2015-2016

Funding for 2015 -16 was based on 41 students:  £38,335

In addition we received Pupil Premium plus funding for two students who are post LAC. This amounted to £3800.

Targeted Group Support strategies continue to be funded for those identified in Year 8 and 9 as needing these boosters. Students also receive personalised support. Year 7 students for whom the school receives Pupil Premium will also be in receipt of both group and personalised support.

 

Profile of Pupil Premium students within KS3 as a whole

76% of our FSM6 students are at or above level 4 at KS2, with 27% being above this age related expectation on entry.

 

Expected Impact of 2015-16 funding

Through careful allocation of the pupil premium we plan to:

  • Close the gap in attainment in core subjects.

  • Continue to ensure that attendance levels remain above 90% for all students.

  • Further raise reading ages of students with below average levels.

  • Increase engagement for lower ability Pupil Premium students through the provision of stimulating alternative education at another setting.

  • Continue to ensure that temporary exclusions, for this demographic, are minimised and in line with that for non-Pupil premium students.

  • Provide additional opportunities for more able Pupil Premium students in order to increase aspiration and future attainment.

 

Impact of Pupil Premium Funding

Through careful allocation of the pupil premium we planned to:

 

Close the gap in attainment in core subjects

Within Key Stage 3 there are currently 2 systems. Year 7 and 8 now follow a curriculum based on a series of Key Performance Indicators (KPI) in Maths and English. Last year NC levels were still used in for all years in Science and across the curriculum in Year 9.

Year Group

Subject

Difference in KPI achieved or NC levels obtained

7 KPI

English

0

7 KPI

Maths

+1%

7 NC levels 2=1 sublevel

Science

0

8 KPI

English

+1%

8 KPI

Maths

+7%

8 NC levels 2=1 sublevel

Science

0

9 NC levels 2=1 sublevel

English

-4

9 NC levels 2=1 sublevel

Maths

+1

9 NC levels 2=1 sublevel

Science

-3

 

In over two thirds of cases the gap between PP and non PP is either non existent or positive, PP pupils doing slightly better than non PP pupils. In year 9 English and Year 9 Science there is a negative gap, which is small but significant.

Within last years, Year 9 42% of the PP or PP+ students (5/12) are receiving targeted additional support within or outside of lessons to address this gap.


Continue to ensure that attendance levels remain above 90% for all students.

Attendance for Pupil premium students was 94%.  This is slightly below the 95% for non PP students.

 

Further raise reading ages of students with below average levels.

Year 7 PP students entered the year with a reading age of 10.14 years on average. Their current reading age average is 11.9 years. They have made an average gain of 1.8 years in 12 months.

Year 8 PP students entered the school with a reading age of 9.5 years. They currently have an average reading aged of 11.9 years. This is a gain of 2.4 years in 24 months.

The reading ages of our students have been measured using The Accelerated Reader programme. This allows reading ages to be monitored regularly and also records books read and tests students on their content. Part of our PP budget was spent on the purchase of this programme.

In both instances the gap is closing but there is still work to do in terms of matching reading ages to chronological ages. There are a few students with a large discrepancy between reading age and chronological age (up to 6 years in two instances). These students also receive 1:1 support with their literacy and reading. A few students with very low RA on entry have no books at home so it is vital that we have a well-stocked library with books that are both age and challenge appropriate for students with low reading ages. Part of last year’s PP budget was spent on books in this category and a further quantity of books was purchased over the summer with a view to inspiring less able readers to continue to engage with books.

Increase engagement for lower ability Pupil Premium students through the provision of stimulating alternative education at another setting.

 

Year 9

Of the 12 students who receive pupil premium or pupil premium plus (post LAC) payments we identified 5 students who would struggle to access all parts of the traditional academic curriculum that would be available for their peers post key stage 3. After extensive research regarding the possibilities that other local schools would be able offer, we settled on Canterbury Academy. 5 students began attending 1 day a week at a cost of roughly £1000 per student. All of the students are very excited at this opportunity. The courses chosen cover construction, building, food (chefs’ school) and technology.

 

Continue to ensure that temporary exclusions, for this demographic, are minimised and in line with that for non-Pupil premium students.

6 students who received temporary exclusions are in receipt of pupil premium payments. This equates to 25% of the temporary exclusions. Since 20% of the current Wye school population receives pupil premium this suggests that PP students were slightly more likely to receive temporary exclusions than the remainder of the school body. However,  6 days (or 12%) were attributable to a single student resulting in an unrepresentative statistic.

 

Provide additional opportunities for more able Pupil Premium students in order to increase aspiration and future attainment.

During enrichment week we authorised part payment for all FSM students so that they were able to access a large range of activities throughout the week at a reduced rate. Opportunities included attending an activity centre for 3 days on a residential trip, theatre trips and curriculum based trips. 23/40 (38pp+ 2pp+) students received financial help to engage with these opportunities.

We have offered similar opportunities throughout the year for the large variety of trips that student are offered. In addition enrichment opportunities that require a payment such as mandarin and golf are also subsidised in this fashion. The support is discreet with respect to the individuals involved but well publicised within the school community so that students are not restricted by their financial situation.  In contrast to the more traditional situation PP pupils are required to opt out of trips rather than opt in, thereby ensuring that our PP cohort are exposed to a very wide variety of opportunities.

 

Catch up Premium Allocation for 2015-16

Funding for 2015 -16 was based on 24 students:  £12,000

Building on the success of the strategies used in 2014 - 2015 targeted Group Support strategies were again funded for those identified in Year 7 as needing boosters to improve their attainment in English and Maths. Students also receive personalised support. Year 7 students for whom the school received Catch Up Premium are again in receipt of both group and personalised support. There is an overlap between the support provided for PP students and CUP students as much of the support required is common to both groups. Hence funding from both sources can be used to achieve the same ends – improved numeracy and reading.

 

Personalised Support

  • Reading Recovery programme

  • Scribing / Readers for termly assessments in core subjects

  • Additional 1:1 reading time

     

Actual Impact of Catch Up Funding 2015 / 2016

The loss of levels makes comparison more challenging. In Maths and English students were following a mastery scheme based on the acquisition of Key Performance Indicators. Overall the cohort gained 53% of these indicators in English and 43% in Maths. CIP students gained 47% and 43% respectively suggesting that there was some catch up here as the gap in attainment is small.

Year 7 CUP students entered the year with a reading age of 8.9 years on average. Their current reading age average is 11.1 years. They have made an average gain of 2.1 years in 12 months.


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