USE OF PUPIL PREMIUM FUNDING

Transcription

1 USE OF PUPIL PREMIUM FUNDING PUPIL PREMIUM ALLOCATION FOR THE ACADEMIC YEAR There were 76 Pupil Premium students who were entitled to FSM (Free School Meals) in or at any time in the six years prior to the academic year. These students made up 7.3% of the school s population. The numbers of students in Years 7, 8, 9, 10, 11, 12 and 13 were 8, 10, 16, 13, 17, 11 and 1, respectively. In line with our school improvement plan to raise attainment of FSM students, we allocated funding for September 2013 August 2014 to the following areas: 1. Identification: At the start of the academic year all teachers are provided with context sheets which identify the vulnerable students which include the students who receive FSM and those who are looked-after. The performance of these students is also specifically identified when analysing examination results for the whole school and for each subject and compared with that of non- vulnerable students. Cost: Teaching Staff: We appointed a specialist Maths teacher who provided extra tuition for these students in addition to the mainstream timetabled lessons. We created smaller than average size Maths and English classes in each year group at key stages 3 and 4. In addition to their main curriculum entitlement, some FSM students have received extra support for improving their literacy. The staff of Supportive Study Unit have provided withdrawal support sessions for these students. These have taken place in mornings from 9:00 am until 10:00 am. Cost: 33, Booster Lessons: We provided a total of 26 booster lessons to personalise learning for, and raise the attainment of, the FSM students at both schools. These have taken place during lunch time and on Sundays. Cost: 1, Care, Guidance and Support: We employed three counsellors who worked with the FSM students as mentors to support the students to develop self-esteem and personal and social skills. We bought the services of UK Centre for Leadership to enable the students to gain leadership skills. One of the students received grief therapy support from a visiting specialist. Cost: 12, Tracking and Monitoring: Two members of non-teaching staff monitored the tracking and carried out data analysis of the progress made by FSM students by using a 'traffic light' system. Cost: 3, Extra Curricular Activities: The parents of non-fsm students pay for their children to take part in these activities and the school provides the funding for the FSM students from the Pupil Premium. We paid peripatetic teachers to provide personal music lessons to some of our KS3 FSM students. The FSM students were enabled to go on school trips (Achdut and Poland) as well as taking part in, and benefiting from, the summer term activities week. In July we organised an induction/transition day for the Year 6 students who were going to start Year 7 at Hasmonean High School in September. We provided food and drink for these students. Cost: 19,142.50

2 Subtotal Expenditure: 71, Looked-after Children: There were five students, A, B, C, D and E, who were looked after by their adoptive families. The school provided money for the purchase of extra books, stationary and other educational consumables for one of the students. Another student benefited from extra-curricular language sessions in French and Spanish which were delivered by external tutors. An extracurricular bursary was made available for the third student. Student Details Amount ( ) A Computer educational software B Additional tuition in French Spanish tuition English tuition C Pupil bursary D E Cost: 1, Total Expenditure: 73, Total Funding Available: 72, Total Overspent (carried forward to ): Impact of Pupil Premium Funding In Year 11, 64% of the seventeen PPF students achieved at least five A*-C GCSE grades and the proportion for at least five A*-C GCSE grades including in English and Maths was 57% which is well above the national average for all students. The following table compares the Key Stage 2 to Key Stage 4 progress of the Hasmonean PPF students with the progress of all students nationally irrespective of receiving or not receiving PPF. The tables report the progress of the students who had KS2 test results. English Maths Levels of progress Hasmonean National Hasmonean National Expected progress or 94% (12) 70% 8 (10) 65% better Exceeding expected progress 66% (5) 32% 6 (8) 29% 2. of our PPF students in Year 11 achieved English GCSE grades which were on or above their Cognitive Assessment Test (CAT) targets, whereas 94% of our non-ppf achieved this standard. The proportion of our Year 11 PPF students who gained A*-C GCSE grades in English was 62% which is the same as the national average figure for all students. The PPF students grades were on average 0.31 grade higher than their CAT predictions, whereas our non-ppf students on average achieved 0.64 grades higher than their CAT predictions.

3 3. In Maths, 85% of our PPF students and 94% of our non-ppf students in Year 11 achieved GCSE grades which were on or above their CAT targets. The proportion of our Year 11 PPF students who gained A*-C grades in Maths was 69% which is higher than the CAT predicted figure of 62%. The PPF students grades were on average 0.50 grade higher than their CAT predictions, whereas our non-ppf students on average achieved 0.87 grade higher than their CAT predictions. 4. Progress towards three levels target in Years 7, 8, 9 and 10: Progress towards three levels are measured against the predictions made by CATs. Students make satisfactory progress when they achieve their CATs prediction and make better progress when they attain levels which are higher than those predicted by CATs. The following table summarises the progress of the students in Years 7, 8, 9 and 10. FSM Non-FSM Year Progress En Ma En Ma 7 Satisfactory or Better 100% 0% 100% 0% 96% 4% 100% 0% 8 Satisfactory or Better 85% 15% 97% 3% 9 Satisfactory or Better 8 12% 75% 25% 95% 5% 10 Satisfactory or Better 75% 25% 83% 17% 97% 3% In order to narrow the gap between our FSM and non-fsm students even further in the academic year , we are planning to target more one-to-one support for the FSM students who are deemed not to make at least satisfactory progress especially in Years 8, 9 and Progress made by the looked-after students: The student A (Year 8) does not have end-of-ks2 test results. However, based on the KS2 teacher assessment levels (level 3 in both subjects) made good progress in both English and Maths and attained levels 4 and 5 respectively at the end of Year 8. The student B (Year 11) does not have end-of-ks2 test results. However, this student gained seven A*-C GCSE grades including in English and Maths and achieved results higher than their CATs predictions. The student C (Year 12) made good progress in all subjects. This student sat A level examinations in Art, Drama and French and achieved grades A, C and A respectively in these subjects. The student D (Year 9) has end-of-ks2 level 3 in both English and Maths. By the end of the academic year, the KS2 to KS3 levels of progress made by this student in English and Maths were 5 levels and 4 levels respectively. The student E (Year 7) made one level progress in both English and Maths. 6. Achievement in the Sixth Form: The following tables compare the progress of our Pupil Premium students with the progress of all students nationally irrespective of receiving or not receiving PPF.

4 AS Level: Hasmonean National Grade A 44% 17% Grades A-C 74% 57% Pass 96% 87% A Level: Hasmonean National Grade A* 0% 7% Grades A and A* 17% 23% Grade A 17% 16% Grades A*-C 75% Pass 100% 99% PUPIL PREMIUM FUNDING ALLOCATION FOR THE ACADEMIC YEAR There are currently 90 Pupil Premium students who are entitled to FSM (Free School Meals) or have been entitled to it at any time in the last six years. Our FSM students make up 8.5% of the school s population. The numbers of students in Years 7, 8, 9, 10, 11, 12 and 13 are 4, 16, 15, 23, 15, 14 and 3, respectively. The government allocates extra funding to schools Pupil Premium Funding. This funding is allocated to raise the attainment of FSM students and close the gap in attainment between FSM and non-fsm students. Due to the numbers of students in receipt of FSM we have been allocated the following amount of pupil premium funding: 1. Identification: The students will be identified by the staff in the finance office who will then carry out the necessary administration work needed to procure funding and keeping accounts for the expenditure. 2. Teaching Staff: 38, As per , we are planning to use a specialist Maths teacher who will provide extra tuition for all the FSM students and especially those in KS4 in addition to the mainstream timetabled lessons. We will continue setting up smaller than average size Maths and English classes in each year group at key stages 3 and 4. The Supportive Study Unit staff will provide special withdrawal sessions for the students. 3. Booster Lessons: 1, These lessons will be organised and delivered on some Sundays and during some lunchtime periods in order to support the examination preparation of the students. 4. Care, Guidance and Support: 14, Our three counsellors will continue to work with the FSM students as mentors to support the students to develop self-esteem and personal and social skills. We will be buying the services of the UK Centre for Leadership to enable the students to gain leadership skills. 5. Tracking and Monitoring: 2, Two members of non-teaching staff and a member of teaching staff will monitor the tracking and carry out data analysis of the progress made by FSM students by using special 'traffic light' system.

5 6. Extra Curricular Activities: 18, We will pay peripatetic teachers to provide personal music lessons to some of our KS3 and KS4 FSM students. We will pay for the FSM students to go on school trips (e.g. Achdut and Poland) and for them to take part in the summer term activities week. 7. Books and Educational Resources: 5, We are planning to buy additional educational resources such as computers, books, examination revision guides for the FSM students. 8. Looked-after Children: 2, Currently there are three students, A, B and D, who are looked after by their adoptive families. The following table summarises the planned allocation of funding to support the educational progress of these students in Student Details Amount ( ) A Personal IT material and consumables Books and stationary Educational trips Student bursary D Personal IT material and consumables Books and stationary Educational trips Student bursary Total Planned Expenditure: 83, Funding Available: 84, Carried forward from Surplus: USE OF YEAR 7 CATCH UP PREMIUM This additional funding is used to provide literacy and numeracy catch-up support for Year 7 students. It enables those students who did not achieve the minimum level 4 in reading and/or Maths at Key Stage 2 to be given the opportunity to catch up as quickly as possible. YEAR 7 CATCH-UP FUNDING ALLOCATION At the start of the academic year, in the Year 7 cohort of 160 students, there were 8 students with KS2 prior attainment levels below level 4 on the National Curriculum scale for reading and there were 15 students with KS2 prior attainment levels below level 4 for Maths. The data available were the teacher assessment levels. Five of these students were below level 4 in both reading and Maths. We allocated funding for September 2013 August 2014 to the following areas: 1. Lexia Reading Program: The Year 7 students with literacy skills below their chronological age used the LEXIA reading programme within the Supportive Study Unit (SSU) throughout the academic year. This took place daily from 9:00 till 9:30 a.m. These online activities supported the development of the students' reading skills. These students were selected on the basis of reading skills and comprehension tests which were administered by the SSU. The licence purchased was for five computers.

6 Cost: 1, Access Reading Tests: Access reading tests as well as spelling and writing tests which provide standardised scores were used to assess the students with below age-expected KS2 attainment. Cost: Magic belt phonic books: We purchased this series of books and workbooks for the students who had severe reading difficulties. The students benefited greatly from the use of this resource. Cost: Teaching staff: The staff in SSU provided each of these students one-to-one sessions twice per week to help them to improve in reading. Some of the students benefited from sessions of speech therapy. Cost: 7, Total Expenditure: 9, Funding Available: 9, Total Overspent (carried forward to ): Impact of Year 7 Catch-Up Funding In September 2013, all Year 7 students sat their Cognitive Assessment Tests. The test results provided progress forecast for the students. We measure progress towards three levels according the predictions made by CATs. Students make satisfactory progress when they achieve their CATs prediction and make better progress when they attain levels which are higher than those predicted by CATs. By the end of the academic Year , of the eight students who were below level 4 in treading, all eight made satisfactory or better progress towards their targets. In Maths, of the fifteen students who were below level 4, all fifteen students made satisfactory or better progress. USE OF THE YEAR 7 CATCH-IP FUNDING FOR ACADEMIC YEAR Currently, we have fourteen Year 7 students whose end of KS2 assessments were below level 4 in reading or Maths or in both of these subjects. We plan to use the funding for the following areas: 1. Access Reading Tests: As per Cost: Spellzone Licence: We are purchasing a one year licence for the students to use this online spelling program in order to help them develop their spelling skills. Cost:

7 3. Reading Pens: We are buying two more reading pens for the students who are not confident readers. These students will use the pens when they take tests in the subjects other than English throughout the year. Cost: Teaching staff: As per Cost: 6, Total Planned Expenditure: 6, Funding Available: 7, (carried forward from ) Shortfall: 83.57