Document Title: Pupil Premium Policy Purpose: To set out the principles of the Pupil Premium Award, how it is received and how it has been spent in the last year and to evaluate the impact Summary: The Pupil Premium Grant will be allocated to support the most effective activities to boost student achievement Statutory: Yes Responsibility: DHT Achievement & Welfare Approval Authority: LGB Approval Date: September 2016 Next Review Date & Frequency: September 2017 (Annual) Author: Mr Stephen Burns Related Legislation: DfE and EFA School and College Finance Support for Children and Young People Related Policies: Catch up Premium Policy Availability: U:/Drive; Website Version: FINAL
Introduction 1. The Pupil Premium is a Government initiative that targets extra money at students from deprived backgrounds. Research shows that students from deprived backgrounds underachieve compared to their non-deprived peers. The premium is provided in order to support these students in reaching their potential. The Government has used students entitled to Free School Meals (FSM) as an indicator for deprivation, and have designated a grant fixed amount of money to schools per pupil, based on the number of students registered for Free School meals over a rolling six year period. Additional funding is allocated where: there are students who are children of Armed Forces personnel there are students who are classed as Looked After Children (LAC) 2. The Government is not instructing schools how they should spend this money; it is not ring-fenced and schools are free to spend the Pupil Premium as they see fit DfE 2011. The Government however is clear that schools will need to employ the strategies that they know will support their Disadvantaged students (i.e. those eligible for Free School meals over a six year period) in increasing their attainment, and closing the gap with their non disadvantaged peers. 3. The funding of 935 per pupil for the 2016/17 financial year remains consistent with amount allocated for the years 2014/15 and 2015/16. Children of personnel serving as part of the UK Armed Forces receive 300. Funding for Looked after children is allocated to the Virtual Schools Head, not the school at a rate of 1900 for 2016/17 again consistent with the allocation for the previous two financial years (Please refer to the separate Looked After Children Policy). 4. We are required by the Department of Education to report to parents annually on the usage of the Pupil Premium at our school. The role of the Governors 5. Governors will be: Fully involved in deciding on the way in which the Pupil Premium funding will be best allocated to close the gaps in attainment between those entitled to Pupil Premium funding and those who are not Require a clear policy to be written about the Pupil Premium and will contribute to its content Be committed to ensuring that every pupil irrespective of starting point or background, achieved their potential, and used this principle to drive every discussion about the Pupil Premium Ask challenging questions about how effective each action funded by the Pupil Premium has been in improving achievement. Reporting 6. The school will iinform parents/carers as to what the Pupil Premium has been spent on, and how well this is working in an annual report.the report will be published on the school website
Core Principles 7. The school will ensure that: Teaching and learning opportunities meet the needs of all of the students Appropriate provision is made for students who belong to vulnerable groups. Ensure that the needs of disadvantaged pupils are adequately assessed and addressed Recognise that not all pupils who are disadvantaged are registered or qualify for free school meals The range of provision In particular Reporting Facilitating students access to education Facilitating students access to the curriculum Additional teaching and learning opportunities Alternative support and intervention Small group support and individual support from a range of staff Support the funding of enrichment activities and curriculum-based educational visits to enhance learning and progress 8. It will be the responsibility of the Deputy Headteacher (Achievement and Welfare) to produce a termly report for the Governing Body as an attachment to the Headteacher s Report, to include: The progress made towards narrowing the gap, by year group, for disadvantaged students An outline of the provision that was made during the term since the last meeting An evaluation of the cost of effectiveness, in terms of the progress made by the students receiving a particular provision, when compared with other forms of support 9. The Governing Body will consider the information provided, in the light of the data relating to the progress of the school s disadvantaged students. 10. The Governors will ensure that there is an annual statement to the parents outlining how the Pupil Premium funding has been used to address the issue of closing the gap for disadvantaged students. This task will be carried out within the requirements published by the Department for Education. Success Criteria 11. The evaluation of this policy is based on how the school can close the gap between disadvantaged students and their peers. Targets will be identified and evaluated annually and included in the School Development Plan.
The success criteria for the Pupil Premium Policy are: That the progress of disadvantaged students exceeds the national average (where comparable) That the attainment of disadvantaged students exceeds the national average There is a commitment that the achievement gap between Disadvantaged and Non-Disadvantaged students will continue to close Use of the Pupil Premium Grant 12. The grant will be used to support strategies and interventions which improve the attainment and progress of disadvantaged students. Supporting students 13. For many students, growing up can be a challenging time, leading to social and emotional difficulties both at home and at school. Employing high quality staff to help students overcome their particular barriers to learning is essential. Without this more personalised attention, many students are in danger of becoming disengaged from school. Strategies to avoid this include, but are not exclusive to: supporting students emotionally with Inclusion staff ensuring that they are challenged to work hard, succeed and overcome their barriers to learning helping students to raise their aspirations and identify future opportunities Ensuring Equality of Access to the Curriculum 14. Quality learning can be enhanced by memorable experiences. Enrichment in the form of Extra-Curricular clubs and curriculum-based visits can contribute to this. The Pupil Premium fund can be used to enhance access to these activities where they have a direct link to raising achievement. 15. The school is committed to developing the talents of its students. We believe that talents such as sport, music, dance and drama will only develop into a lifelong passion by providing a high quality extended curriculum. The pupil premium will also help all students access this curriculum and help students discover their talents. Supporting Parents 16. Being a parent can be challenging; the school is also committed to working in partnership with parents and carers. High quality support for parents can positively impact upon student success. We will provide parents with opportunities to understand more about the learning processes their children undergo, as well as strategies to help them succeed at home, school and beyond. This Policy is to be read in conjunction with the Charging & Remissions Policy.
APPENDIX 1 - REQUEST FOR FINANCIAL ASSISTANCE (PARENTS) Student Name: Form PP/PPP/PEP Request /Activity: Date: The school s charging and remissions policy states: In order to remove financial barriers from disadvantaged pupils, the governing body has agreed that some activities and visits where charges can legally be made will be offered at no charge or a reduced charge to students who are eligible to receive Pupil Premium funding. DATE: HT: SLT: FINANCE: FILE: Classification of activities eligible for PP subsidy: Is the activity listed as effective on the Sutton Trust Education Endowment Foundation? Is the activity directly related to an aspect of the curriculum or course? Will participation in the activity impact on educational outcomes? Is this activity eligible for Pupil Premium Funding? Consideration of the Student: Is the student s attainment significantly lower than her peers? Is the student making slower than expected progress? Would the student s participation impact positively on her educational outcomes? Is the activity identified on a student s PEP? Recommendation for the student to receive financial assistance; Outcome: The activity for this student should be fully/partially funded by PP The activity should be fully/partially funded through The hardship fund Paragraph for letters: The Green School sees enrichment activities and educational visits as a part of a broad and balanced curriculum offer and we encourage students to participate. However there is no government funding for such activities. To cover the cost of this trip/event/activity we are therefore asking for a voluntary contribution of XXX.
Please note: If we do not receive enough voluntary contributions to cover the cost of the trip/event/activity then regrettably it will be cancelled and any money paid will be returned to parents/carers. In the event of financial hardship, such as current eligibility for Free School Meals, please to the Headteacher by DATE who will consider any request for financial assistance with the utmost discretion. If you are unable to make the suggested voluntary contribution your daughter will not be treated any differently and will not be prevented from taking part in any activity which is confirmed
APPENDIX 2 - REQUEST FOR FINANCIAL ASSISTANCE (CURRICULUM) Subject: Date: Activity: The school s charging and remissions policy states: In order to remove financial barriers from disadvantaged pupils, The governing body has agreed that some activities and visits where charges can legally be made will be offered at no charge or a reduced charge to students who are eligible to receive Pupil Premium funding. DATE: HT: SLT: FINANCE: FILE: Classification of activities eligible for PP subsidy: Is the activity listed as effective by Sutton Trust Education Endowment Foundation? Is the activity directly related to an aspect of the curriculum or course? How? Will participation in the activity impact on educational outcomes? How? Number of students Cost per student Total amount claimed Please ensure you attach the list of eligible students. Signed: Date: Outcome: The activity for this student should be fully/partially funded by PP
APPENDIX 3 EFFECTIVE STRATEGIES ON BOOSTING PUPIL PREMIUM ACHIEVEMENT (AS EVIDENCED BY THE SUTTON TRUST) Activity Impact Arts Participation +2 months Aspiration Interventions 0 months Behaviour Interventions +4 months Block Scheduling 0 months Collaborative Learning +5 months Digital Technology +4 months Early Years Intervention +5 months Extending School Time +2 months Feedback +8 months Homework (primary) +1 month Homework (Secondary) +5 months Individualized Instruction +2 months Learning Styles +2 months Mastery Learning +5 months Mentoring +1 months Meta Cognition and Self-Regulation +8 months One to one tuition +5 months Oral language interventions +5 months Outdoor adventure learning +3 months Parental Involvement +3 months Peer Tutoring +5 months Performance Pay 0 months Phonics +4 months Physical Environment + 0 months Reading comprehension + 5 months Reducing Class Size + 3 months Repeating a year -4 months School uniform 0 months Setting or Streaming -1 months Small group tuition +4 months Social and Emotional Learning +4 months Sports Participation +2 months Summer School +2 months Teaching Assistants +1 month
Appendix 4 - Academic Year 2015-16 Data sourced: Autumn Census (October 2015) Year 7 Year 8 Year 9 Year 10 Year 11 Totals On roll 155 153 153 149 147 757 PPG 61 62 57 49 38 267 PPG+ 2 2 2 1 3 10 FSM 30 25 22 19 15 111 % PP 40.6 41.8 38.5 33.5 27.9 36.6% Number of students receiving free school meals (FSM) 126 % of students receiving FSM 13.75% Total amount of PPG received 2015-16 244, 806 Actual PPG spend: 2015/16 Cost Heading Details Cost Home Learning Each day, before school and after school 10, 884.65 Club Study Support Timetabled sessions with English & Maths teachers to 15,397.12 Area provide additional specialist support Extra Groups Additional classes in the Core Subjects at Key Stage 3, costed as a proportion of the PPG for KS3. 87, 031.20 Additional classes to support the teaching and learning in English, Maths, Science and RE in Year 10 and 11, costed as a proportion of the PPG for Years 10 and 11. Curriculum Access Supporting curricular and extra-curricular provision 4, 131.74 for students Staffing Staff positions to support the achievement of PPG 175, 918.20 students Total 293, 362.91
Appendix 5 Impact upon 2016 GCSE Results Table 1: GCSE results and achievement of Disadvantaged and non-disadvantaged students in Year 11 (Summer 2016) No. of students Average GCSE grade Attainment 8 figure* Progress 8 figure* % achieving 5A*CEM Disadvantaged 46 C+ 52.53 +0.49 Nat. Av 2015: -0.4 Non- Disadvantaged 99 B 61.72 +0.67 Nat. Av 2015: 0.12 67.4% NA:36.7% 87.9% NA: 64.7% *Provisional figures, pending confirmation (September 2016). The Progress 8 figure is based on the level of progress students have made in a cache of 8 subjects. Positive figures imply that they have made more progress than similar students nationally. National Average (NA) data relates to 2015 outcomes The outcomes above demonstrate that students achieve better at The Green School for Girls compared with national outcomes. Table 2: the percentage of Disadvantaged and non-disadvantaged students in Year 11 2015 who studied and passed the English Baccalaureate suite, compared with students nationally. Entries for the EBacc Disadvantaged 21.7% NA: 23.3% Non 45.5% Disadvantaged NA: 44.5% Difference 23.8% NA: 21.2% Achieved the EBacc 17.4% NA: 10.9% 42.4% NA: 29.1% 25% NA:18.2% Difference between TGS and National Entries: 1.6% Achieving: 6.5% Entries: 1.0% Achieving: 13.2% Entries: 2.6% Achieving: 6.8% Higher proportions of students achieve the English Baccalaureate at The Green School for Girls than do nationally, with even greater proportions of Disadvantaged students doing so at this school. Table 3: the attainment of Disadvantaged students in English and Maths compared with Disadvantaged students nationally. Disadvantaged TGS National 2015 Difference students A*-C English 88.9% 51% 37.9% A* - C Maths 75.6% 49% 27.6% The attainment of Disadvantaged students far exceeds the national proportions in both English and Maths.
Table 4: the attainment of Disadvantaged students in English and Maths compared with Disadvantaged students nationally. Disadvantaged The Green School National 2015 Difference students (English) for Girls 3 Levels of 93.3% 74% 19.3% Progress 4 Levels of Progress 66.7% 30% 36.7% Disadvantaged students (Maths) 3 Levels of Progress 4 Levels of Progress The Green School for Girls National 2015 Difference 68.2% 66% 2.2% 31.8% 30% 1.8% Progress levels for Disadvantaged students in Maths are higher than the national levels, and substantially higher in English. Even at 4 levels of progress, Disadvantaged students make greater progress at this school compared with Disadvantaged and Non Disadvantaged students nationally.