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. It is for schools to decide how the Pupil Premium, allocated to schools per FSM student, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
At The Warren School
- Teaching and learning opportunities meet the needs of all of the pupils.
- Appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
The amount of Pupil Premium allocated during the Academic Year 2017/18 was £378,675
Pupil Premium Strategy
The amount of Pupil Premium allocated during the Academic Year 2018/19 is £377,740.
At The Warren School we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them.
We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.
Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.
The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.
It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.
It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels
Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.
As an inclusive school, The Warren School strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.
At The Warren School we will:
- Make decisions about the spending of Pupil Premium funding based on educational research
- Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
- Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
- Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
- Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Barriers to learning:
- Low aspiration within the local area
- Employment market suppressed within local context
- Children from low economic backgrounds
- Low self-esteem and self-confidence
- Single parent families
- Social mobility
Additional Educational Resources for Looked After Children – £9500 allocated
Strategy: For 2018-19 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual. Examples can be used from all of the above strategies.
Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at The Warren School.
Year 7 Catch Up Grant £22,478
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve the expected standard in reading or maths at the end of key stage 2 (KS2). This is then used to provide additional support to help students catch up and make accelerated progress in Year 7. The Warren School will receive £22,478 for the 2017-18 academic year. This is being used to fund extra support sessions for students in addition to the taught curriculum.
Impact of 2017-18 Catch-Up Grant: The strategy of extra support sessions was used in 2017-18 and measured using the end of year examinations.
Proposed Impact of Catch-Up Grant for 2018-19: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in Maths.
Effect of PPG Funding
|5 9 – 4 Including English & Maths at Grade 4||Non-Pupil Premium 64%
Pupil Premium 55%
|English Language 9-4||Non-Pupil Premium 61%
Pupil Premium 59%
|English Literature 9-4||Non-Pupil Premium 72%
Pupil Premium 71%
|Best English at Grade 4||Non-Pupil Premium 74%
Pupil Premium 73%
|Best English at Grade 5||Non-Pupil Premium 56%
Pupil Premium 51%
|9 – 4 Maths||Non-Pupil Premium 71%
Pupil Premium 59%
Provision for PPG fund spending – 2017-2018
|Focus of Work||Expenditure for 2017/18||Rationale||
What was the impact?
|Additional Sets in Core Subjects||
To support learning in the classroom by ensuring that class sizes for 2017-18 are as small as possible, particularly in English, maths and science, by creating additional sets.
This has also extended in 2017-18 to include small form group intervention in English and maths
Support in core subjects to continue with re-timetabling during year.
Additional teachers to support core subjects.
Progress in English, Maths and Science indicate that students are adding value from their starting point by at least 85%.
The vast majority of students making at least 2 steps of progress by at least 85%.
EAL classes formed with support for children from abroad.
|Learning Support Assistants||Increased in-class support from TAs and external agencies to further personalise and support learning of students.||
|Use of graduate TAs to provide targeted support to students in subjects.||confidence and self-esteem which will enhance their social skills allowing them to be fully integrated into the school community, especially in Year 7.|
|Careers Information, Advice and Guidance||Early and additional guidance will be offered to students eligible for the Pupil Premium Grant in Years 8 to 11 to ensure that they can be supported to pursue aspirational futures.||
|Students on aspirational pathways to avoid NEET status on leaving||
Number of students completing their subjects and number of NEETS are at least at 100%.
Careers CIEG with students having access.
Student numbers at college.
|Holiday Study Programmes & Intervention Programmes||
A comprehensive programme of study support and revision classes will be offered in every school holiday except the Christmas break, to groups of students vulnerable to low achievement, especially those in receipt of FSM.
Personalised programmes of support, planned in advance and costed into the curriculum model have been offered to all Year 11 students eligible for the Pupil Premium Grant to enable them to attain the best possible examination results.
This has enhanced from 2016-17 to include every day of each school holiday except Christmas and has expanded from core subjects to include all options subjects.
Homework clubs after school.
|Central co-ordination including timetable for PP students and rewards linked to attendance.||Central co-ordination including timetable for PP students and rewards linked to attendance.|
|Curricular enrichment||Trips to be subsidised for students for all students eligible for the Pupil Premium Grant and specific opportunities to broaden the horizons of those students to be offered. This allows students to benefit from an experience that they may not normally have been able to afford.||
|As per last year. The Academy offers a wide range of trips and will enable PP students to attend curriculum linked trips.||As per last year. The Academy offers a wide range of trips and will enable PP students to attend curriculum linked trips.|
|Mentoring Costs/Behaviour Intervention. Year Care Team Staff.||Behavioural intervention and tracking of targeted students who are PP who need close behaviour support and positive engagement strategies. Commonly targeted at all Year Groups.||
|6 Year Care Team employed across the school.||
Behavioural incidents dealt with quickly.
Decrease in behavioural incidents and external exclusions from vulnerable groups by 20%
PSP shows vast majority of children succeeding – 100%
Reduction of exclusion and raised attendance for FSM students.
High levels of punctuality and attendance.
Attendance and welfare of PP students, monitored on a daily and weekly basis. Organises interventions and attends all PEP meetings.
Breakfast club for all students.
After School Clubs.
|This strategy is effective at early intervention which is key with attendance.||This strategy is effective at early intervention which is key with attendance.|
|1:1 Tuition/small group tuition||
Providing small group work with an experienced teacher focussing on overcoming the gaps in learning.
1-2-1 and small group speech and language sessions for communication.
Literacy withdrawal groups to improve and secure English foundation.
Numeracy groups to secure foundation numeracy skills.
|Intervention to take place from November 2016 and monitored rigorously through ATLs.||Intervention to take place from November 2017 and monitored rigorously through ATLs.|
|Reading programme and costs||
Reading books and materials for KS3.
Creating smaller teaching groups for reading recovery.
Funding an intensive programme for the teaching of phonics with small intervention groups. Alpha to Omega.
Accelerated Reader for all students in KS3 to promote literacy
Lexia – reading recovery to improve reading and comprehension age.
Use LRC to track reading ages and take appropriate intervention as necessary.
CATs tests to support.
Library usage indicates high usage numbers.
Reading assessments will indicate that students have made significant progress in reading ages which will enable students to access the curriculum and make good progress. So that the majority of students are at age related reading age.
Expected progress in English GCSEs.
|External EWO support attendance||Oversee and support management of attendance and welfare issues, focusing on robust action where needed.||
|Agreed fee, maintained at 2016 rates.||Core case load of hard to manage cases with external EWO -gap between PP and non PP, attendance is in line with the school’s and national targets.|