Pupil Premium Overview
St. Hild’s Church of England School Overview
All schools are provided with additional funding called 'Pupil Premium' to help close the gaps in academic attainment and progress over time, between those who are identified as having disadvantaged backgrounds and their peers. The 'disadvantaged' definition includes children in receipt of free school meals in the last six years, 'looked after children', adopted children having previously been ‘looked after’ and children whose parents are in the Armed Forces.
Pupil Premium at St. Hild’s Church of England School
Everyone at St Hild’s Church of England School is actively involved in supporting learning and removing barriers to success for all children in our care; we are all committed to our school’s Ethos where we aim to provide all of our pupils with “a world class education in a Christian context”. This is provided with our core values in mind; care, equality, honesty, respect and responsibility which are evident within the everyday life of the school. We are very proud of our school and its pupils and work hard to support them to succeed and be rounded young adults.
We take our responsibilities for ensuring the progress of all children very seriously. St. Hild’s Church of England School has on average half of its pupils in receipt of Pupil Premium funds and this has been the case since the additional funding was given by the government in 2011.
We commissioned an external Pupil Premium review in February 2018 which has allowed us to evaluate the impact of our disadvantaged spending, determining the most cost effective strategies for the future. From this, and our Poverty Proofing review, commissioned in the summer of 2018, we have drawn up our Pupil Premium Action Plan.
Our overarching goal is to build upon the best aspects of our current practice to further raise the performance of Pupil Premium pupils at St Hild’s Church of England School, so that their progress and attainment accelerates rapidly across the curriculum to be in line with non-disadvantaged pupils nationally.
We will achieve this by focusing on the three key priorities which are evident in our School Development Plan.
- Improve the effectiveness of leadership and management at all levels ensuring careful, monitoring and early identification from data captures where progress is not being met.
- Improve the quality of teaching, learning and assessment so that it is at least consistently good in order to raise attainment across all subjects, for all pupils.
- Develop pupil behaviour for learning, including a particular focus on improving attendance in order to promote confidence, resilience, independence and an ambition to achieve.
Our Pupil Premium Strategic Plan will address the steps to break down barriers experienced by Disadvantaged pupils at St Hild’s Church of England School.
- The achievement gaps between Disadvantaged and non-Disadvantaged pupils on entry due to weak literacy, weak numeracy and poor communication skills.
- Lack of aspiration leading to poor behaviour for learning.
- Material deprivation which can impact parental engagement; this can affect cultural opportunities for pupils as well as independent study and is often linked to social and emotional barriers.
- Poor attendance which contributes to poor attainment and therefore a lack of ambition.
- Increasing levels of mental health issues.
In 2016/17, £325,256 of funding was available to support Pupil Premium pupils at St Hild’s Church of England School.
In 2017/18, £308,145 of funding was available.
In 2018/19, £315,290 of funding is available.
The following activities are currently being used directly or indirectly to begin to narrow the attainment gap at St. Hild’s Church of England School.
- CPD for teachers and support staff to enhance teaching and learning in the classroom.
- Regular formative assessment to inform intervention.
- Use of appropriate interventions to target areas of need.
- Learning Support through Specialist Learning Support Assistants.
- Learning Support through additional provision e.g. The Nurture Group, Bridge and Respite Centre.
- Individual mentoring and guidance for social and emotional needs.
- Reading and Numeracy support programmes.
- Support for transition Keys Stage 2 to 3 and Post-16.
- Key Stage 4 interventions within the curriculum and to support pupils wellbeing.
- Key Stage 4 individualised careers education, information advice and guidance.
- Support for attendance and behaviour.
Summary of Anticipated Strategies for “Not Yet Secondary Ready” Pupils 2018-19
In 2018-19 St Hild’s Church of England School will receive a total of £13,595 to support children with low prior attainment in literacy and numeracy.
- Further development of the “Nurture Group” to provide a focus on developing literacy and numeracy skills; this will require 1 full time primary trained teacher and 2 part time Specialist Learning Support Assistants (SLSA) to support pupils with additional literacy and numeracy.
- The further development of Primary Transition with the allocation of 1 part time SLSA to support this.
- Maintained increase in the proportion of curriculum time allocated to English and Maths.
- Extended transition programme for Not Yet Secondary Ready pupils – Children will attend St Hild’s Church of England School throughout this academic year to participate in a range of learning activities to support their transition from primary to secondary education.
- Use of IDL Literacy to support pupils with reading age below chronological age.
- Additional study support sessions before and after schools as well as lunch time to provide additional literacy and numeracy time for identified children
Pupil Premium Expenditure for 2017/18
Summary of Strategies for “Not Yet Secondary Ready” Pupils 2017-18
- The “Nurture Group” will continue in its current format, to provide a focus on developing literacy skills.
- Primary Transition will be further developed to support pupils who have not achieved the expected standard. St. Hild’s has therefore allocated an SLSA to work one half day per week with our 4 main feeder primary schools.
- Continued use of IDL Literacy to support pupils in the development of their reading and spelling.
- Pupils below a score of 96 in maths will continue to work on key numeracy skills using a programme called iXL with the support of a subject specific SLSA.
2017-2018 Year 7 Catch Up Premium Funding Review
Year 7 Catch Up Premium Funding is provided by the DfE. This additional funding is given to schools for each Year 7 child who has not achieved or who is not reaching the expected scaled score of 100 (previously below Level 4) in either Reading or/and maths at Key Stage 2. All state funded schools receive an additional £500 for each Year 7 child who is eligible for the funding.
In 2017-18 St Hild’s Church of England School received a total of £12,084 to support children with low prior attainment in literacy and numeracy.
What do we use the funding for?
We use the funding to staff additional classes in Year 7 English and Maths.
In addition to this, some of our children follow a bespoke curriculum, working mainly in the “Nurture Group”. This is a literacy based curriculum, focusing upon the development of literacy skills where the children learn these through a range of subjects delivered in this area. This helps our children to access all areas of the curriculum and gain greater confidence whilst improving their literacy skills. The class size for this group is smaller (between 10 and 14 children)
The funding is also allocated to:
Accelerated Reader: Children read books in line with their reading age, take online quizzes and receive immediate feedback based upon their comprehension. Accelerated Reader lessons take place as part of children’s timetabled English lessons in Years 7, 8 and 9.
A Literacy intervention programme; we support children in the development and deployment of literacy skills. 40 children were identified as having achieved less than 100 in their English Reading text, suggesting that they could not access the curriculum. One lunchtime a week, children in small groups of 5&6, work on specific tasks.
At the same time, another cohort has been given specific Reading Intervention through IDL Literacy (Indirect Dyslexia Learning) which is web based learning.
Maths support – Intervention was delivered by a specialist maths SLSA. 33 children were identified as entering St Hild’s Church of England School significantly below the expected standard of 100 in mathematics. These children have been working through key numeracy skills using a programme called iXL. All pupils below 100 were involved in intervention working through key numeracy skills.
Impact on pupil outcomes 2017-18
Pupils who came into St Hild’s Church of England School “Not Yet Secondary Ready” (catch up funding)
All Pupils below 100 were involved in intervention; this is in the form of smaller classes and/or small group support.
100% made progress towards their Minimum Expected Grade (MEG); the MEG is set using expected progression from the KS2 SATs Score. 100% of pupils met or exceeded their Minimum Expected Grade by the end of the academic year. 78% of pupils exceeded the Minimum Expected Grade.
The IDL (Indirect Dyslexia Learning) literacy programme has been running for a term, the impact of this is detailed below:
83 pupils have begun the IDL course, 11 out of the 83 pupils have already been assessed. From these 11 pupils the average improvement in reading age is 11 months, and improvement in spelling age is 8 months.
Impact of catch up on pupil outcomes 2017-18 - English
|Pupil numbers||Reading below 100||Reading below 100 and PP||Reading below 100 and non PP|
|Met or exceeded MEG||40||36||4|
|Exceeding MEG by at least 1 full grade||31||28||3|
All Pupils below 100 were involved in intervention working through key numeracy skills.
100% made progress towards their Minimum Expected (MEG); the MEG is set using expected progression from the KS2 SATs Score. 70% met their Minimum Expected Grade by the end of the academic year and 9% exceeded the Minimum Expected Grade.
Impact of catch up on pupil outcomes 2017-18 - Maths
|Pupil numbers||Maths below 100||Maths below 100 and PP||Maths below 100 and non PP|
|Met or exceeded MEG||23||18||5|
|Exceeding MEG by at least 1 full grade||3||3||0|
These children accessed the IDL reading programme which continues this academic year. Whilst this is still in its very early phase, there have been clear improvements in the quality of pupils’ SPAG (Spelling Punctuation and Grammar) since its introduction, which is evident in pupil work.
The progress of children accessing the Nurture Group is outlined below:
100% of children reached the Minimum Expected Grade for English Language and Literature.
Pupils accessing the Nurture Group in Y8 have all successfully transitioned to mainstream schooling in Year 9.