Pupil Premium 2015-16
In 2015-16, the Pupil Premium allocation to Ashton on Mersey School was £238,893 which equates to 255 pupils.
The Pupil Premium is additional grant funding and is in addition to the School’s Delegated Budget. It is allocated to children from low-income families, children who are in local authority care, children adopted from local authority care and children with parent(s) in the Armed Forces. Pupil Premium Funding is used to raise attainment, promote social skills, independent learning and positive behaviour in order to increase pupil progress.
Pupil Premium children face many barriers to educational achievement. At AOM these barriers include:
- Gaps in literacy and numeracy skills
- Attendance and punctuality issues
- Financial access to educational opportunities
- Confidence and low self-esteem
- Complex family issues
The Purpose of the Pupil Premium Grant
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 disadvantaged children and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for the school to decide how the Pupil Premium is spent. However, schools will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of the pupils covered by the Pupil Premium.
At Ashton on Mersey School we target additional support strategies to enable every student, however financially disadvantaged, to:
- Improve their levels of progress and attainment
- Close attainment gaps relative to school averages
- Have full access to the curriculum
- Access extra-curricular provision
At Ashton on Mersey School we have directed the funding to support the following interventions:
- Booster and 1:1 Intervention Classes
- Maths and English tuition
- Saturday morning school support
- Revision and examination materials
- Personal resources including ICT support
- Trips and Residential Visits
The impact of this funding has been to support and enhance our existing intervention strategies for students who would otherwise have been disadvantaged and has allowed them to experience the full range of opportunities offered.
Pupil Premium Expenditure and Impact 2015-16
Booster classes and mentoring
A variety of different booster classes were used across the Key Stages to help all pupils achieve their potential. Two key initiatives were put in place to support the Key Stage 4 Pupil Premium learners. The first was external support from ‘YipiYap’ tutoring, who provided small group tuition in Maths and English during the Saturday School programme. The second was the ‘Keep Calm and Revise’ scheme, which included 1:1 teacher mentoring with all revision materials and resources being provided.
80% of the pupils who attended Maths and English tutoring on a Saturday morning said it was helpful and helped them focus on their exams.
KS3 pupils were also able to receive booster classes before school in preparation for their School Assessment Tests (SATs), with the funding also being used to encourage attendance by providing pupils with a healthy breakfast for the best possible start to the day. Pupils also received a variety of 1:1 intervention sessions.
The results in Key Stage 3 were excellent this year. The gap in progress for Maths between Pupil Premium and Non-Pupil Premium pupils reduced from 24% in 2015 to 13% in 2016. Science also saw a decrease in the progress gap from 14% in 2015 to 11% in 2016. In English, there was a key focus on improving pupils reading ages. This was a huge success with 78% of Year 8 Pupil Premium pupils showing improvements in their reading ages and 64% of these pupils improving their reading ages by more than 12 months.
Ashton on Mersey School has introduced monitoring strategies and incentives to improve attendance of Pupil Premium students. We are particularly pleased with the improvement seen as a result of close monitoring and various reward schemes. Overall, the attendance of our Pupil Premium cohort last year was 93.7% for 323 pupils, equal to what we achieved in 2014/15. However, we have continued to close the gap between Pupil Premium and Non-Pupil Premium students from -2.8% in 2014-15 to -2.5% in 2015-16.
Year 7 Primary Model teaching group
This strategy has been developed to assist pupils with specific learning needs, primarily those with lower levels of ability and attainment. This is a small teaching group of approximately 12-15 pupils within which a significant proportion are those entitled to Pupil Premium.
“This year the support I have had in Year 7 has helped me get ready for moving around the school in Year 8.”
Year 7 Pupil from the Primary Model
Residential/Social and Cultural Visits
School has funded a number of residential and cultural visits for identified pupils. Pupil and staff surveys reveal positive feedback on all these events. Trips include the History trip to the Somme, the Business trip to Paris and Year 7 residential team building trip to Anglesey.
“Year 7 camp helped me to build stronger friendship groups and gain more trust in other pupils when they helped me overcome some of my fears, whilst having fun”
Year 7 pupil
The costs associated with residential/social/cultural visits, which provide vital cultural, social and enrichment experiences for pupils are often a barrier to those pupils with free school meals or from low income families. Pupil Premium funding has enabled these costs to be subsidised for eligible pupils, thus allowing greater access to the same high quality and exciting opportunities offered by these experiences. Pupil Premium families are encouraged to apply for help with funding in all our trips and activities through letters that are sent home when we advertise each trip.
The School has also used some funding for administration, resource packs, literacy boxes, resources and files for eligible students. Some examples include when Year 7 pupils were provided with pencil cases and calculators. 60 Year 9 pupils were provided with Mathematics kits for their Statistics GCSE and revision guides were bought for pupils studying their GCSE’s in KS4. Ingredients are supplied when families struggle to provide the necessary ingredients for Food Technology practical lessons. This allows pupils to develop their making skills in Technology but also learn essential life skills. In these situations, it ensures all pupils are able to access the same opportunities irrespective of their family income.
Ashton on Mersey School has helped Pupil Premium students with the cost of some items of new uniform and PE kit. The start of the academic year can be an expensive time for many families. Pupil Premium families are encouraged to contact the school if they require any help towards uniform costs. Support has also been provided for uniform requirements in our practical subjects in KS4, for example safety boots and clothing for pupils working in Construction.
Impact of Pupil Premium
The impact of Pupil Premium can be measured in two ways. Firstly, we compare the performance of pupils eligible for Pupil Premium funding against the performance of those who are not. The table below shows the gap in this performance for those two groups of pupils at Ashton on Mersey School, based on the number of those gaining an A*- C in English and Mathematics. The starting point for Pupil Premium pupils in last year’s Year 11 cohort in summer of Year 10 was 38% for the basics in both English and Maths. As a result of the initiatives offered 50% secured the English and Maths, adding 12% from Year 10 to Year 11 and increasing the results for the group by 12% in comparison to the previous year. The gap between Pupil Premium and Non-Pupil Premium was also narrowed by 3% from 2015 in the headline measure.
The second way in which we measure the impact of Pupil Premium is through the quality of the activities or intervention that we provide. Each activity concludes with a pupil survey and is compared to a pre-event survey.
“The Saturday morning school was very helpful, worth taking part in.”
“The sessions helped me achieve my desired grade in my GCSE Maths exam.”
Year 11 pupils.
What projects will run in 2016-17?
Ashton on Mersey School has been allocated £235,620 for 2016-17 which equates to 252 pupils. We have detailed below how we intend to spend this year’s allocation per student. Our target is to continue to raise the attainment and progress of disadvantaged pupils. Currently we are running attendance incentives and we are helping students with school uniform, PE kit and specialist uniform required for BTEC courses. Booster classes and 1-1 interventions are in place, mentors are booked to come into school and revision guides have been ordered. A team building day and camp is planned for our Year 7 students.
The importance of reading has been a key focus for our Pupil Premium pupils in KS3. A Reading Intervention Co-ordinator will be supporting Key Stage 3 pupils this year to improve literacy skills and their reading ages. We have also employed a KS3 Numeracy Co-ordinator, building upon the success of the Literacy Co-ordinator. Their role will be to support pupils across KS3 in numeracy activities through weekly one to one sessions. There is a clear focus on literacy and numeracy in Key Stage 3, which will allow pupils to gain the necessary skills to successfully undertake their GCSEs once they reach Years 9, 10 and 11.
One of the largest investments this year will be in a Pupil Premium ‘Learning Zone’. This location, which will be refurbished from existing classrooms within the school will have relevant learning resources, equipment and staffing support to provide pupils with bespoke intervention both in and out of school hours.
Planned breakdown of spend per pupil 2016-17
For 2016-2017 Ashton on Mersey School intends to continue to fund similar interventions to those used in 2015-2016 as this had a positive impact on overall achievement and has helped to ensure all our students have full access to all the opportunities available at Ashton on Mersey School. Closing gaps in headline measures are clear evidence of this.
Our School Improvement targets specifically focus on progress and attainment of vulnerable groups and further closing the gaps. This year a headline target across the school is to reduce the gaps in attainment across all key stages (between each individual vulnerable grouping and non-vulnerable pupils). This will be evidenced through the progress made from KS2-4 for targeted groups of pupils. Our key target will be to:
• Reduce the progress gap between Pupil Premium and Non-Pupil Premium pupils to less than 10% in both KS3 and KS4.
Pupil Premium Review.
Tracking, monitoring and intervention for identified individual needs of Pupil Premium learners is under the remit of the Heads of Year in each year group. These managers have access and arrange the spend of the Controlled Budget finances. They are accountable to Assistant Principal’s responsible for each Key Stage who develop the higher level strategy of the Pupil Premium spend. The full annual review occurs in the final half term of the academic year and is completed in September each year, when pupil outcomes are confirmed to ensure impact evidence of activities is assessed accurately.