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Pupil Premium
Pupil Premium
‘The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.’ (DFE 2012).
Schools are given additional funding for every student on their roll who is:
- a Looked After Child OR
- is currently able to claim Free School Meals OR
- has claimed Free School Meals in the last 6 years.
This additional funding has been allocated to every school due to national figures which show that this group does not achieve as well as their peers. The funding is therefore to support schools to address this issue.
How must this money be used?
Schools are free to spend the Pupil Premium as they see fit. There is no requirement for this money to be spent on individual students simply because they fall into this category. It is expected, however, that the funding will be used to support, as necessary, students in this group and other lower-income families so that this group makes the same progress as their peers
The main barriers to educational achievement faced by our disadvantaged students include:
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External barriers |
Internal Barriers |
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No two students have the same needs and while many of our PP students do not face any of these challenges, some face many or all of them.
How much funding does the school receive?
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2019-2020 |
2020-2021 |
|
|
Students in school |
1005 |
1071 |
|
|
Proportion of disadvantaged students |
10.6% |
10.8% |
|
|
Pupil premium allocation |
£109,050 |
Estimated figure: £102,700 |
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How and why does the school use this funding?
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The school uses this funding to provide the support structures for those students that need additional help in order to achieve success in line with school and national expectations.
We take this approach because we know there are three fundamental strands to the process of supporting these students to improve their engagement with education:
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It is important to note that it should not be assumed that all students eligible for pupil premium will need some or all of this support. It is likely that there will be students who will be making excellent progress already, and who will need minimal if any support as a result. Each student has individual needs and therefore may be supported by initiatives targeting any combination of the three broad areas: attendance, engagement and learning. |
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How does the school measure success?
The school tracks the progress of all students, including students in this particular group. Success will be evidence that shows that students in this group are making progress in line with all others. We do this using assessment data from all subject areas as well as checks on the development of reading and spelling. We also compare their progress against their peers in the school and nationally, so that we can judge the impact of our work in this broader context.
Disadvantaged student performance overview
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|
2019 |
2020 (Centre Assessed) |
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Progress 8 |
-0.12 | +0.39 |
|
Attainment 8 |
50.95 | 51.88 |
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Staying in education/entering employment |
100% | 100% |
|
Ebacc performance |
35% Grade 4+ 25% Grade 5+ |
40% Grade 4+ 26.7% Grade 5+ |
Plans and Review
Plans for this year
Strategy aims for disadvantaged pupils
>96%
|
Aim |
Target |
Target date |
|
Progress 8 |
>0.2 | October 2020 |
|
Attainment 8 |
>49 | October 2020 |
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Staying in education/entering employment |
>96% | October 2020 |
|
Ebacc performance |
>30% Grade 4+ >21% Grade 5+ |
October 2020 |
Disadvantaged students strategy for the current academic year
Initiatives and actions to improve attendance
|
Priority / Initiative |
Detail / Rationale |
Projected spending |
|
Attendance officer time |
To improve the attendance at school of all disadvantaged students. | £6,400 |
|
Support from tutors and heads of year conducting 'back to school' interviews |
To intervene quickly with disadvantaged students who have a period of absence. | £4,700 |
Initiatives and actions to improve engagement including emotional and mental health
|
Priority / Initiative |
Detail / Rationale |
Projected spending |
|
Inclusion staff - mentors |
To provide safeguarding and emotional support directly to enable students to engage effectively in school. Trained tutors, SEN staff and in-school counsellors. |
£27,500 |
|
School counselling support |
To provide safeguarding and mental health in partnership with an external agency. | £9,600 |
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School Nurse |
NHS initiative to provide health advice and guidance in school to support individual students | Free |
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Specific additional support |
For individual high needs disadvantaged students requiring alternative provision | £20,000 |
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Senior Staff and Middle Leader Designated Roles |
Designated person for looked after children, SENCO contribution, safeguarding contribution |
£16,000 £8,000 £8,000
|
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Miscellaneous other expenditure |
Welfare contributions to individuals towards the cost of uniform and key school trips | £2,500 |
Initiatives and actions to improve learning outcomes: whole school teaching developments
|
Priority / Initiative |
Detail / Rationale |
Projected spending |
|
Closing the gap in maths |
Provision of bespoke learning materials to support students with specific difficulties accessing key aspects of numeracy and mathematics (specific reference to concrete, pictorial and abstract resources) | £8,000 |
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Literacy |
Whole school training and development of supporting materials and teaching strategies | £8,000 |
Initiatives and actions to improve learning outcomes: targeted support
|
Priority / Initiative |
Detail / Rationale |
Projected spending |
|
Literacy screening and recovery programme |
To ensure that students unable to access the curriculum because of reading and writing needs are supported. |
£1,000 for screening £6,000 for recovery programme |
|
Prince's Trust |
Life skills course for students. | £8,000 |
Review of last year
Review: last year’s aims and outcomes
|
Aim |
Target |
Outcome |
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Progress 8 |
>0.2 |
October 2020 |
|
Attainment 8 |
>49 |
October 2020 |
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Staying in education/entering employment |
>96% |
October 2020 |
|
Ebacc performance |
>30% Grade 4+
>21% Grade 5+ |
October 2020 |
Disadvantaged students strategy for the previous academic year
Initiatives and actions to improve attendance
|
Priority / Initiative |
Detail / Rationale |
Spend |
|
Attendance meetings |
Information packs produced, general meetings held, individual families identified, supportive meetings organised to advise families on attendance issues. | £8,000 |
|
Evaluation |
Attendance last year was 94.7% for disadvantaged students. (2019/2020) | |
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Home visits |
Where appropriate, homes of students who were not attending school were visited by members of the senior leadership team and/or heads of year. Parents were supported in addressing the needs of the students. | £6,000 |
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Evaluation |
A significant, but highly supportive measure that saw persistent absentees having their needs met. |
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Initiatives and actions to improve engagement including emotional and mental health
|
Priority / Initiative |
Detail / Rationale |
Spend |
|
Inclusion staff - mentors |
To provide safeguarding and emotional support directly to enable students to engage effectively in school. Trained tutors, SEN staff and in-school counsellors. | £25,400 |
|
Evaluation |
Despite the pressures of lockdown and fears around the pandemic families reported feeling highly supported by the provision of the school. | |
|
School counselling support |
To provide safeguarding and mental health in partnership with an external agency. | £9,400 |
|
Evaluation |
Our school counsellor worked all through the lockdown supporting our most vulnerable students with telephone consultations. She also supported parents where necessary. She attended the school for results days and to support the community during our bereavement of a Mathematics teacher. |
|
|
School nurse |
NHS initiative to provide health advice and guidance in school to support individual students | Free |
|
Evaluation |
School nurse provided telephone consultations throughout lockdown and she also attended Child In Need (CIN) meetings. | |
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Senior Staff Designated Roles |
Designated person for looked after children, SENCO contribution, safeguarding contribution | £15,500
£7,000 £7,000 |
|
Evaluation |
Essential rôles in school providing mandatory support. Crucial to seeing the disadvantaged students' emotional needs being met and attending well. | |
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Miscellaneous other expenditure |
Welfare contributions to individuals towards the cost of uniform and key school trips | £1,850 |
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Evaluation |
Self-esteem of disadvantaged students was supported through these important initiatives. During lockdown we also provided additional meals, equipment and stationery for successful learning. |
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Specific additional support |
Some individual high needs disadvantaged students required alternative provision. |
£10,000 |
|
Evaluation |
Students who would not/could not have attended mainstream provision due to specific individual needs were catered for in specific provision that met their requirements. These provisions kept them in school and progressing towards recognised qualifications. |
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Initiatives and actions to improve learning outcomes: whole school teaching developments
|
Priority / Initiative |
Detail / Rationale |
Spend |
|
Staff Training: Learning needs |
Elklan Training for supporting Speech and Language needs; Attachment Theory Training; SENCO led delivery on supporting disadvantaged/differentiation/inclusion. | £1,600 |
|
Evaluation |
Disadvantaged students make exceptional progress in the school because staff retain the responsibility for their progress and are equipped to do so. 98% of parents on OfSTED Parent View agree that 'their child is taught well at this school'. |
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Staff Training: Emotional needs |
Whole staff training on attachment theory. SENCO led delivery on supporting mental health issues and emotional needs. | £2,200 |
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Evaluation |
Students recognise that Becket Keys is a school that welcomes and celebrates diversity; students are able to confidently be themselves. There are minimal incidences of bullying and homophobia. 97% of parents on OfSTED Parent View agree that 'their child feels safe at school'. | |
Initiatives and actions to improve learning outcomes: targeted support
|
Priority / Initiative |
Detail / Rationale |
Spend |
|
Literacy screening and recovery programme |
To ensure that students unable to access the curriculum because of reading and writing needs are supported to do so | £1,000 for screening £6,000 recovery programme |
|
Evaluation |
Students with lower reading and spelling ages have had regular evidenced based intervention to accelerate their literacy progress | |
|
Numeracy |
Improved numeracy and maths interventions across the school; increased in-class support and purchase and implementation of MathsWatch and MangaHigh. | £600 |
|
Evaluation |
Mathematics progress has continued to be strong in all key stages. | |
|
Prince's Trust |
Life skills course for students. | £8,000 |
|
Evaluation |
All students passed the course with a Level 2 qualification. | |
Next Review
We will next review the effectiveness of our spending of pupil premium in October 2021