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.

Principles:

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 funding for 2015-16 was £444,000

Pupil Premium Strategy

The funding for 2016-17 is £450,302

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.

Aims:

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

Provision 2016-17

Aspect

Focus of Work Expenditure for 16/17

Rationale

How This Will be Measured
Additional Sets in Core Subjects

To support learning in the classroom by ensuring that class sizes for 2016-17 are as small as possible, particularly in English, maths and science, by creating additional sets.  This has enhanced from 2015-16 to include both years at KS4.

 

This has also extended in 2016-17 to include small form group intervention in English and maths

£51 997

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.

£60 000

Use of graduate TAs to provide targeted support to students in subjects.

To improve 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.

 £8 000

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 2015-16 to include every day of each school holiday except Christmas and has expanded from core subjects to include options subjects.

Homework clubs after school.

£34 000

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.

£3 000

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.

£240 000

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.

 

Education Welfare

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.

£14 000

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.

£12 000

Intervention to take place from November 2016 and monitored rigorously through ATLs. Intervention to take place from November 2016 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.

£21 200

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.

£20 000

Agreed fee, maintained at 2015 rates. Core case load of hard to manage cases with external EWO -gap between PP and non PP, attendance to be in line with the schools and national targets.

 

The funding for 2015-16 was £444,000.

Outcomes of Student Progress 2015-16

In Year 11 the Pupil Premium cohort was 104 of 231 students.

  • 49% of PP students achieved English and maths GCSE against 85% non-PP
  • In English 65%of Pupil Premium students achieved A*-C against 77% non-Pupil Premium students
  • In maths 59 % of Pupil premium students achieved against 77% non-Pupil Premium students who achieved A*-C

Provision 2015 -2016:

The range of provision used to address the impact of poverty on achievement over the year includes:

  • Extra teachers in maths to create smaller groups in maths to give better teacher-student ratio
  • Additional teaching and learning opportunities provided through trained TAs or external agencies
  • 1:1 support
  • Acquiring effective materials aimed at raising standards, particularly in reading, mathematics and science
  • Financial support for individual students to take part in offsite enrichment activities, allowing them to benefit from experiences they may not normally have been able to afford and to participate alongside their peers
  • Saturday morning and holiday revision centres to help raise the achievement of groups vulnerable to low achievement, especially those in receipt of free schools meals
  • Year Care Team (Pastoral Leaders) to support individual children to improve well-being, self-image and self-esteem and ensure excellent partnership with school and home
  • Prioritised intervention with ATL calling home if intervention session not attended
  • Extra groups in English and maths to support students
  • Seating plans for each class identifying PP students
  • Numeracy Groups to secure foundation numeracy skills
  • PP exercise books being marked first
  • PP a focus in each Raising Standards meeting with CTLs
  • ATL tracking PP achievement and mentoring students underachieving
  • CPD for teachers to ensure better teaching for all students

In the school as whole, a focus for Pupil Premium students continues to develop ‘cultural capital’ as Pupil Premium students are less likely to experience any enrichment outside school.  Events and programmes include:

  • Performance of A Christmas Carol in school for whole year group
  • Performance of Macbeth in school for whole year group
  • Large cohort involved in Drumworks, a drumming group who have performed in local events
  • Boy Band for boys at risk of exclusion
  • Textiles visit to The Clothes Show
  • Opera visit –Tosca at the Royal Opera House
  • Participation in Jack Petchey Speak Out Challenge
  • Science summer school

Additional Educational Resources for Looked After Children – allocated

Strategy: For 2016-17 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 – allocated £22,946

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 £22,946 for the 2016-17 academic year.  This is being used to fund extra support sessions for students in addition to the taught curriculum.

Impact of 2015-16 Catch-Up Grant: The strategy of extra support sessions was used in 2015-16 and measured using the end of year examinations.

Proposed Impact of Catch-Up Grant for 2016-17: 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.

Impact of PPG Funding

Key Indicators

2016

CLA/FSM

Non-PP

5*-C inc EM

49%

85%

A*-C Maths

59%

77%

A*-C English

65%

77%

Progress 8

-0.34

A separate Year 7 data analysis is kept to track the progress of targeted catch up students in Year 7. This is the responsibility of one of the Assistant Principals who specifically monitors this group of students. The data progress of this group of students is tracked every six weeks.

Provision 2015-2016

Aspect

Focus of Work Evaluative commentary/impact

Rationale

Additional Sets in Core Subjects To support learning in the classroom by ensuring that class sizes for 2015-16 are as small as possible, particularly in English, maths and science, by creating additional sets.

High levels of achievement in core subjects both in terms of examination results and levels of progress.

% A*-C in both English and Maths 49% non PP  85% Non-PP

Support in core subjects to continue with re-timetabling during year.

Additional teachers to support core subjects.

Learning Support Assistants Increased in-class support from TAs and external agencies to further personalise and support learning of students. Sustained excellent outcomes for pupil premium students including those with additional educational needs. Use of graduate TAs to provide targeted support to students in subjects.
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
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.

Homework clubs after school.

100% of students eligible for the Pupil Premium Grant to attend classes.

Pupil Premium Grant will attend classes and are achieving highly in examinations. Eng / Maths 49% non PP  85% Non-PP

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. Pupil premium students will take part in a variety of enrichment trips in all year 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. Reduction of exclusion and raised attendance for FSM students. 6 Year Care Team employed across the school.
Education Welfare

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.

Attendance FSM well above national average, including PA

Attendance, gap closed even further

No gaps in punctuality

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.

Gap need to be closed in English Literature, maths and history. Intervention to take place from November 2016 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.

Well stocked LRC.

LRC readings age data shows high impact and book update in Literacy.

Use LRC to track reading ages and take appropriate intervention as necessary.

CATs tests to support.

External EWO support attendance Oversee and support management of attendance and welfare issues, focusing on robust action where needed. Core case load of hard to manage cases with external EWO  gap between PP and non PP Agreed fee, maintained at 2015 rates.
Accelerating progress moving children beyond age related expectations. Stage not Age curriculum. High levels of attainment. Moving towards Russell Group universities.
Pastoral Leaders (YCT) The Year Care Team support individual children to improve well-being, self-image and self-esteem during group work and ensure excellent partnerships with school and home.

High levels of punctuality and attendance.

High levels of communication with parents.

 

The Pupil Premium Strategy will be reviewed in August 2017.