What is Pupil Premium funding?
Pupil Premium funding (PPF) was introduced by the Government in April 2011 as a means of addressing “underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.” (1)
The funding may be spent by schools how they wish. However schools need to demonstrate that the performance of those pupils for whom the grant was allocated is improving.
How is the funding allocated?
Funding was initially allocated according to the January 2011 school census figures for pupils registered as eligible for FSM. In 2012, the Government extended the funding to pupils who have been eligible for free school meals at any point in the last 6 years, calling this measure “Ever 6”. For West Exe School this increased funding from £77,907 in the financial year 2011/12 to £186,750 in 2012/13, £266,400 in 2013/14, £257,125 in 2014/15, £243,681 in 2015/16 and £237,490 in 2016-17.
How is the money used at West Exe School?
As of September 2012, schools in receipt of Pupil Premium funding are required to publish online information about how the PPF has been used, with a particular focus on the progress and attainment of pupils covered by the premium.
- Pupil Premium students are given priority access to the following additional support:
- English & Maths Maximising Achievement Team (MAT) support. Since the introduction of the funding in 2011, the school has used PPF to fund the Maximising Achievement Team (MAT), which has a particular focus on providing additional one-to-one support for students in both English and Mathematics to maximise achievement. The Maximising Achievement Team has been comprised of three learning mentors. MAT support takes the form of twice-weekly one-to-one support over a five-seven week period.
- English and Maths ‘private tuition’. This support is provided by an English or Maths teacher and involves the tuition of either individual students or students in very small groups. ‘Private tuition’ takes place on a weekly basis over a five-seven week period.
- Year Leader and senior leader academic mentoring.
In all of the above cases, additional support is allocated using teachers’ tracking data as evidence and is used to address below-expected ‘Attitude to Learning’ grades and/or projected under-achievement against academic targets.
- Pupil Premium funding is used to subsidise uniform, school trips, activities week and the hire of musical instruments to enable students to access extra curriculum activities according to need. In addition, funding was used to purchase revision guides in English, Maths and Science for Key Stage 4 students.
- A pre-exams ‘Breakfast Club’ has now become established to provide students with a healthy start to the day (a banana, bottle of mineral water and whole-grain cereal biscuits) before their GCSE exams. Studies exploring the effects of breakfast on learning ability show children who eat breakfast tend to do much better at school.
- In addition to the funding spending outlined above, a number of whole-school, classroom-based initiatives used to support the progress and achievement of Pupil Premium students in lessons. These include:
- Ensuring that all teachers are aware of which students in their lessons receive PPF. Seating plans are implemented to support their progress.
- Inclusion of specific strategies to support PP students in each class on each teacher’s ‘Teaching Group Profile’ document.
- Students receiving regular, personalised feedback from teachers after the completion of assessed work. This will provide specific guidance to show ‘what went well’ and how the work would have been ‘even better if’.
- The adopting of cooperative learning approaches in lessons. These strategies are designed to support all students’ learning by ensuring that they work with a diverse range of peers in pairs or in structured group situations.
- The use of PP student voice during lesson evaluations to gauge how well PP students are being supported in lessons over time.
Research provided by The Sutton Trust’s Pupil Premium Toolkit (http://educationendowmentfoundation.org.uk/toolkit/) indicates that these strategies are amongst the most productive and cost-effective methods of bringing about progress in learning and achievement for all students.
Further in-school initiatives to support Pupil Premium students include:
- One-to-one / small-group teaching programme (‘Grow@KS3’) to support Year 7 literacy.
- Each department adopting an agreed ‘menu’ of strategies to support PP students. These strategies will be assessed during lesson observations and work scrutiny, etc.
- ‘CoachBright’ (from October 2016): Key Stage 4 students being given the opportunity to participate in a mentoring programme from further education under-graduated which will result in a graduation ceremony at Exeter University.
- From September 2016: The creation of an online database for all teachers to share successful PP strategies for individual students across the school.
- The appointment of a Progress Leader with specific Pupil Premium ‘closing the gap’ responsibilities.
The table below shows a summary of the spending of PPF in 2015 – 2016:
|PPF Allocation / Spending in 2015 – 2016|
|Wave||Specific Provision||Sutton Trust Values (£ = cost / + months of gained progress)||Total cost||Cost attributed to Pupil Premium||Basis for Calculation|
|1. Whole-school, classroom based teaching||Marking audits completed by SLT||££/+8||3,425||856||25%|
|Lesson evaluation process||10,140||2,535||25%|
|Completion of Teaching Group Profiles||7,350||7,350||100%|
|Creation of SharePoint database (Assistant Headteacher time with consultant, etc.)||542||542||100%|
|2. Small group intervention||Phoenix TAs||££££/0||33,249||33,249||100%|
|English & Maths private tuition||£££/4||19,110||19,110||100%|
|Primary Liaison Coordinator||£££££/+6*||14,637||3,659||25%|
|3. Individual intervention||MAT learning mentors||££££/+5||50,987||50,987||100%|
|Progress Leader and Assistant Progress Leader academic mentoring||£££/+1||28,580||7,145||25%|
|Increase Flexibility (Exeter College, Devon Personalised Learning Services & Devon Integration Services)||49,415||45,223||100%|
|Maria Masters Careers Advice||£££/+1||4,000||1,000||25%|
|4. Other||Uniform / equipment / trips & visits||10,601||10,601||100%|
|Attendance at national PP conference (London – July 2016)||560||560||100%|
|School’s additional contribution||(97,629)|
What impact is the funding having?
|5+ A*-C incl En & Ma||-22.6%||-32.6%||54.0||60.9||32.7||-28.2|
|Achieving Expected Progress English||-25.4%||-25.8%||73.7||79.0||58.2||-20.8|
|Achieving more than expected progress in English||-19.0%||-25.3%||28.6||30.9||21.8||-9.1|
|Achieving Expected Progress Maths||-19.6%||-28.4%||57.6||63.2||40.7||-22.5|
|Achieving more than expected progress in Maths||-11.3%||-3.2%||18.4||22.1||7.4||-14.7|
|BASICS A*-C in En & Ma||-26.5%||-36.3%||59.4||65.1||41.8||-23.3|
The literacy and numeracy catch-up premium provides schools with an additional £500 for each year 7 pupil who did not achieve at least level 4 in reading and/or maths at the end of key stage 2.
It is provided to all state-funded schools with a year 7 cohort, including special schools, alternative provision (AP) settings and pupil referral units (PRUs).
Effective use of funding to support catch-up may include:
- individual tuition in addition to classroom teaching
- intensive small-group tuition
- purchasing external services and materials to add to those provided by the school, for example tutor services or proven computer-based learning or online support
- summer or holiday schools to deliver intensive catch-up over a short period
The table below indicates how Year 7 catch-up premium funding of £10,500 was allocated in 2015-16:
|Level 2 Literacy TA providing one to one and group support||14,384|
|Grow @ KS3||5,092|
|Yr 7 Literacy Support||2,945|