reading age by 1 year and 4 months
  • Overall reading age increase of on average 6 months across the 7 students

 

Accelerated Reader Programme – Whole Yr 7 Catch up cohort

  • To support Y7 catch up pupils to improve their reading age and comprehension skills

 

Since November 2016 Y7 catch up students have benefitted from 25 mins independent reading in chapter time. The impact so far has been an increase in the amount of reading taking place as well as better comprehension for example:

  • Students A (female) – 5 books read March. On average a 96.7% pass rate on the comprehension tests and 1 year and 8 month increase in reading age.
  • Students B (Female) – 4 books read March. 83% pass rate on the comprehension tests and 11 month increase in reading age.
  • Student C (male) – 2 books read Nov-Mar On average 85% pass rates on the comprehension tests and a reading age increase of 2 years.
  • Student D (male) – 7 books reads Nov – March.  On average 94.4% pass rates on the comprehension tests and increased his reading age by 1 year.
  • Overall reading age increase of on average 7 months across the 35 students

 

Yr 7 Small group reading (December 2016 – April 2017)

Since September 2016 2 pupils have been involved in small group reading focussing on comprehension skills. 1/2 of the students are now making expected progress in English and both have improved their reading standardised score by 4 and their reading ages by 9months and 4 months.

 

Small group Maths Intervention

Students follow a 2 month programme with 1 hour a week focussing on improving basic numeracy skills in the four basic functions (add, subtract, multiplication and divide).

Impact

80% of the students increased on their initial assessment scores by between 15% and 30%, this on average an increase of 22%.

 

Pupil Premium Impact Review 1 2016-17

Accelerated Reader Programme

Bright Spots:

Since November 2016 PP students have benefitted from working with trained reading mentors.  The impact so has been an increase in the amount of reading taking place as well as better comprehension for example:

  • Students A (male Y8) – 2 books read Nov- Dec. 100% pass rate on both comprehension tests
  • Student B (male Y9) – 2 books read Nov-Dec 70% and 50% pass rates on the comprehension tests. This pupil has doubled the level of difficulty of the books he reads. 
  • Student C (female Y8) – 3 books reads Nov – Dec. 70%, 100% and 60% pass rates on the comprehension tests.  This pupil has also increased the level of difficulty of the books she reads.

Because this strategy is proving so successful we have trained up a further 7 reading mentors who will work with some of our weakest readers in Y7 from Jan 17 onwards.  

(Evidence source: Accelerated Reader online at Jan 2017)


 

Accelerated Reader Growth Report:

Student A –  from 12/9/16 to 10/01/17 has increased their reading age by +2 years 5 months.

Student B – from 14/9/16 to 10/01/17 has increased their reading age by +2 years 6 months.

Student C - from 9/9/16 to 10/01/17 has increased their reading age by +2 years 4 months.

Student D - from 14/9/16 to 10/01/17 has increased their reading age by +2 years.
 

(Evidence source: Accelerated Reader Growth Report at Jan 2017)

Pupil Voice:
It is helping me read more and not get words wrong in English.”

It makes me want to read more and I feel more confident reading in front of people.”

I can read better and I like to read more.”

100% students would recommend Accelerated Reader mentoring to friends. 

75% students now read more at home.

100% students enjoy the Accelerated Reader mentoring sessions.

(Evidence source: Accelerated Reader Pupil Voice Jan 2017)

 

Attendance

  • To raise the proportion of students attending school from 93% to 95%.

Student attendance at The King’s School is a high priority with staff working hard to support students in raising attendance throughout each year group.

From September 2015 to January 2016 pupil premium attendance for year 11 students was 90.45% and non-pupil premium students was 96.5%, in the following year, September 2016 to January 2017 there has been an increase in year 11 attendance with pupil premium rising to 92.55% and non-pupil premium attendance rising to 96.91%, showing a reduced gap between pupil premium and non-pupil premium from 6.05% to 4.36%. 

Year 10 attendance of pupil premium students has also improved from September 2015 to January 2016 where it was 91.26%, then in September 2016 and January 2017, attendance increased to 92.45%.

 

Behaviour
  • To reduce the number of behaviour issues by males.
  • To reduce behaviour incidents by 10%.

Career interviews have been taking place over the Spring 1 term and students have benefitted from working alongside external agencies and staff at The King’s to write their CV and college applications.  The impact so far has been that all Y11 Pupil Premium students have participated in careers interviews and have discussed optional pathways following post-16.  Drop in CV writing sessions have been offered to students during lunchtimes supporting them in CV and application writing.

The Duke of Edinburgh Programme launched its initial meeting in January and as a result 30 students have registered their interest in taking part in the Duke of Edinburgh bronze award.

(Evidence PP folder 23/1/17)

 

Maths

Intended Outcome: 65-79% lessons at KS3 actively using mini whiteboards through targetted key questioning.

Mini whiteboards have begun to become part of the fabric in lessons over term 1. They are proving successful in building PP students' confidence in 'having a go' and not being afraid to make mistakes as a result pupils are becoming more independent by not asking the teacher for help immediately.

  • Teacher X is developing a mini whiteboard practice for plenaries - to be shared across the faculty in the first instance.

Pupil Voice:

"It doesn't matter if I get it wrong I can rub it out"

"It's helped me with my confidence"

(Evidence Source: Maths pupil voice data: March 17)

 

Raise Aspirations

Positively Mad:

The 1/2 day training session delivered to all Y11 students engaged them with practical revision strategies. A training session was delivered to all teaching staff following the Y11 session so as bothstaff and students are able to utilise and implement strategies to support student development.

  • 94% of staff rated the session 4/5 or better
  • 100% of students questioned rated the session 3/5 or better.

(Evidence: Positively mad data analysis)

 

ISP
  • To support students in achieving at least expected progress across all subjects

There are currently 7 students on an Intervention Support Programme (ISP) that are Pupil Premium. Their performance this term can be shown below. The N count for the cohort has increased from last term however the gap between pupil premium and non pupil premium has narrowed to just 1%.

Click here for an example of outstanding work

(Evidence Source: ISP Aut 2 Review)

Through the work of the ISP programme there have been many students who have shown great success in improving their progress across a range of subjects in school. Student X has been working alongside the progress manager and staff at The King's and over the Autumn term has shown great improvements in progress in the targeted subjects. In particular the work completed in French is exceeding his current targets.

Teacher comment: "I am really pleased with Student X progress in French this term as he is now currently making 'good' progress in this subject."

Another example of the impact of the ISP programme is Student Y. Following intervention through the SLT report monitoring card and external agencies, Student Y behaviour has significantly improved and this is having a positive impact on the progress he is making.

Behaviour points have shown to promote positive behaviour at The King's. The behaviour points of Student Z have been closely monitored and intervention with parents, SLT and external agencies have supported the student in improving behaviour.

(Evidence Source: ISP Aut 2 Review)

 

 

  TotalGrades Aut1 N count Total Grades Aut2 N count
PP 155 55 (35%) 86 38 (44%)
Non PP 119 56 (47%) 235 95 (40%)

 

Subject Bidding

 

  • To support each department in ensuring that no pupil misses out due to financial constraints
  • To improve the quality of teaching and learning to ensure provision for all pupil premium students is at least good

Art:

Intended Outcome: 97-100% of GCSE students will make more than expected progress.

The art bid for resources such as acrylics, high quality colouring equipment, printing equipment to support GCSE students in making at least expected progress. 100% Y11 GCSE students making at least expected progress in AO3 where they are required to consider their 'methods of drawings' in art. Resources have allowed students to engage with AO3 by developing their skills in tonal drawings and shading using the new high quality resources.

(Evidence Source: Autumn 2 data entry; Art Coursework tracker: OneDrive)

 

 

PE:

Intended Outcome: To engage students with extra curricular activities.

The PE department placed a pupil premium bid allowing them to purchase essential equipment such as footballs, volleyballs and badminton rackets. These key pieces of equipment have increased student engagement in lessons allowing smaller groupings for tasks and increased differentiation opportunities. The funding has also provided equipment for extra-curricular activities allowing PP pupils to participate at lunchtimes and after school and has led to an increase in participation by 50% over all year groups. The funding has had significant impact with year 8 volleyball, with 100% of the students making expected progress within this unit of the curriculum.

(Evidence Source: Autumn Science data review: OneDrive)

 

Intended Outcome: To increase GCSE PE students practical scores by at least one grade.

The year 11 GCSE trip to Standon Bowers engaged students with the practical aspect of the GCSE PE course. On the 3-day trip students engaged with BMX biking, mountain biking and orienteering, students developed each of these skills and were then assessed. Following their assessment it was clear to see the impact of the trip with 100% pupils increasing their GCSE performance marks by at least 1 grade.

(Evidence Source: GCSE PE coursework tracker: OneDrive)

 

Pupil Premium Impact Review 2 2016-17

Pupil Premium Review 2:

P7 Intervention

P7 intervention strategy is a new strategy being trialled where the school day has been extended to include a period 7 lesson. This is designed to address some of the barriers to learning our disadvantaged students face and provide a space to enable our highest most able students to excel. This time and space supports our students in developing their self-esteem, exam technique and raising aspirations.

The impact can be seen below:

 

Accelerated Reader
Accelerated Reader
Impact Review 2
PDF

 

 

Pet XI

PETXI –Class of 2021 – Legacy impact from PETXI January 2017

10 out of the 22 pupils taking part in the PETXI programme were eligible for pupil premium funding. All of these pupils improved their scaled scores from the baseline assessment taken at the beginning of the intervention. 70% achieved a scaled score band improvement.

Internal school data for these pupils, post PETXI, shows that 80% have secured consistent ‘expected’ rates of progress over the spring and summer terms. Three pupils have secured ‘good’ progress judgements in the summer term. GL external assessment data (Sept 2017) supports this.

 

  Summer Progress Judgement GL Baseline Sept 2016 GL Re-test Sept 2017 Sub Level Movement
Pupil A Expected 4a 4a 0
Pupil B Expected 3b 4c +2
Pupil C Expected 4b 5c +2
Pupil D Good 4b 5c +2
Pupil E Below 2b 3a +4
Pupil F Good 4c 4b +1
Pupil G Good 4b 5c +2
Pupil H        
Pupil I        
Pupil J        

 

Raising Aspirations

Duke of Edinburgh – The world’s leading youth achievement award. 

The Duke of Edinburgh award has been offered to students as an extra curricular activity.  In order to complete the award students were required to carry out a variety of activities: volunteering, learning a new skills such as cooking, and improve their fitness levels through regular physical activity.  Students were also expected to complete a 2-day expedition where they were to navigate their way around the peak district using a map and compass. A total of 13 students took part in the award 5 of which were disadvantaged students. All students completed the bronze expedition and are on their way to achieving the full award by the end of the Autumn term 2018.

 

Behaviour

Praise Postcards

The ‘Praise Postcard’ system shares with parents and carers those moments when their child has made an outstanding step of progress and/ or worked extremely hard to achieve this. All teaching staff and support workers send home two praise postcards each week. The first time a pupil knows they’ve got one is when it comes through the home letterbox. It is proving to a great success. Over the academic year 2016-17, a total of 2013 praise postcards have been sent home to celebrate pupil successes. A total of 847 (42%) of these praise postcards were sent out to pupil premium students.

Meet the Headteacher

The ‘Meet the Headteacher’ event is a prestigious one, where students are nominated by teaching staff for outstanding work within their subject area to show Mrs Verow what they have achieved. Each week selected students visit the headteacher’s office where they talk about and share their learning and receive a personalised award letter congratulating them on their successes.  Since January 2017, 34 pupil premium students have received this award for their outstanding work. 

 

Pupil Premium Impact Review 3 2016-17

Raising Aspirations

All students in year 11 students have received a careers interview from the external provider Changing Education.  This has led to 100% of the class of 2017 being successful in following their chosen career path into further education; employment or training apprenticeships. Throughout this process pupil premium students were prioritised receiving careers interviews by March 2017, supporting them in making appropriate college choices.  Early identification of these students ensured that sufficient guidance and support was implemented to prevent any of these students becoming NEET.

 

Overall Impact:

What impact is the additional funding for disadvantaged students having on progress and attainment

The Basics - English and Maths

 

2015

2016

2017

Non-Disadvantaged

49

64

74

(National Figure)

67

69

 

Disadvantaged

23

35

48

(National Figure)

39

43

 

School GAP

26

29

26

(National Figure)

28

26

 

 

National Figures for 2016: Non-Disadvantaged 69 / Disadvantaged 43 / National Gap -26

Our Disadvantaged student gap (2017) is in line with the 2016 National Average for similar students

% 5 A* - C (inc Eng and Maths)
 

 

2015

2016

2017

Non-Disadvantaged

49

52

74

Disadvantaged

19

31

39

GAP

30

21

35

 

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