The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to ensure that they benefit from the same opportunities as students from less deprived families. From September 2013, the Pupil Premium is worth £900 and goes to students who are in receipt of free school meals or have been in receipt of free school meals in the last 6 years (Ever 6). Pupils who are in care, who have been looked after by the LA for more than six months, also continue to qualify for the pupil premium, as do students whose parents are currently serving in the Armed Forces (albeit at a lower rate).
The way in which the Pupil Premium is spent is closely monitored and all schools are held to account for the impact of the money spent. At Writhlington, the Pupil Premium is used in order to enhance the life chances of those students who are more disadvantaged by focussing on student progress in literacy, numeracy, engagement in learning and wellbeing. The following documents show how the money is spent and also the impact of that spending.
Pupil Premium Impact Statement for Writhlington School 2013 - 2014
Writhlington School welcomes the additional funding provided by the government through the Pupil Premium grant which enables us to support pupils from more disadvantaged backgrounds. In addition, the targeted use of the Pupil Premium grant is enabling us to better understand the teaching and learning and support strategies that are the most effective in terms of improving learning outcomes.
We are pleased to document the impact of the spending during the academic year 2013-2014 and to report our intentions for the current round of spending, 2014-2015.
At the end of Key Stage 4 (Year 11):
- more Pupil Premium (PPI) students achieved the English Baccalaureate than in previous years.
- the percentage of PPI students making expected progress in English has increased by 13%, closing the gap between PPI and non PPI student outcomes by 13%.
- in mathematics, the gap between PPI and non PPI students has also decreased by 4%.
- more students displayed an improved attitude to learning through the use of a variety of initiatives: mentoring (PiXL); reward trips; unconditional offers to Sixth Form; progress reports; intensive interventions in English, Maths and Science.
At the end of Key Stage 3 (Year 9):
- 10% more PPI students achieved 5 Level 5+ attainment scores (including English and Maths) than target (79% compared to target of 69%).
- the gap between PPI and Non PPI pupils subsequently reduced by 6%.
- 14% more PPI students achieved 5 Level 6+ assessment scores (including English and Maths) than target (36% compared to 22%).
- the gap between PPI and Non PPI pupils subsequently decreased by 10%.
- in 7 subjects, more PPI students achieved expected progress than Non PPI students.
- in Art and Drama, PPI pupils significantly outperformed non PPI pupils.
- in mathematics, successful interventions led to 3% more PPI students achieving expected progress than Non PPI students.
For the current Year 11 cohort, the Pupil Premium is focussed on supporting interventions that are confidently expected to lead to:
- a further increase of over 15% of the PPI cohort successfully achieving the the E-Bacc qualification.
- a further closing of the gap in performance between PPI and non PPI students with respect to 3 levels of progress in English and Maths respectively. Expected gap of -0.9 (English) and -6.8 (Maths) respectively (compared to -11% and -24% summer 2014).
- increased levels of confidence and self esteem for students related to the outcomes of the summer 2015 exam series through the use of PASS tests and PiXL Personal Learning Checklists.
- a greater involvement of PPI pupils in school life and increased access to enrichment activities by seeking the opinions of pupils and parents through the use of pupil and parent forums.
We have identified 4 key priorities for the coming year that we confidently expect to lead to increased success for our most disadvantaged pupils.
- Literacy and Numeracy: We will raise standards of literacy and numeracy for the most vulnerable students to enable them to access the curriculum and wider opportunities and to secure successful transition to further and higher education and employment.
- Engagement: We will secure consistently good or better teaching and learning throughout the school to support the most vulnerable learners in achieving greater than expected progress across the curriculum.
- Wellbeing: We will promote increased levels of self esteem and confidence to enable the most vulnerable students to access new opportunities.
- Comprehensive collection and analysis of information: We will use pupil data to ensure that the school successfully recognises and implements the support and challenge that each individual child requires, such that each makes greater than expected progress.