Pupil Premium

Pupil Premium

The Government believes that the Pupil Premium, funding which is additional to main school funding, is the best way to address the current inequalities by ensuring that funding to tackle disadvantage reaches the students who need it most.

 

It is for schools to decide how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. Pupil Premium for Looked After Children is held by the local Virtual School and is applied for by the school the pupil attends through a set process.

 

There is the opportunity for schools to apply for extra funding to support students who have been in care, adopted or are currently in the care of a guardian. Carers/parents must approach the school if they want the school to apply for this funding. Contact Mrs Andreou-Dorey for information.

 

There are conditions to the school being able to access this additional funding for your child.

 

Criteria- Your child must have:

  • been adopted in the UK
  • a special guardianship order
  • a child arrangements order
  • a residence order

 

Since September 2012, schools have been required to publish online information about how the premium has been used.

 

STONY DEAN SCHOOL

 Pupil Premium Funding

At Stony Dean School, data sources closely track the progress and attainment of pupils in receipt of Pupil Premium Funding. Where under performance is identified as part of the on-going curriculum and/or termly tracking process, short term interventions are identified and implemented.

Analysis of the reasons for underperformance takes place and these are also addressed, either on a specific pupil basis or in terms of reviewing and improving school-wide policy and practice.

Outcomes for those pupils who are eligible for Free School Meals (FSM) and therefore for PPF, are compared to outcomes for Non-FSM pupils. Looked After Children (LAC) and those who were adopted within the required time-frame in order to attract the additional funding are also tracked. This approach allows the greater flexibility necessary to be able to personalise the approach as needed.

The main barriers faced by eligible students at the school include; lower literacy and numeracy skills, which makes it difficult for them to access the curriculum. Some also suffer from low self-esteem and have not developed appropriate social skills and need to learn how to act in different situations Due to the ‘needs’ of our students the following initiatives have been identified to address some barriers, and the impact will be monitored throughout their implementation.

 

PUPIL PREMIUM FUNDING (PPF) 2015-16

2015-16’s allocation for Stony Dean was £46,175.

The funding was targeted as follows:

 

Initiative

 

Cost £

Catch-up Literacy programmes or 1-1 intervention

 

£10,000

PPF focus (£470)

Catch-up Numeracy programmes or 1-1 intervention

 

£3000

PPF focus (£194)

ICT use and support £500

Home reading programme

 

£600

SALT and C&I (delivery of social language groups)

 

£58000

PPF focus (£17058)

Staffing to reduce group sizes for the KS3 Decoding programme/ additional literacy programme

£15000

PPF focus (£1323)

Additional activities transport and taxis to support social development

£500

PPF focus (£500)

Staffing to implement supported internship programme

 

£6000

PPF focus (£2000)

Staffing to mentor pupils/ social interaction support/ counselling

 

£18000

PPF focus (£10000)

Targeted behaviour support

 £24,000

PPF focus (£8000)

Alternative Timetable

 £24,000

PPF focus (£10000)

Targeted LSA/teacher support

£14,000

PPF focus (£2000)

Tutoring PPF Focus £1000
Staff training

£8,000

PPF focus (£1000)

PPF Total £54645

 

Initiatives total £182600

 

The amount of money intended to be spent on PPF students by SDS this year exceeded the amount received by the school by approximately £8470

 

The interventions have been carefully considered to focus on the areas that we have found help our student’s progress. The complex educational, social and emotional needs of our students mean that a wide range of interventions need to be available. Each pupil with PPF allocation was individually assessed to see what initiatives they would need to support them and these initiatives were then put into action by SLT, Heads of Year or Curriculum Leaders. Staff are asked to contribute to the allocation of PPF interventions and identify where students would benefit from extra support. This is then made into an interventions document that clearly states what each pupil needs.

 

Pupil Premium Funding 2015-16 impact:

 

 

Initiative

 

Reasons and evidence

Catch-up Literacy programmes or 1-1 intervention

 

The Literacy interventions programmes were chosen because it allows access to the wider curriculum and supports their emotional development through building confidence. Evidence shows improvement in students’ progress and attainment through using these strategies.

Catch-up Numeracy programmes or 1-1 intervention

 

Numeracy programmes support the students with vital life skills. It allows them to develop independence through understanding time, money and measurements etc… The students who have previously had support through our numeracy programmes have closed the attainment gap with other students.
ICT use and support Students respond well to ICT use and it makes them more focused in the lessons. For some they find working with a laptop more accessible that writing if they find fine motor skills challenging.

Home reading programme

 

Regular, age and ability appropriate reading is vital for student’s development and allows them access to the wider curriculum.

SALT and C&I (delivery of social language groups)

 

The delivery of extra SALT groups/support allows our students to make faster progress than they would if this resource was funded at the expected level.
Staffing to reduce group sizes for the KS3 Decoding programme/ additional literacy programme Smaller groups mean that students have more personalised attention and can therefore learn at a faster rate. Since making the groups smaller we have found that students are more confident at asking questions and have their needs met faster so can progress quicker.
Additional activities transport and taxis to support social development Some of the students that receive this support would otherwise not be able to access activities after school that develop confidence and self-esteem. This has transferred into the classroom with happier more confident students.

Staffing to implement supported internship programme

 

We have developed the internship programme and have found that students taking part in these programmes develop their social skills, work ethic and organisational skills. This skill development seems to transfer into the classroom and the exam hall.

Staffing to mentor pupils/ social interaction support/ counselling

 

This is a vital area of support for our school. We have a high proportion of students with social, emotional and/or behaviour needs and a space to talk and be supported allows them to focus when they are in a learning environment. It also reduces anxieties and helps students feel safe. Since targeted support has been put in place the schools behaviour incidents have decreased year on year allowing the focus in lessons to be on learning.
Targeted behaviour support
Alternative Timetable Students with complex needs need flexibility and support and a personalised timetable has made the difference for some of our students to be able to access education.
Targeted LSA/teacher support Students who find certain subjects or learning environments difficult need some extra support and without this initiative they would not cope in the classroom. We have found that timeout sessions needed is reduced by the extra support being in place therefore students are accessing a higher percentage of teacher lead time and increasing their knowledge and progress.
Tutoring Pupils receiving tutoring support have shown significant improvement in their attainment for that subject area.
Staff training Targeted training is delivered to staff to help best support our students. Training purely on PP students and their extra needs is delivered to all staff.

 

Due to the nature of our students at Stony Dean, they generally are below the expected national reading and literacy range, and the previous initiatives are implemented over a longer period of time, and will take longer to see an impact. Therefore, these initiatives will be continued throughout then next academic year.

In addition to the mentioned initiatives, Stony Dean has implemented some specialist interventions for Pupil premium individuals to help improve their well-being and progress in their subjects.

Specialist interventions Impact and reason
Art therapy This therapy was used to help an individual through bereavement. This improved their emotional well-being, which in turn helped them to continue to make progress in their subjects.
Private tutoring This tutoring was to help an individual improve their English levels.
Nurturing’s mind In this instance, this strategy was used for counselling for a student, which helped their personal development.

 

Each initiative is identified, planned and implemented throughout the school targeting both Pupil premium and Non-premium students. The long term impact of these initiatives can be shown in the end of year data:

English Below expected progress Making expected progress Exceeding expected progress
PPF students 10% 80% 10%
Non-PPF students 21% 65% 14%

 

Maths Below expected progress Making expected progress Exceeding expected progress
PPF students 39% 42% 19%
Non-PPF students 35% 35% 30%

 

Science Below expected progress Making expected progress Exceeding expected progress
PPF students 21% 41% 38%
Non-PPF students 34% 24% 42%

 

Subjects use data analysis to help identify if previous strategies need to be continued or if any new strategies need to be implemented to ensure students are achieving expected progress.

 

PUPIL PREMIUM FUNDING (PPF) 2016-17

The table below shows the initiatives, the reason, how the impact is measured and the cost of the initiative for year 2016-17.

 

Initiative Reason How impact will be measured Cost

Catch-up Literacy programmes or 1-1 intervention

 

The Literacy interventions programmes were chosen because it allows access to the wider curriculum and supports their emotional development through building confidence. Evidence shows improvement in students’ progress and attainment through using these strategies. Increase in literacy grades, attitude within the subject and increase in self-confidence. Improvement of behavior reports within subject. £4,060

Catch-up Numeracy programmes or 1-1 intervention

 

Numeracy programmes support the students with vital life skills. It allows them to develop independence through understanding time, money and measurements etc… The students who have previously had support through our numeracy programmes have closed the attainment gap with other students. Increase in numeracy attainment and develop in functional skills used in other subjects. Improved self-confidence. Improvement of behavioral reports in lessons. £6,384
ICT use and support Students respond well to ICT use and it makes them more focused in the lessons. For some they find working with a laptop more accessible that writing if they find fine motor skills challenging. Increased attainment level and transferable skills in other subjects. £2,600

Home reading programme

 

Regular, age and ability appropriate reading is vital for student’s development and allows them access to the wider curriculum. Improved reading age and increased attainment in subjects due to self-confidence and being able to access the material. £1,300

SALT and C&I (delivery of social language groups)

 

The delivery of extra SALT groups/support allows our students to make faster progress than they would if this resource was funded at the expected level. More social interaction, more positive interactions and less behavioral reports. More participation in subjects. £41,600
Staffing to reduce group sizes for the KS3 Decoding programme/ additional literacy programme Smaller groups mean that students have more personalised attention and can therefore learn at a faster rate. Since making the groups smaller we have found that students are more confident at asking questions and have their needs met faster so can progress quicker. Increase in attainment levels and progress. £3,200
Additional activities transport and taxis to support social development Some of the students that receive this support would otherwise not be able to access activities after school that develop confidence and self-esteem. This has transferred into the classroom with happier more confident students. Attendance at extra curricular activities, which shows an increased social interaction and self-confidence. More positive attitude towards school. £600

Staffing to implement supported internship programme

 

We have developed the internship programme and have found that students taking part in these programmes develop their social skills, work ethic and organisational skills. This skill development seems to transfer into the classroom and the exam hall. Personal development of students. £1,650

Staffing to mentor pupils/ social interaction support/ counselling

 

Targeted behaviour support

This is a vital area of support for our school. We have a high proportion of students with social, emotional and/or behaviour needs and a space to talk and be supported allows them to focus when they are in a learning environment. It also reduces anxieties and helps students feel safe. Since targeted support has been put in place the schools behaviour incidents have decreased year on year allowing the focus in lessons to be on learning. More social interaction, positive relationships forming, less behavior reports and increase in attainment.

£13,200

 

 

 

 

 

£6,000

Alternative Timetable Students with complex needs need flexibility and support and a personalised timetable has made the difference for some of our students to be able to access education. Students are able to access all of their timetabled lessons and behave appropriately within them. Integrate students into school setting, help them to settle in. £1,575
Targeted LSA/teacher support Students who find certain subjects or learning environments difficult need some extra support and without this initiative they would not cope in the classroom. We have found that timeout sessions needed is reduced by the extra support being in place therefore students are accessing a higher percentage of teacher lead time and increasing their knowledge and progress. Increase in attainment levels, ability to access lessons and improvement of self-confidence within subjects. Less interventions needed to improve progress. £3,000

Tutoring

 

 

 

 

 

Personal tutorials

Pupils receiving tutoring support have shown significant improvement in their attainment for that subject area.

 

Promote emotional and mental well-being, to increase self-confidence.

 

Increase of attainment and personal development of students.

 

 

 

 

£12,180
Extra-curricular activities (clubs and trips)

To develop skills of particular interest of the student and promote a positive learning environment.

 

Increases well-being and encourages participation, more social interactions and more positive learning attitude. £4,924
Food/diet support Students need support with their diets. Students putting on weight and/or maintaining weight. Improvement in physical health. £720

 

The amount of money spent on PPF students by SDS this year totals at £102,993, which is an overspend of £55,375 of the funding received by the school.

There were termly reviews of the Pupil premium strategies and their effectiveness, throughout the year and a final audit occurring at the end of the academic year with the subject analysis of our pupils.

Then following table summarises the impact and evidence of the various interventions and strategies delivered within this school year:

Initiative Impact

Catch-up Literacy programmes or 1-1 intervention

 

The literacy interventions have helped to improve students’ reading and progress within their literacy lessons, as well as specialised programmes have helped certain students with their speech sounds and their social and communication skills. Students are becoming more confident in lessons. These interventions will be continuing over the next academic year.

Catch-up Numeracy programmes or 1-1 intervention

 

The numeracy catch up sessions and 1:1 support interventions have helped to increase the confidence and self-esteem of certain students so that they are able to access their lessons easier and use the resources given with less support. The numeracy interventions have improved student attainment as well as improved behaviour for certain students, resulting in less referrals and a more positive social interactions.
ICT use and support ICT is used cross-curricular across the majority of subjects taught at Stony Dean. Students use ICT to help with literacy and motor skills as well as to develop certain skills linked with other subjects and learning how to use up to date technology needed in today’s society.

Home reading programme

 

Practice reading at home or during an allocated time helps students to become aware of words and their meanings as well as developing a key skill that they use every day.

SALT and C&I (delivery of social language groups)

 

All students benefit from SALT lessons, however, certain students are allocated extra sessions to help improve their social interactions and communication skills. These session help students to develop social skills such as turn taking, using positive language, knowing what is socially acceptable as well as links to literacy lessons. These sessions improve student self-esteem, confidence and ability to interact positively with their peers and staff members. This is an on-going intervention for the majority of our school, as social interaction and communication is a skill that our pupils need to continue to develop.
Staffing to reduce group sizes for the KS3 Decoding programme/ additional literacy programme Smaller groups mean that students have more personalised attention and can therefore learn at a faster rate. Since making the groups smaller we have found that students are more confident at asking questions and have their needs met faster so can progress quicker. Decoding is another programme that helps students to progress in literacy.

Staffing to implement supported internship programme

 

This initiative has been invaluable for those students who have difficulty coping in a normal classroom environment. It helps to develop their functional skills, develop a work ethic and aid their organisational skills. This initiative has shown to improve confidence and employability skills as well as improve student behaviour.

Staffing to mentor pupils/ social interaction support/ counselling

 

Targeted behaviour support

These are on-going initiatives that are a vital part of our support system within our school. A vast majority of our school have social, emotional and/or behaviour needs, so they need a support base to talk, feel safe and re focus them when their anxieties are high.

These initiatives have helped to reduce the number of referrals year on year, and have helped students to access their lessons and improve their social interactions within those lessons so that they are focused on the learning.

Alternative Timetable The students who have been allocated an alternative timetable have been working on their social and communication skills so that they are able to phase back into their normal lessons. This has also helped in increasing self-esteem and reducing anxiety which has prevented learning within particular lessons.
Targeted LSA/teacher support Students who find certain subjects or learning environments difficult need some extra support and without this initiative they would not cope in the classroom. This initiative has reduced the number of behaviour referrals and need for time out sessions.

Tutoring

 

Students receive tutoring for different subjects; these tutoring sessions help improve student progress within their lessons as well as their confidence within that subject area.
Additional activities transport and taxis to support social development This initiative gives students the opportunity to participate in after school clubs and extra activities, which improves the students’ emotional well-being and their confidence, making them more positive about school and their social interactions.
Extra-curricular activities (clubs and trips)

 

The above mentioned initiatives will continue for particular students throughout the next academic year. In addition to these initiative Stony Dean has implemented other special interventions for pupil premium individuals to help them improve their well-being and progress within subjects, see table below for some examples;

Specialist interventions Impact and reason
Private tutoring This tutoring was to help individuals catch up on GCSE work missed due to late start to Stony Dean, as well as keep them focused to develop their skills.
Nurturing minds This strategy was to support the school with more specialist strategies to support students with higher level of needs.
Speech sounds and English This helped to improve different individuals’ speech and increase their confidence in giving oral answers as well as improving their reading and understanding of words.

 

Each initiative is identified, planned and implemented throughout the school targeting both Pupil premium and Non-premium students. The long term impact of these initiatives and subject specific initiative are analysed and can be shown in the end of year data:

English Above expected pathway Making expected pathway Below expected pathway
PPF students 0 100 0
Non-PPF students 1 97 2

 

Maths Above expected pathway Making expected pathway Below expected pathway
PPF students 21 67 12
Non-PPF students 13 77 10

 

Science Above expected pathway Making expected pathway Below expected pathway
PPF students 4 82 14
Non-PPF students 5 89 6

 

Subject leaders use their data and analyse how well different initiatives have impacted on their students and they evaluate the best interventions and initiatives to be used in the future with different students.

 

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