What is Pupil Premium?
The Pupil Premium (PP) provides additional funding for publicly funded schools in England on top of the main funding a school receives. It is targeted at pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as pupils from less deprived families and consequently close the gap between them and their peers.
Summary of the Main Barriers to Educational Achievement that Disadvantaged Pupils Face at St George’s
Relative poverty is reflected in the number of pupils that are registered as being eligible for Free school meals (FSM) at any point in the last six years (exceeding one-third of the school roll). For some this means less access to support at home, less cultural capital and less ambition than is the norm. In most year groups, the proportion of pupils with high educational attainment on entry is below average. The school has a multi-cultural intake and pupil mobility is above national averages. The proportion of pupils that have English as an additional language is significantly above national average. The school is in the top quintile for deprivation. Some of our disadvantaged pupils have special educational needs and/or behavioural and/or mental health issues.
Funding is currently £935 for every pupil in receipt of free school meals in the last 6 years (Ever 6) and £1,900 for every pupil who has been in local authority care. 35% of students at St George’s have been in receipt of free school meals in the previous 6 years. The school received £334,787.25 in 2015/16 and £309,018 in 2016/17 for Pupil Premium. In the current academic year, 2017/18 the total received is £300,998.
How the funding has been used in 2017/18
In addition to the ongoing policy of maintaining small class sizes, the funding has been deployed in a number of ways, with a specific focus on Maths, Literacy and Extended Learning. The school has used the funding provided under Pupil Premium to support the education of its disadvantaged pupils and provide help for those whose levels of attainment are below expectation and also in the following ways:
Actions focused on learning in the curriculum:
· Using robust reporting and monitoring systems to identify need and to determine the necessary interventions.
· Extra tuition after school, on Saturdays and during School Holidays – subject specific and exam syllabus – including small groups and one to one sessions.
· English classes after school, on Saturdays and during School Holidays for those with little or no English.
· Cross Curricular Literacy and Numeracy programmes.
· Support for Gifted and Talented pupils, for e.g. Gifted & Talented workshops.
· Booster classes for those pupils who are achieving below expectations.
· Provision of literacy materials and reading books.
Actions focused on enrichment beyond the curriculum:
· Weekly after School Youth Club with various Sport and other activities.
· Daily Homework Club to allow students to complete their work in a quiet environment with staff on hand to support.
· University visits and taster days including Oxford and Cambridge.
Actions focused on social, emotional, mental and behavioural issues:
· Mentoring and counselling.
· Dedicated 'Learning Support Centre' staff to allow disruptive pupils to learn in a supported environment until they are ready to reintegrate.
· EPraise reward system to encourage effort and attainment.
· Provision for 'nurture groups' ensuring small group sizes for vulnerable pupils.
· Free breakfast for students arriving early to ensure that they are sufficiently nourished to aid concentration during lessons.
· After school homework support with evening meal.
The Attainment 8 of disadvantaged pupils in Yr11 is significant at 48.41 in 2018 compared with the national figure of 46.40 placing us in the top 18% nationally. In a Westminster report the Attainment 8 score for St George’s was in line with the Westminster average for disadvantaged students, school score of 48.80 and a LA (Local Authority) average score of 57.4. The Attainment 8 for English for the School was 10.91 for all pupils and for Disadvantaged was 10.33 and for Maths it was 10.17 for all pupils and for Disadvantaged was 9.11. The English Baccalaureate was 16% for all and 14.81% for Disadvantaged.
Attainment for English and Maths grade 5 or above for the School was 55.80% for all pupils and for Disadvantaged was 42.59%.
Progress 8 Scores for all Year 11 students shows a score of +0.69. For PP pupils the Progress 8 score was +0.52. For the English element the score was +0.5 for all and +0.46 for Disadvantaged. For the Maths element the score was +0.60 for all and +0.40 for Disadvantaged. The Ebacc element was +0.76 for all and +0.45 for Disadvantaged.
Impact of PP Funding on Whole School Progress:
The impact on academic progress of the interventions provided for lower school are as follows:
In all subjects in Yr7 79% of all students met or surpassed their expected minimum grade compared to 88% of disadvantaged pupils.
In all subjects in Yr8 77% of all students met or surpassed their expected minimum grade compared to 80% of disadvantaged pupils.
In all subjects in Yr9 69% of all students met or surpassed their expected minimum grade compared to 72% of disadvantaged pupils.
In all subjects in Yr10 87% of all students met or surpassed their expected minimum grade compared to 85% of disadvantaged pupils.
These results indicates that we are closing the gap between PP and Non-PP; that there is significant value-added by PP pupils and we have more motivated learners
In addition to this, PP funding has impacted on attendance rates which are above national and local averages; improved levels of literacy; higher proportion of learners completing their homework; increased confidence to apply for jobs. There is more support in dealing with family issues and developing relationships; pupils have strategies for dealing with personal challenges and have increased attention and focus, resulting in calmer behaviour.
The Year 7 literacy and numeracy catch-up premium received in 2015/16 was £7,000 and 2016/17 was £6,812. Each year the school uses the premium towards funding the following activities/areas to help enrich our Year 7 pupils:
· Morning paired reading.
· Saturday literacy class/book club.
· SEN (Special Educational Needs) homework club with a particular focus on literacy and numeracy.
· Provision of literacy and numeracy booklets.
· Increased provision of text books and reading libraries dedicated to specific subject areas.
· Provision of reading books for Year 7 for reading during holidays.
· Supporting pupils with uniform and access to other services.
We are looking at systems of evaluation (both, internal and external) to assess the impact of the catch-up funding received. Teachers report that the focus on literacy and numeracy enables disadvantaged pupils to better access the secondary curriculum.
For the current academic year our pupil premium spending and our literacy and catch-up premium will be allocated under the same headings as last academic year. We are using the ‘Access Project’ in Year 10, 11 and Sixth Form to ensure that our highly able, disadvantaged students are getting additional support to close the gap on their advantaged peers.
Date of next review is June 2019