2016-17

What is Pupil Premium?

The Pupil Premium is a grant from the government to help disadvantaged young people do well at school.  The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care or have parents in the Armed Forces.

Identifying target students

Our research indicates the the following factors often contribute together or in combination to the lower achievement of disadvantaged young people these include:

  • Poor attendance
  • Low aspirations
  • The impact of ineffective parenting
  • Social and interpersonal barriers that often manifest themselves in poor behaviour
  • Poor progress through their formative years.

In the Academic year 2016-17 there are 464 students [which is 47.2% of the students population] who are regarded as ‘disadvantaged’ and therefore entitled to the Pupil Premium.

The allocation of resources

In order to address the above, we have decided to use our funding in the following way:

Funding Focus

Output/Impact

Cost

To address poor attendance we part fund an Educational Welfare Officer  who will target ‘hard to reach’ students and work with other students to address barriers to attendance.

 

 

 

 

 

 

 

 

 

 

 

 

 

The EWO has established a  centralised attendance team across the GLC to;

  • Establish policies and systems that will encourage good attendance;
  • Lead the team of attendance ambassadors;
  • Prepare the court papers when necessary [in the previous year there was 1 prosecution and 31 penalty notices served].
  • Maintain a case-load of up to Twenty targeted families to secure improved attendance

 

Actual

Actual

Actual

Actual

Target

Current*

 

2012-13

2013-14

2014-15

2015-16

2016-17

2016-17

Attendance all

92.6

93.7

94.3

95.2

95.3

94.9

Attendance PP

91.2

90.5

92.4

93.7

94

93.26

Persistent Absence [PA]

10.3

6.5

3.9

6.5

6

10.17

PPI PA

16.8

13.9

7.8

13

12

7.98

Non PPi PA

9.6

3.1

1.8

 

 

2.49

Please note that the threshold for PA reduced from 15% to 10% for the first time in 2015-16

*Current attendance is of January 2017

25,000

To address poor attandance we are part funding   Attendance Ambassadors who work, under the direction of the EWO, in the community, visiting homes of targeted students whose attendance is below the academy’s target.

 

  • As at the end of July 2016, one thousand four hundred and sixty eight documented visits were made to GA families during the academic year. Of these one thousand and fourteen visits were to those entitled to Pupil Premium.  This work continues at the same rate this year.
  • There are year on year improvements in the attendance and reduction of PA of disadvantaged students since this initiative began.  Please note in the academic year 2016-17, the persistent absence upper threshold target will be the same for disadvantaged and non-disadvantaged students.
  • This work is part of the targeted approach that is having a positive impact on overall attendance and a reduction in the level of PA across the Academy. Parents are now aware that they will receive a visit to talk about their child’s absence.
  • Visits are helping to reinforce the GLC policy that illness will not be authorised unless it is accompanied by a medical certificate.

9,500

To address low aspirations we have part funded 12 coaching staff to provide targeted support each day. Coaches work to improve emotional, mental and academic capabilities.

Coaches are also a key link with the academy and parents.

 

  • The coaches work with students and their parents to reduce any existing barriers to learning.  They have a particular focus on students that are entitled to the Pupil Premium, paying attention to their academic progress as well as their emotional development.
  • The coaches sign-post students and families to specialist services and links with these to ensure all relevant information is communicated between the agencies involved.
  • The coaches run self esteem sessions and have worked with all the disadvantaged pupils in years  7 and  8  during 2015/16. Out of these a number of students went on to complete an extended session.  27 were disadvantaged
  • The coach is the advocate for the student in the academy making sure the staff fully understand the provision in place for the student as well  as the student’s individual specific needs and targets.
  • 63 PPI students were coached in the academic  year 2015/16 as part of the funding

Impact on Attendance  -  2015/16

  • 49 of 63 targeted students [77%] have improved their attendance compared to the previous year;
  • Of the 49, 27 have increased attendance by more than 6% over same period last year and 22 have improved between 0.1 and 5.9% over the same period last year
  • 10 students are just below last years attendance % compared to the same period last year.
  • 4 student’s attendance has fallen by more than 6% compared to the same period last year.

Impact on Behaviour

  • 48 of 63 targeted students [76%] students have shown improvement in their behaviour compared to the same period last year.
  • 20 of the 48 half decreased the number of negative points by over 50% compared to the same period last year.
  • Only 1 student in this group has been fix term excluded compared to 5 in the same period last year.
  • Only 1 student in this group has been placed in external time out provision compared to  6 during the same period last year.
  • 4 students in this group have been placed in internal isolation compared to 11 in the same period last year.

51 PPI students are being coached currently this academic year. This is out of a total of 90 students being coached across years 7-10. This is 57% of the cohort.

39,940

To address low aspirations the Gateway Academy has employed our former Connexions officer to work with vulnerable students and their families to ensure they are well supported in making their post-16 choices.

For the last 3 years, 0% of Year 11 students have been NEET [not in Employment, Education or Training].

We anticipate that at the end of the academic year 2016-17 all students will have been found a suitable placement.

35,000

In order to address a legacy of poor progress we have invested in 3 additional qualified intervention teachers that are employed in Maths and English to create smaller classes at Key Stage 4 and to staff a wide range of intervention groups for students of all ages. 

 

 

 

 

 

 

 

Progress Predictions for Disadvantaged and non-disadvantaged students Year 11 [2011-2016] 

English

3 levels progress

All

Dis

Non Dis

2016      Y11

73 [+16]

65 [+22]

78

[+8]

2015

57

43

70

 

Maths

3 levels progress

All

Dis

Non Dis

2016      Y11

68 [+13%]

57

[+6%]

76

[+16%]

2015

55

51

60

This funding has made a significant difference with progress 22% higher than the previous year in English and 6% higher in maths.

120,000

In order that Year 7 students who enter the Gateway Academy at or below L3C are supported to make rapid progress and join the mainstream, we have used our funding to provide a primary trained teacher to deliver a tailored curriculum [focussing on literacy and numeracy].

 

  • To date, 8 students have accessed this provision.

 

% predicted to make expected progress by the end of Y7

% predicted to make better than expected progress by the end of Y7

English

80

40

Maths

80

40

 

40,000

To provide additional support for students who have English as an additional language through an EAL specialist teacher.

  • PP Students will receive intensive one-one and small group intervention to ensure that they make accelerated progress in English thus allowing them to access the wider curriculum.

12,500

To provide counselling services for those targeted students who are unable to operate effectively in the classroom setting for a wide variety of reasons.

 

In 2015/16, 15 of the 19 students who accessed counselling secured 94% or above attendance. This has significantly improved since starting the counselling. Only nine were above 94 % when starting the counselling. 12 disadvantaged students have completed their full sessions allocated except for one pupil who started but this was counselled outside of the Academy. The other six will finish their counselling.

Of the disadvantaged pupils counselled, 52% were below their progress targets however there has been a strong improvement in attendance and punctuality. This number has decreased from 73% below target as they have worked through their sessions.

For one young man there was still a significant number of negative behaviour points each month, he, as well as 11 other pupils have increased the number of positive points significantly since accessing counselling.

Also, Ormiston Outreach Support was used as an additional help to 7 of the key students who were being counselled weekly.

Currently this academic year 25 students who are disadvantaged are receiving counselling.

6,900

To address issues that arise at home [sometimes through ineffective  parenting] we have used our funding to employ an Outreach Worker to work directly with students and their families to address what are often complex barriers to attendance and learning

  • The Outreach Worker [OW] has worked with 24 families from September 2016 – date (March 2017)
  • She works with a case-load of 12 families at any one time.
  • The OW has also supported families and signposted those to relevant services where the parents have not known in which direction to turn for support.
  • The OW has helped support young people who go into care.
  • The OW has supported parents into further education or work.
  • The OW has completed two Ormiston Families, NVR Parental Presence groups with 90% of the parents completing the course. Parents commented that things are now calmer at home and they are able to deal with situations without shouting and getting into arguments. Parents have built stronger relationships with their children which in turn has improved family life.
  • The OW helps support parents who have children with SEN get support.
  • The OW aims to improve attendance, behaviour and progress of young people.

33,000

Deep Learning Day Trip Funding

 

  • There are Deep Learning Days programmed each term throughout the academic year.  Funding has been made available to widen the range of trips and activities, and access to them for PP students that will be possible and will support the Academy’s strategy to raise the aspirations.

2,000

After school support. Looked after children intervention

  • Targeted students are invited to attend focussed after-school sessions in subjects where they are below their target grade.
  • Targeted students also received additional support to finish or improve their coursework at weekends and during school holidays.
  • 10 Looked after children are receiving English/Maths or English Math intervention every evening 5-7pm 10 week programme

8,000

 

 

 

 

Contingency to fund support that is identified during the course of the year.

  • A wide range of interventions and activities will be organised during the course of the year to support the progress of targeted PP students.

25,000

Off site ‘turnaround’ provision

 

 

 

 

  • This provides tailored 1-1 support for PP students who find it difficult to function in a mainstream setting. Interventions and on-going support aims to help students to be successfully reintegrated into the classroom.
  • During the academic year 2015/16 fifteen students entitled to PP were referred to the turnaround service to improve the areas where they have difficulty in school.
  • Twelve of these had shown a reduction in the number of Negative Incident forms they received after returning.

27,000

Alternative Education

  • On site alternative education is being provided this year for a small number of students for whom a ‘mainstream’ curriculum has been unsuccessful.   The aim of this provision is to develop the students’ vocational skills and accelerate their English and maths skills which are typically behind expectations. The students are studying English and Maths functional skills as well as City and Guild construction and Motor Maintenance.
  • There are currently nine disadvantaged students in this provision. Three of these students are year 11  and they are on target to achieve level 3 English and maths and Construction qualifications
  • Two year eleven students that left the provision in the summer completed their Construction level two qualification as well as English entry level 3.  They have both secured placements at college and have settled in well.  These students would have been permanently excluded without this provision and likely to be NEET.

50,000

 

Total

433,840