The Pupil Premium was introduced by the Coalition Government in April 2011 to provide additional support for looked after children and those from low income families. The extra funding is made available to schools to help them narrow the attainment gap that exists between pupils from disadvantaged and more affluent backgrounds.
In 2015/2016 Ryedale School obtained £70,755 to support 81 disadvantaged students. This funding stream was used in a range of initiatives across the school to ‘narrow the gap’ and was successful in doing so (see 2014-15 overview.)
For 2016/17 we have been allocated £81,883 to support 91 disadvantaged students.
We have analysed the last two years’ performance data, including RoL, JTB and internal tracking and also studied research indicating current best practice for effective use of Pupil Premium funding. We have now established 10 basic principles to guide our actions at Ryedale School which will raise standards and broaden opportunities for our disadvantaged students.
Rationale for Allocated Funding
The following principles will be applied to ensure effective use of our Pupil Premium funding for 2016/2017:
1. Consistent high quality teaching and learning in classrooms, which meets the needs of all students, is key to maximising progress.
2. For students to access the curriculum it is essential they have mastered the basic skills of literacy and numeracy. Targeted interventions should be focussed primarily in these areas. Data should be used regularly to monitor impact and adapt interventions if necessary.
3. The most effective staff, with a proven track record of achieving success with students, should be deployed to support disadvantaged pupils.
4. Disadvantaged students have a range of needs and must not be treated as a single group. Specifically eligibility should not be confused with ability! Able disadvantaged students must be challenged to achieve their potential.
5. Individual barriers to learning including behaviour, attendance, welfare and access to extracurricular opportunities must be identified early.
6. Transition from Primary school must include identification of the basic skills gaps that exist among eligible pupils so that appropriate early intervention can be delivered.
7. Disadvantaged students should have a high profile with all staff and be at the centre of planning decisions at all levels of leadership.
8. Disadvantaged students must be given opportunities to develop their aspirations and be provided with clear advice and guidance on future pathways.
9. Effective links with the parents of disadvantaged students should be established to help them support their child’s learning.
10. Pupil Premium funding allocation must be carefully coordinated with a strategic overview by SLT and the Ryedale Federation’s link governor for Pupil Premium.
Roles & Responsibilities 2016-17
1. a) Staff CPD will ensure high quality teaching and learning is consistent across all departmental areas. High quality feedback will be used to support learning.
b) KH and HoDs will ensure all QA systems have disadvantaged student provision as a focus.
c) HoDs will ensure disadvantaged students have specific individualised exam preparation and support.
2 a) GS is academic mentor to support the most able disadvantaged students. GS will meet with students (identified from the data) on a regular basis to support their progress and promote high aspirations. GS will liaise with staff to ensure the needs of this group are being met in terms of stretch and challenge.
b) Disadvantaged students will be prioritised for 121 literacy and numeracy interventions.
c) Lead practitioners in maths, English and science will have a specific responsibility to monitor and support disadvantaged students within their subjects and provide HODs/SLT with regular updates on progress.
d) Tutors/SH will ensure all disadvantaged students have appropriate reading material during Wednesday morning whole school silent reading sessions.
3 a) GS/SS will run Study Club for disadvantaged students on lunchtimes and after school and deliver targeted interventions during curriculum time.
4 a) RP will analyse KS2 SAT and Year 7 attitudinal data to identify specific learning needs of eligible students and inform GS and teaching staff.
b) As Progress Leader for Y7-10, CIR will track progress of disadvantaged students and act as the academic mentor for those underachieving, using the PPIB to update staff and provide support with teaching strategies. RP, with his team of mentors, will carry out the same roll for Year 11 students.
c) Form tutors will be the named member of staff for supporting students who are making good progress, monitoring this at data entry points and engaging in 1:1 conversations with students to ensure ongoing support and an awareness of needs.
5 a) RW as attendance officer has a specific responsibility to monitor disadvantaged student attendance, support their families and report termly to SLT.
b) All disadvantaged students will have individual meetings with JPH during the KS 2/3 transition process to evaluate their welfare needs.
c) Disadvantaged students will be prioritised for the ‘Buddies’ programme.
d) A Peer Mentor programme will be established with disadvantaged students being prioritised for this.
e) Form tutors will ensure access to at least one extra-curricular activity per week for all disadvantaged students.
6 a) CW will liaise with Year 6 teachers to establish learning needs of all disadvantaged students.
b) Identified students will be prioritised for Y6 Catch-Up sessions and for the Y7 121 programme.
7 a) ‘Disadvantaged students’ will be a standing agenda item on every SLT, HoD, staff, line management, governor and Primary Heads meeting.
b) The new MIS system will identify disadvantaged students on all class and form tutors lists to enable monitoring of attendance, progress and behaviour.
c) RP will maintain a Case Study log for all high need disadvantaged students.
8 a) ACM, careers coordinator, will have specific responsibilities to support disadvantaged students. The Y8-11 careers action plan will be mapped to support disadvantaged students with: individual careers advice, high quality work experience placements, mock interviews, Post 16 information sessions, external careers events, priority access to visiting speakers.
9 a) Parents will have an additional meeting with form tutors and English and maths staff at consultation evenings to ensure they are fully informed of learning needs and identify barriers to learning.
b) Parents will have an individualised invitation to ‘Key to Success’ evenings to ensure active participation in their child’s learning.
c) Parents will have access to financial assistance to provide IT equipment/software and additional resources to support home learning.
10 a) HC/DW will take strategic oversight of funding for disadvantaged students to ensure the most effective strategies are prioritised.
b) DW, HC, and DD (gov) to have termly meeting to review allocation of funds and discuss future priorities.
In the academic year 2016/17 we have 91 Pupil Premium (PP) students. Pupil Premium students at Ryedale School do not make the same progress as their peers from non-disadvantaged backgrounds. This is known as ‘the gap’. This is a national problem, and one that is especially acute in North Yorkshire.
To be eligible for Pupil Premium funding a student must be categorised as being ‘disadvantaged’ in one of the following ways:
- They are from a service family
- Are ‘Looked after children’ (LAC),
- Have been in receipt of free school meals (FSM) in the last six years (Ever6).
These categories are socio-economic rather than educational, and therefore it is unhelpful to generalise this diverse group.
It is our belief that high quality teaching is the most important, and effective, long-term approach to close ‘the gap’.
High Quality Teaching
To deliver this, staff need to know:
- Who the PP students are
- How they are progressing in all subjects
- What their barriers to learning are
- Which strategies can be used successfully to help them
Pupil Premium Information Booklet (PPIB)
To ensure staff have all this information to hand in a readily accessible manner, the PPIB has been devised. This will be issued once per term and includes:
- Attainment grades
- A2L grades
- Teacher comments in EBacc or GCSE subjects on:
- Barriers to learning
- Attitude to learning
- Home learning
- Successful strategies
- Other comments
- Pastoral or SEN information
The PPIB will be used to assist lesson-planning, inform conversations between colleagues, and improve the focus of lesson observations and learning walks.
Student voice is a valuable, if fallible, tool to help us evaluate the quality of teaching students receive and the amount of progress they feel they are making.
The Teaching and Learning Student Voice Survey takes place every Focus Fortnight, and 25 PP students are selected to participate. It is supplemented with a focus group interview. This mixed-methods approach provides both qualitative and quantitative data of how our PP students feel about teaching and learning in Ryedale School.
This information is used to help us identify:
- Areas of outstanding teaching provision
- Aspects of teaching considered outstanding
- Areas of perceived outstanding progress
- Areas of perceived inadequate progress
- Barriers to learning
- Homework issues
- Pastoral issues
All year 7 students complete the RASCAL survey in the second half of the Autumn Term. This is used to identify attitude to school and learning, with a clear focus on literacy and numeracy. This data is analysed and shared with form tutors, heads of department and the pastoral staff.
Appraisal and Line Management Meetings (LMM)
- Every teacher has a disadvantaged student progress target as part of their appraisal.
- All Heads of Department discuss the progress of PP students every LMM as this is a standing item on the agenda. KS4 PP students in options subjects are named on the LMM proforma and their progress is discussed, action points decided and recorded.
- This information is then collected and analysed by RP at the end of every half-term.
- PP work is quality assured by HoDs as a matter of priority, and grades entered are checked for accuracy.
There are several types of intervention for PP learners:
- In-Class Intervention: PPIB and quality assurance used to spot under-performance early and teaching modified to support PP learners. Excellent feedback, etc. used to close gap within the lesson.
- Departmental Intervention: Where departments notice small under-achievement, or a relative lack of progress the following may be implemented: catch-up sessions, extra support in lessons, purchased revision materials, etc.
- Study Club Support: Where a student may lack a productive home working environment, or may need support to complete home learning, the school provides a PP Study Club on Tuesday (after-school), Wednesday (lunch-time and after-school) and Thursday (lunch-time and after-school).
- 1-2-1 Support: Students who are significantly weak in literacy and numeracy receive targeted support from Gill Stone and Saskia Syms. The contents of these sessions are decided in liaison with the English and mathematics department and recorded on Sharepoint.
- Year 7-10 Progress Leader: Where students are under-performing in several subjects, the Progress Leader Chris Rodd will intervene. He will observe lessons, speak to teachers and help to produce and refine ‘successful strategies’ to help the student make progress. He will communicate these directly to the child and subject teaches.
- Academic Mentors: In year 11 students vulnerable to under-achievement are assigned a mentor. The students meet with this mentor on a weekly basis and become a central point of contact within school for subject teachers, SEN and pastoral teams. The academic mentor receives updates on the student’s academic progress in all their subjects twice a half term and regularly contacts home.
- Form tutor: All form tutors interview PP students every term, and regularly track their progress. Form tutors know this is a key aspect of their role. This provision ensures that all PP students in school have a named member of staff tasked with ensuring ‘the gap’ does not open, and if it does that it is closed as soon as possible.
The school generates internal assessment data throughout the year for all year groups, and is subject to external public examination in year 11.
- The official Raise Online document is used to compare progress made by PP students in the GCSE examinations in the three Progress8 ‘buckets’ (English and maths; Ebacc subjects; other subjects) with that made by other students in the school and in the country.
- Internal KS3 data is presented in a form that shows:
- Percentage of students achieving ‘The Basics’ (both English and mathematics grade 5 or above)
- Percentage of students making expected progress in English and mathematics
- Percentage of PP students achieving ‘The Basics’ (both English and mathematics grade 5 or above)
- Percentage of PP students making expected progress in English and mathematics
- KS4 data is analysed by an external company, JTB, who produce individualised subject reports which identify PP students and the progress being made.
- At every data assessment Robert Pepper, Assistant Head: Raising Achievement analyses the performance of PP students. The progress is compared to that being made by non-PP students within the school.
- Analysis of this data is presented to Heads of Department and staff. The focus is always on individual students and not just numbers.
All PP students have a one on one meeting with a senior member of staff to discuss their year 9 options choices and academic aspiration.
All PP students are given appointment times with mentors, form tutors and key teaching staff at Parents’ Evenings.
All PP students receive an appointment with an external Careers adviser.
Aspiration can have a significant impact on student achievement. PP students are given the opportunity to attend talks, events, competitions, etc aimed at broadening horizons.
For instance, in January 2017:
- Archbishop of York (years 9,10 and 11)
- Helen Butters of Yorkshire Rows (year 9)