PUPIL PREMIUM REPORT FOR THE 2014/15 ACADEMIC YEAR

Transcription

1 PUPIL PREMIUM REPORT FOR THE 2014/15 ACADEMIC YEAR Allocation The funding for the 2014/15 and 2015/16 financial years was 935 for each eligible Ever Six FSM student and 1, 900 per looked after child. 59% of our Year 7-11 are eligible for the and for the 2014/15 academic year we have received 570, 222. This is made up of: : 548,222 Year 7 Catch Up: 22,000 Nature of support This additional funding helps us to further develop the targeted strategies already in place and develop new ones to support individual needs. During the 2014/15 academic year, the grant was used to support whole school programmes and developments, targeted interventions and the employment of specific personnel. There is a clear application process for PupiI Premium funding and, following the allocation of funds and the implementation of the intervention, individual analysis of interventions takes place at the end, with a detailed analysis of what should continue into the next academic year. 1

2 Year 7 Catch Up Focus Key strategies Lead Impact and evidence Cost Y7 Y8 Y9 Y10 Y11 Year 7 numeracy and 22,000 literacy catch up Small targeted literacy and numeracy groups with a focus upon accelerating progress and closing the gap Outstanding Maths and English teachers line managed by Head of Maths and SENDCO Targeted made at least expected progress and 50% made more than expected progress in Maths Reading ages improved by an average of three years and 95% of made expected or more than expected progress Focus Key strategies Lead Impact and evidence Cost Y7 Y8 Y9 Y10 Y11 Core Activities Structured Parent Deputy Head In English and Maths, 38,000 Achievement for All Conversations to engage parents throughout the year Rigorous tracking of children s progress in English and mathematics with intervention when pupils fall behind targeted Year 7 made an average of over two sublevels of progress (4.5 points) over the year. Progress made by and quality of the work carried out has led to Hampstead becoming an Student Support Centre Support for with emotional social and /or behavioural barriers to learning Staff: Inclusion Manager, 2 Learning Mentors, Counsellor Connexions and Youth Service Personal Development and Achievement Programme Inclusion Manager and Deputy Head AFA Lead School Closing of the gap between and non- receiving 1 or more fixed term exclusions Clear attitudinal shift in Year 7 involved in Behaviour Modification Programme shown through teachers comments and own responses. Improvements have been 159, 624 2

3 Improving attendance Education Welfare Officer and Attendance Officer Improving links between attendance team and tutors Mentoring Key focus on persistent absence Year 7 Literacy Pathways Four small literacy groups Students are taught by the same teacher for 13 hours a fortnight with a focus upon accelerating progress and closing the gap SENDCO seen in the behaviours for learning for 14 out of 18, tracked through reduction in in reporting of negative behaviour, and behaviour points and increase in achievement points. Data led targeting of Pupil Premium to continue to reduce persistent absence and poor punctuality. Absence and Persistent Absence of FSM pupils is much lower than the national average for secondary schools and the gap between FSM and non- FSM pupils is much smaller than the national average. Reading ages improved by an average of three years and 95% of made expected or more than expected progress 32,647 53, 248 3

4 Improving literacy - targeted groups Year 10 and 11 Achievement Guarantee groups Year 11 Accelerated Progress and Revision Achievement Support/SEND literacy intervention small group withdrawal Fast track literacy: reading age of less than 7 years. Two Achievement Support teachers provided daily. Fast Track withdrawal in Year 8 and 9 for targeted Four small groups of who, instead of one of their option subjects, focus upon key literacy and numeracy skills After School sessions Saturday school Easter Revision School Revision textbooks Teaching Assistants One in each of English and Maths to work with underachieving Key Stage Three SENDCO Head of English and Head of Maths - Raising Standards Leader for KS4 Head of English and Head of Maths Targeted in Years 8 and 9 have made at least 2 sublevels of progress over the academic year made more progress that non in English in Year 8 and in Year 9 the gap between and non- making progress, narrowed by 5% to a 3% gap. 75% of targeted made at least expected progress over the year and of these, 45% made more than expected progress. Increase to 60% of Pupil Premium making expected progress in English 67% of making expected progress in Maths Closing of the gap in Geography and in RE there was no gap between progress of and non Gap in progress between PP and non- has not closed in History Evidence of the gap closing between Pupil Premium and non-pupil Premium 40, , , , 448 4

5 Data Assistant in and outside lesson time Resources to support progress Employed two days a week to focus on inputting of data and closer tracking of Data Manager and Assistant Head in charge In Year 7: In English Pupil Premium made more progress that non, despite there being a 2% difference between the progress of and non- at the beginning of the year. In Maths, there was no gap between the progress of and non-pupil Premium despite there being a 3.5% difference between the progress of and non- at the beginning of the year. In Year 8: In English and Maths, the gap has closed so made more progress that non In Year 9: In English, the gap between Pupil Premium and non-pupil Premium making progress, narrowed by 5% to a 3% gap. In Maths, the gap between Pupil Premium and non-pupil Premium making progress, increased by 7% Better recording of interventions using Pupil Premium money to enable 12,580 5

6 Alternative educational provision Educational provision off site Extended curriculum and services Team 28 Team Up Tuition The Brilliant Club progress of KS4 Alternative provision 8 on Entry Level courses at a local college A tailored weekly tutorial programme in which Year 8 worked in small groups with members of staff to build skills for learning which they could apply across the curriculum Weekly after school tuition with 1:3 ratio delivered by UCL undergraduates to Year 10 in Maths, English and Science Scholars programme for able involving visiting Oxford university, tutorial sessions with PHD and writing an AS Level final assessment of Pupil Premium Inclusion Manager more regular and detailed analysis of impact of spending Completion and progression onto level 1 and 2 courses 85% of felt that the programme had helped them to be more successful learners and take more responsibility for their progress In Year 8: In English and Maths, the gap has closed so made more progress that non Average satisfaction score from was 9.1 out of 10 Over half a year, on average, improved by two sublevels with an increase by 2.39 sublevels in English, 1.9 in Maths and 2.57 in Science All received a 2.1 or 1 st for their essays, compared to 52% nationally Shift from 14% to 100% of being able to complete written work to the standard of an A Level essay. 40,000 33, 100 6

7 Arts Festival A range of workshops in Music, Dance and Drama encouraging with little experience in these areas to develop new skills Dance Club Taught by a peripatetic teacher weekly, targeting boys Sports Clubs Targeting talented Pupil Premium Artist in Residence Targeting talented art Theatre Trips Year 11 part of curriculum requirement Year 10, enrichment opportunity Director in Residence Working with Year 10 and 11 on their final pieces for performance to provide support and stretch and challenge Head of Performing Arts Dance Subject Leader PE Subject Leader Head of Art and Design Faculty Head of Performing Arts Shift from 57% to 100% of feeling motivated by being set challenging learning activities Over 100 involved. Students who had no previous experience of performing did so. Improvement in confidence and participation in class Evidence in targeted of reduction in exclusions and improved attendance and confidence, seen in end of year school performance Evidence in targeted of reduction in exclusions, improved attendance and work shown in end of year art display Narrowing of gap to 2% between and non- making expected progress in Art GCSE results Positive feedback from about impact of the trip, although data does not show narrowing of the gap between and non- Positive feedback from about impact, although data does not show narrowing of the gap between and non- 7

8 Business Studies Trip Cadbury s World to link the Advertising and Marketing parts of the curriculum Early Risers breakfast provision Celebrating Diversity Evenings Black History Event Head of New Business Technologies Targeting FSM Deputy Head HLTA Vulnerable marginalised communities - identified by underperformance Ski Trip Support for to attend trip Uniform School uniform purchased for Travel Costs Train fare provided to enable student to get to school on time Deputy Head Head of PE Gap between and non-pupil premium has narrowed by 14%, so there is now no gap Improved attendance and punctuality to school, see figures above Evidence of improved parental engagement at parent consultation evenings and work review day and improved progress of statemented Improved attendance and punctuality The made more than expected progress in English, Maths and Science Improved self-esteem and attendance leading to improved engagement and progress in lessons Improvement in punctuality from 72% to 98% 8