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Pupil Premium Strategy

Pupil Premium 2017-18

SUMMARY INFORMATION

  2015-16 2016-17 2017-18
Total number of pupils on roll 880 885 883
% of pupils in receipt of PP 31 40 41.1
Amount of money received per pupil £ 935 935 935
Total amount of PP monies received £ 259,130 321,665 302,640

The Pupil Premium is additional funding that is given to raise the attainment of disadvantaged pupils and to close the gap between them and their peers.

Background
The pupil premium is additional funding that should be used to tackle disadvantage. It is up to schools to decide how the pupil premium should be spent as they are best placed to assess the additional provision that is necessary for pupils in their school, as they are aware of their backgrounds, needs and experiences.

A child is eligible for Pupil Premium funding if they qualify for FSM or if they have been in continuous care for more than six months, or if they have met either of these criteria at any point in the last six years. They are also eligible if they are adopted or if they have parent(s) in the armed forces.

Barriers for future attainment

In-school barriers

  1. Literacy and numeracy skills are lower for pupils eligible for PP than for other pupils which limits potential for good progress in all years.
  2. Boys and upper pupils who are eligible for PP are making less progress across both key stages. This is affecting aspiration, engagement and progress throughout all years.

External school barriers

  1. Attendance rates for pupils eligible for PP is 94.45% which is below the target of at least 96% for all students. This reduces their school hours causing them to fall behind and make less than expected progress.
  2. Increased Social and emotional, mental health issues are affecting the progress of students (mainly PP) for both key stages.

PHS Pupil Premium Objectives for 2017-18:

Desired outcomes Success criteria
To raise the attainment and achievement of pupils in receipt of pupil premium across all year groups. This will include literacy and numeracy interventions in order that gaps diminish rapidly. Pupils eligible for PP make expected progress by the end of the year. This will be evidenced using teacher assessments written assessments throughout the year.
Improved rates of progress for boys and upper pupils, leading to greater aspiration and engagement throughout KS4. PP boys and upper pupils make as much progress as ‘other ‘pupils, across Key stages. Where they are not, departments will put in place intervention and it will monitored by heads of department (HOD) and discussed at the fortnightly Senior Leadership Team (SLT) review meetings.
To raise the attendance of pupils in receipt of PP across all year groups in order to decrease the proportion of pupils who are PA in this category and ensure that attendance for these pupils is as close to 96% as possible Reduce the number of persistent absentees (PA) among pupils eligible for PP. Overall attendance among pupils eligible for PP improves to good 96%.
Students with social, emotional, mental health (SEMH) issues receive appropriate support and advice. Recorded cases are signposted correctly ensuring all follow up referrals are carried out efficiently. Mentoring and support to be provided by the pastoral team.

Responsibility for Pupil Premium

Leadership Team Members

All members of the Leadership team have a key responsibility for raising the attainment, achievement and aspirations of all pupils, and within that, pupil premium pupils. Key members have responsibility to ensure that these pupils make rapid and sustained progress in the majority of subjects over time, given their starting points and where the performance of groups of pupils falls below that of all pupils nationally, there is an expectation that they are monitoring that the gap is closing rapidly by ensuring that effective strategies are implemented and that pupil progress is being closely monitored. To raise the aspirations of pupils, inspiring them to achieve excellence will enable them to become exceptionally well prepared for the next stages in their education. In addition to this, other key members of the team have direct responsibility for the behaviour, safety, attendance and personal wellbeing of these pupils. They must ensure that the attendance for this group is at least in line with the attendance of all pupils and work towards national expectations. This is also true for persistent absence.

Heads of Departments

It is expected that they will complete progress monitoring and QA of teaching and learning so that effective tracking of pupil progress and appropriate intervention can be put in place to close the attainment gaps of key cohorts. It is expected that they will track the progress of pupils who are entitled to pupil premium to ensure that timely and appropriate strategies are in place to raise attainment. It is also expected that the distribution of these cohorts in different groupings across the academy will also be focused upon to ensure that these pupils are not being artificially selected.

Heads of Year

It is expected that they will track and monitor both the progress of their pupils, but also the behaviour and attendance of their pupils in order that they can close any gaps that exist by putting in appropriate strategies to improve behaviour and attendance.

Teachers

All teachers are expected to use data, and through regular quality assurance procedures,formative assessments, marking and feedback to ensure that lesson planning is completed and effective in order to meet the needs of all learners. They are expected to have identified pupils who belong to key groups so that initiatives can be appropriately targeted. They are also expected to ensure that feedback is consistently used to improve pupil outcomes and to accelerate progress.

Identifying any Gaps:

PPR data is entered into ePortal according to the assessment calendar. Pupils are monitored through this so that intervention that may be necessary can be identified and actioned in order to close any attainment gaps. SLT  meetings also highlight pupils who are underachieving and intervention strategies are discussed at these meetings. All appraisal targets are focused clearly on progress data.

In addition to this, attendance and behaviour data is being tracked in order to identify pupils who are causing concern so that appropriate interventions can be actioned. Attendance reports are produced and are discussed at FT / HOY meetings. Key pupil discussions and weekly safeguarding meetings are also in place to discuss any specific needs or necessary actions. HOY meet weekly and data is shared about behaviour in order that they can track and monitor pupils and ensure that the necessary escalation and support procedures are in place. This is also followed up through SLT meetings.

Interventions and Provisions

All pupils are tracked using SISRA.  It is critical that PHS offers quality first teaching and learning as the EEF research indicates that this will have the biggest impact on those pupils in receipt of the PP funding. Other targeted in-class interventions may also be used such as smaller group teaching, pre-teaching and the over-marking of particular pupils’ books, which can all be used to accelerate progress. HOY work with key cohorts of pupils to raise attainment and the HLTAs also target pupils for specific literacy catch-up and new programmes of numeracy support. TAs are also utilised to offer specific interventions to pupils who have English as an additional language.  Other targeted interventions such as Digital Leadership Courses (initially with year 9) will be introduced at the beginning of the academic year and we plan to introduce to  the ‘Reading stars’ to help develop our pupils’ skills further.

Careers advice and guidance is given to all pupils at PHS and work experience is also offered to some pupils, however, additional opportunities are also afforded to our PP pupils, as necessary. This may include target groups having the opportunity to visit post-16 education establishments or work places.

Additional Behavioural support is also offered to pupils through our pastoral care system, we have one non-teaching HOY, one teaching HOY and an associate HOY in each year. During this academic year, our HOY will not only to support both the behavioural and social and emotional needs of our pupils but also to ensure that these pupils are supported academically regarding catching up work missed prior to re-integration into lessons. PHS also employs a counsellor and a school nurse who work alongside our pupils offering a range of additional support.

PHS has invested in additional high quality teaching staff and lead practitioners in core areas, in order to support the progress of learners.   

All interventions are tracked through our ePortal system so that we can ensure that all pupils who qualify for funding do receive additional support through the variety of interventions that are on offer. The tracking of our pupils also enables us to work on developing a “risk analysis” strategy to ensure that those pupils who may require intervention are targeted early on.

PHS Rewards system is focused around further improvement to attitudes to learning across the school with all staff able to award house points after every lesson/ around the school. Rewards trips are in place for all learners. PHS is committed to being able to identify students whose achievements need to be celebrated and pupils who are identified as working well also receive rewards at our termly rewards assemblies.

ACTION PLAN

The above information provides you with a summary of some of the overall approaches used by PHS, however, there are other strategies being used to enable us to close gaps and improve the educational outcomes for our pupil premium pupils. The SEF (action plans) are monitored on a termly basis by all key staff being asked to complete an impact analysis for their section. This enables the staff to understand if the interventions that are being used are having the desired impact, and if not, adjustments can be made. Interventions that last for shorter time periods are also tracked as part of this. The impact reports are submitted to the SLT link and discussed in leadership team meetings.

An action plan outlining a range of these can be seen below:

Action Responsible Person Completion Date Monitoring / Reporting Success Criteria  
Cohorts of PP students established and communicated to staff and identified on seating plans in subject lessons. FTs detail PP students in form groups together with SEND and EAL needs Pastoral Team September 2017

To be updated each half term.

SENCO to ensure up to date information lists are available.
Line managers to ensure that PP pupils are identified by teachers so that they can be further held to account for their progress.
Lists available to staff and all staff fully aware of their PP students  
Promote the awareness of parents/carers to the application of PP AR/JP Each Term To ensure that communication is up to date for parents/carers through a variety of means eg letters, website, texts etc
Relevant parent/carer leaflet to be produced and to be available in reception and given out to parents as part of their introductory pack.
Number of pupils on PP is correct and all pupils who are eligible are in receipt of the PP funding  
Analyse Pupil premium distribution in each group in each year group and where possible, put strategies in place to minimise the evolution of gaps HOY and HODs Termly HOD/HOY to check the distribution of PP in each group

Data Team to oversee provision of gap data at each analysis and HOD to discuss with staff action points from this.

Distribution of PP within the groupings is not artificially creating gaps.
Achievement of PP students is being monitored by HOD and interventions put in place to reduce gaps which is both timely and effective.
 
Appraisal to include relevant targets for PP pupils HT Each review period Monitoring of outcomes against Targets and discussions regarding any gaps with line managers and HT. Diminishing gaps between PPY and PPN to national PPY.  
QA of books of PP to be included in the sample of work scrutiny during the each monitoring cycle HODs
HOY
Each QA cycle HODs and identification of any specific need that might exist as a result
HODs to carry out work scrutiny accurately
Training to be given on the importance of feedback throughout the year by lead practitioners.
Books of all pupils to demonstrate at least the same rates of progress / accelerated progress for PP pupils  
KS2/3 Transition to be run to bridge the gap between primary and secondary (see primary transition programme)          
To provide revision resources for revision for all PP pupils HOD
HOY
Revision evenings Revision resources for pupils and parents to be provided.  
Homework to contain key materials to support with learning at home.
Additional “stretch and challenge” exercises to be provided to “more able” PP pupils
Packs given out
Analysis/Review of packs with pupils demonstrates that these were well received and utilised
 
Additional support for core subjects JA Ongoing Additional staffing to provide targeted teaching as appropriate, or collaborative teaching approaches.
Literacy and numeracy may be delivered during form sessions, or sessions focused on key skills
Gap analysis reveals getting closer to national  
To access additional training in order that best practice on the area of PP can be accessed.

 

HODs See Development sessions To attend the relevant courses that relate to best practice in PP spend and impact.

To attend the training for individual subjects and share best practice across this area.

Focus on interventions to ensure they are timely and that quality first teaching and learning is impacting positively on all pupils.

   
HLTAs and TAs trained to deliver targeted numeracy/literacy support and this is incorporated into the curriculum JAS Ongoing Training of HLTAs and TAs

Identified pupils receive additional numeracy and literacy support

Numeracy and literacy sessions to be delivered to identified PPY pupils  
The engagement of parents in school is improving year on year allowing greater communication, engagement and cooperation. HoY/SLT Ongoing At least 70% of Parents of PP students attend a range of events including Parents Evenings, focused meetings and Yr specific events. Resources to support families  
Homework completion rates are embedded and poor returns are addressed early. HoD Ongoing Diminishing gaps between PPY and PPN students and rates of completion of homework.

Homework club available to support student learning after school and lunch

Resources available to support and extend student learning

Additional staffing and resources to support homework clubs during lunch and at the end of the school day.  
To improve the provision of books within the library in order to encourage PPY pupils to read VD Ongoing Audit of books to be completed and purchase of books to enhance the provision
Initiatives to increase reading for pleasure to be rolled out within the library*
Author visits and competitions to be organised
Increase in numbers of PPY pupils taking books out of the library.  
Universal music lessons offered to all PPY pupils JDz ongoing JDz to source music lessons

JDz to organise the logistics of the programme and to notify both pupils and parents/carers*

JDz to organise trips/visits to enhance the learning experiences of pupils and to invite local musicians into the academy

 

Increased uptake of music lessons by
PPY pupils
Feedback of pupils in pupil questionnaire regarding engagement etc
 
Raising Aspirations initiatives eg CEIAG events, enrichment activities,  and CDx Ongoing Locate different opportunities for raising aspirations*

And organise PPY to engage in these

Increased uptake of PPY on these visits
Destination measures
 
Extra Curricular activities to support the enrichment of the offer for PPY pupils Middle Leaders
All Teachers
Ongoing Locate different opportunities and promote these across the curriculum.

Target PPY pupils to attend

Increased engagement in EC activities  
Attendance prizes initiative to narrow the gap between PPY and PPN pupils Attendance Team Ongoing Launched and monitored for impact Narrowing of gap between PPY and PPN groups  
Specific attendance related initiatives including 1:1 mentoring by the Attendance Officer for pupils with poor attendance LM Ongoing LM to monitor improvements across different year groups Narrowing of gap between PPY and PPN groups  
Trips and Visits HOY Ongoing Support trips and visits (educational) for PPY pupils Increased participation in educational visits for PPY pupils  
Promotion of academic coaching and leadership models Pastoral Team Ongoing Key cohort pupils having designated academic mentor. Learning conversations to take place which are targeted and enabling pupils to understand their individual learning needs.

*Leadership opportunities throughout PHS e.g. digital leaders and literacy leaders, plus student leadership team to enhance leadership skills

Improved leadership and coaching opportunities will improve effort and engagement of targeted PP students
Improvements in outcomes for PP
Increased aspiration and development of personal qualities
Increased numbers of PP pupils with leadership roles
 
Additional support through a counsellor and nurse KB Ongoing A counsellor employed by PHS and support form the school nurse.  

 

Decrease in numbers of PP pupils with behavioural incidents/escalation occurring  
Staffing

Teachers
Teachers have direct responsibility for improving standards for those children who qualify for the pupil premium. A notional percentage of salary costs is included in this total figure. Their roles include the raising achievement of our PP pupils, overseeing the raising of literacy levels of these pupils and improvement of their behaviour and attendance.

HLTAs
During 2017-18, HLTAs will be used to provide a range of English, literacy and numeracy intervention work.  These will include catch up literacy programmes, reading interventions, guided reading and clubs and reading challenges. Training and CPD will be organised for HLTAs in order to deliver these programmes.

HOY/AHOY
A nominal proportion of salaries is included here due to the support they provide to pupils.  HOY will monitor attendance and learners will receive support in catching up on work missed.  HOY will also mentor pupils throughout the year.

Attendance Officer and School Attendance Team
Attendance Officer to monitor attendance and punctuality patterns and introduce new procedures to help narrow the gap between PPY and PPN groups.

 

 

 

 

 

 

Total Expenditure

£345,456

Total PP income received

£302,640

Under/(over) spend

+ £42,816

 

Previous Academic Year £321,665  
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned:
(and whether you will continue with this approach)
Improved outcomes for pupils in Maths. Additional Staffing – 1 x Maths teacher (80%)

Intervention and small class sizes

Year 9 SLOP from Yr8 to year 9 after intervention:
All pupils made progress from July 15 – July 16. 82% made at least 4 SLOP with intervention strategies.
Year 8 SLOP from Yr 7 to Yr 8 after intervention:
91.7% made at least 4 SLOP with intervention strategies.
Year 7 pupils, intervention focused on the four main skill areas. The percentages for significant improvement are (more than double their original score): 84% in Addition, 77% in Subtraction, 70% in Multiplication and 88% in Division.
Year 11 Intervention was successful but more improvements can be made.

3 LOP
GCSE
Result %
% increase since mock 4 LOP
GCSE Result %
% increase since mock 5 LOP
GCSE Result %
% increase since mock
45.9 21.00 11.5 6.6 6.6 3.3
Each term pupils not making expected progress were identified for intervention.   A timetabled programme of intervention was designed, agreed and then delivered by three members of staff.  All pupils had specific revision criteria and revision material was provided. This will be continue.
Smaller class sizes help the teacher to provide support during lessons. This will continue.
Improved outcomes for pupils in English HLTA – English Intervention Analysis of PPR data identified pupils who required extra English intervention. Each term a timetable of intervention was arranged and pupils received intervention specific to their needs. In year 7 100% made progress in their reading and 82% made progress in their spelling.
8 100% made progress in their reading and 75% made progress in their spelling.
Yr9 100% made at last two SLOP after intervention throughout the year. 38.6% made at least five SLOP.   
Each term pupils not making expected progress in Key Stage 3 were identified for intervention.   A timetabled programme was set up, agreed and then delivered.  This will continue. Progress can be tracked using the PPR data.
Improved outcomes for pupils. Reduction in concerns/rise in attainment.

 

 

 

 

 

 

Mentors for all year groups.

HLTA for Intervention and support

Year group % impact re concerns % impact re progress
7 23 95
8 44 75
9 36 91
10 29 38
11 52 29
Pupils underachieving or receiving numerous concerns received mentoring. These pupils were identified after each PPR. The number of concerns reduced over the year for each year group.  Pupils will continue to receive mentoring but for 17-18 with their non-teaching Head of Year. A timetable of dates will be arranged and the impact monitored as part of the Pastoral Quality Assurance Review (PQA).

 

 

 

 

 

 

 

 

  Total budgeted cost £197,002
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned
(and whether you will continue with this approach)
Improved outcomes for all pupils.  Re-structure of SLT and Pastoral.  All staff to be given responsibility for PP pupils. PPR data was analysed across all departments and gaps between PP and non-PP were identified. Intervention strategies across the departments were monitored and co-ordinated and best practice was shared. Regularly mentoring was given to all pupils premium pupils. Pupils were given extra resources or support to aid their progress in school e.g. equipment, revision guides, key text books and food ingredients for Food GCSE.  To continue. The new system of having two HoY. One teacher and one non-teaching Heads of Year has had impact according to the assessment and behaviour data.   This will continue to be monitored into 2017-18.
Improved attendance for all pupils including PP Attendance – School attendance team. EWO position was full time based in school. Attendance figures

End of 15-16      
  PP Av Non PP Difference
Year Group      
7 95.19 95.15 + 0.04
8 93.39 93.49 – 0.10
9 91.37 91.38 – 0.01
10 91.58 91.83 – 0.25
11 95.49 95.49 0
Total Av 93.41 93.47 – 0.06

No significant gap between pupil premium pupils and non-pupil premium pupils but the average shows all pupils are below 96%. 

EWO to remain being located in school, attendance figures overall have dropped.  EWO will now work only two days and our attendance officer will carry out home visits when appropriate. Analysis of data will continue and any gaps identified. Pupils will continue to be encouraged to improve their attendance and punctuality.  We will continue to use Gold Standards Card for 2016-2017.  Form tutors will monitor this and issue rewards and sanctions when needed. Gold Standards Card will partly be used to improve attendance and punctuality. All other reports to encourage good attendance will continue to be used.
Improve relationships between PHS and parents of PP pupils. Transition from KS2 to KS3. Head of Year 7 visited all feeder schools prior to their induction day at Philips High School.  Information about the pupils was collated and disseminated during briefing sessions prior to their arrival. Successful work which will continue. Information has been gathered about the children from their year 6 class teacher and also from themselves (likes and dislikes). Pupils are invited to a transition day and parents are invited into to school to meet the pastoral team and their future form tutor. Feedback from pupils on arrival is very positive and pupils appear to settle quickly into year 7.  All year 7 pupils write a letter about how they feel. All this work will continue next year and Pupil Voice will be collected next to identify any further improvements.
  Total budgeted cost £93,378
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned
(and whether you will continue with this approach)
Provide supportive counselling to pupils that need it. RELATEEN intervention Individual appointments were given to 18 pupils who needed the support. From the anonymous student voice feedback 100% felt they had been helped by the service and 100% were completely happy with the service. Confidential appointments arranged in school time works well.  Help and guidance is brought to the pupils. We will continue to offer this support.
Pupils become more independent learners. Homework Club

Improve the quality and quantity of homework.

PP pupils were encouraged to attend homework club.  Registers kept, 50% of those that attend are pupil premium pupils. An improvement was seen throughout the year.  Teachers recorded fewer negative house points for lack of homework or poor quality homework. Further information can be found in the termly homework analysis document. Providing a staffed location for homework to be completed has been successful. Pupils feel supported and encouraged. This will continue.
Provide PP pupils with access to enrichment activities, build confidence and self-esteem. Part funded music lessons Keyboard lessons: 12/20 PP
Guitar Academy: 8/18 PP
Drum Academy: 5/10 PP
25 PP pupils across years 7-10 are accessing an activity that in all likelihood would have been inaccessible due to the high costs involved.  Some of those involved are behavioural concerns and at a high risk of exclusion.  These sessions have provided a positive aspect to school life.
This will continue.  Build on the ‘wider opportunities scheme’ that has been introduced at a number of feeder primary schools. Extend the range of ‘Academy’ sessions to include Brass. Activities to be promoted in school.
Improve communication with parents/carers Texting Service Communication has improved between the parents and the school. Information is shared quickly and parents are updated. Information is free to receive which is positive as parents do not require credit on their phone to receive the information. Texting service to continue. All Heads of Year have be given access to this service.
  Total budgeted cost £31,285
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