Pupil Premium
Pupil premium 2021-2025
What is pupil premium?
Pupil premium is a type of funding additional to the main school funding. It is received from the government each academic year and is allocated to pupils under a few different criteria. These criteria are;
Those families who have been eligible for free school meals (FSM) at any point in the last six years. This is sometimes known as ‘the ever six.’
Pupils are eligible for Pupil Premium Plus if they have left the Local Authority care because of one of these reasons:
- adoption
- a special guardianship order
- a child arrangements order
- a residence order
If a pupil has left Local Authority Care and is eligible for free school meals, they just receive the Pupil Premium Plus money (Not Pupil Premium and Pupil Premium Plus).
Those pupils who have been in local-authority care for 1 day or more are also eligible for Pupil Premium Plus.
The Service Premium gives schools extra funding to support children and young people with parents in the armed forces. Pupils attract the premium if they meet the following criteria:
- one of their parents is serving in the regular armed forces
- one of their parents served in the regular armed forces in the last 3 years
- one of their parents died whilst serving in the armed forces and the pupil is in receipt of a pension under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)
Schools are free to spend this money as they see fit. They are, however, accountable for how they have used the funding to support pupils eligible for the pupil premium funding.
Key barriers for Pupil Premium Pupils at Bowland
Barriers to future attainment of the pupil premium pupils, in-school barriers:
| A | Literacy and Numeracy
Limited literacy skills of a number of disadvantaged pupils stops them from accessing good grades in assessments throughout their school life. |
| B | Numeracy
Limited numeracy skills of a number of disadvantaged pupils stops them from accessing good grades in assessments throughout their school life. |
| c | Lack of opportunities
Some pupils do not have the breadth of educational/cultural experiences to enhance their learning and develop their social skills. They quite often have a narrower experience of life in and out of school. |
| D | Low/lack of aspirations and confidence
A small number of KS4 pupils in particular have either low aspirations or no clear idea of what they want to do when they leave school in Year 11. They also have difficulty selecting their curriculum and options choices in Years 8 & 9. There is a greater percentage of social, emotional and behaviour issues for these disadvantaged pupils, including confidence and self-esteem issues. |
Barriers to future attainment of the pupil premium pupils, external barriers:
| E | Attendance
Attendance levels for pupil premium pupils are often lower than their pupil premium peers. This reduces their school hours and causes them to fall behind. |
| F | Lack of parental support/positive role models
A small number of our pupils have difficult home circumstances. A direct result of this can be lack of engagement with school by parents/carers. The impact on pupils can often be poor attendance, disorganisation, unwillingness to complete homework and a lack of effort in school |
Desired Outcomes
Desired outcomes and how they will be measured:
| Desired outcomes and how they will be measured | Success criteria | |
| A | High levels of progress in literacy for all pupils eligible for PP | Years 7-9 all groups:
All pupils eligible for PP make at least expected progress ay achieving their progress targets in English. This will mainly be evidence through English written assessments as well as progress tracked through other systems such as accelerated reader star tests, IDL programme and Lexia. Years 10 and 11: All pupils eligible for PP make at least expected progress towards their GCSE target. Ay KS4 this will be evidenced through assessments in English written assessments in Language and Literature and the final GCSE examinations. |
| B | High levels of numeracy for all pupils eligible for PP | Years 7-9 all groups:
All pupils eligible for PP make at least expected progress by achieving their targets in maths and achieving well in the assessment questions in Science and Geography that require numeracy skills. This will be evidenced by internal assessment results and online units in Hegarty maths. Years 10 and 11: All pupils eligible for PP make at least expected progress in maths towards their GCSE target. This will be evidenced through mathematics written and on line assessment units in Hegarty Maths, as well as the final GCSE examinations. |
| c | Increase in the number of PP pupils achieving rewards in school and engaging with extra-curricular activities | Target for the majority of pupils to reach at the least the bronze award of the pupil passport by the end of the year. Increase in the % of PP pupils attending extra-curricular activities and visits. Participation to be logged on CPOMS to track more effectively and through the finance team. |
| D | All KS4 pupils have identified clear post-16 progression routes and targeted support when making curriculum and option choices. | In years 8 & 9 PP pupils are clear about the subjects they want to study for GCSE and these are in line with the attainment profiles. In years 10 and 11 PP pupils have identified their progression route and are aware of what GCSE grades they need to achieve. All Year 11 pupils are able to progress to their chosen next stage as a result of achieving their grades. |
| E | Increased attendance rates for pupils eligible for PP | Reduce the number of persistent absentees (PA) among pupils eligible for PP. Overall attendance to be in line with ‘other’ pupils. |
| E | Increased engagement with parents, and support systems in school, leading to pupils having increased tracker scores in the key areas of effort, homework and behaviour | Increase in attendance of PP parents attending parents and information evenings. Homework club to be well attended by key PP pupils. Good attendance by parents at key meetings throughout the year eg SEN reviews, attendance meetings, mentor meetings, behaviour meetings |
Our aim this academic year is to undertake a tiered approach to PP expenditure, this is using the guidance and research evidence from EEF and NFER. We feel this will allow us to have a more targeted approach and to ensure that we are focusing clearly on the key areas for improvement for each PP pupil at Bowland.
| Planned expenditure | |||||
| Academic year | 2021-2022 | ||||
| 1) Quality teaching for all
NFER research into the most effective ways to support disadvantaged pupils’ achievement emphasises the importance of high quality teaching for all. Schools emphasises ‘quality teaching first’ and provides consistently high standards by setting expectations, monitoring performance and sharing best practice. John Dunford’s research on using the pupil premium effectively emphasises the importance of focusing relentlessly on the quality of teaching and learning. His research demonstrates that highly effective teaching disproportionately benefits disadvantaged pupils. We endorse the view outlined in the 2013 Ofsted report on how schools are spending funding successfully that it is more important to ensure ‘that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate teaching that is less than good.’ |
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| Desired outcome | Chosen action/support | What is the evidence and rationale for this choice | How will we ensure it is well implemented? | Staff lead | Review dates |
| Improved attainment/progress across the curriculum for PP pupils, narrowing the gap with other pupils
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Focus on CPD training and the development of feedback, mastery learning and metacognition
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EEF evidence on the high levels of impact these 3 areas of learning and teaching can have on progress rates for pupils. To develop a consistent approach across the school and invest in good quality CPD for staff.
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INSET delivered by experienced staff based on research.
Research focus for each member of staff monitored regularly throughout the year. Routine monitoring of impact through: a) SLT weekly drop ins b) Subject reviews c) CTL monitoring records d) Work scrutiny e) Assessment results and data tracking f) Open door policy and sharing practice g) Pupil voice |
SLT
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Termly reviews
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| Improved literacy skills: Key focus areas on reading and vocabulary across the school. Strategies to include: Vocabulary trees, pre-teaching vocabulary, discussing the meaning of key words, grouping words, comparing words, finding precise definitions.
Continue to invest in the use of accelerated reader, Lexia and IDL. |
A series of INSET sessions for all staff on to explicitly teach vocabulary and the creation of a whole school vocabulary tree
Re-designed reading policy with a greater emphasis for reading in all year groups, use of form time and group reading.
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Alex Quigley’s work ‘Closing the vocabulary gap’ explains how alongside Socio-economic factors, vocabulary is one of the significant factors proved relevant to children achieving a standard/strong pass in Maths and English. The % of words known in a text to ensure comprehension is 95%. Children with reading difficulties who were exposed to explicit vocabulary teaching benefitted 3 times as much as those who were not.
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INSET delivered by specialist staff
SLT drop ins Monitoring by reading and pastoral co-ordinators CTL’s quality assurance systems
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SLT
CTL’s
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Termly reviews
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| Improved numeracy results: Years 7-11 | Analysis of results on GCSE papers linked to numerical content – mainly Science and Geography
Further CPD provided to subject staff in the above to ensure consistency |
All teachers are teachers of numeracy
Competency in numeracy is required to access the wider curriculum |
Delivered by specialist staff
SLT drop-ins Routine monitoring of books to ensure consistency in approach
Tracking data |
SLT
CTLs |
Termly reviews |
| 2) Targeted academic support
Most of the strategies listed have been used very successfully at Bowland in our day-to-day practice for a number of years. All have had a demonstrable impact on the majority our disadvantaged pupils. Most are based on two of the most effective ways of supporting disadvantaged pupils’ achievement according to NFER research. These are: · Meeting individual learning needs – ‘schools provide individual support for specific learning needs and group support for pupils with similar needs.’ · Deploying staff effectively by using best teachers to work with pupils who need most support and training assistants to support pupils’ learning – using our best teachers to work with pupils who need the most support and training teaching assistants to support pupils’ learning. The process for identifying pupils for additional intervention is data driven and responsive to on-going evidence through robust assessment systems. |
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| Desired outcome | Chosen action/support | What is the evidence and rationale for this choice | How will we ensure it is well implemented? | Staff lead | Review dates |
| Improved literacy results for pupils in Years 7-9. | Lexia programme
Form reading programme Accelerated reader A fifth set in English for Years 8 and 9 |
EEF research shows 1:1 and small group tuition has a very positive impact on progress made by pupils. This is the same with supporting reading comprehension and phonics work.
Extended the school day also has a positive impact on progress and learning. These programmes have also been in place for a number of years at Bowland and have shown positive impact on disadvantage pupils |
Regular monitoring to take place of Lexia results and star tests results to monitor impact.
Assessment and tracking results to be monitored. SLT and CTL drop ins Review of mock and assessment results to identify areas for targeted support Pupil voice |
SLT
Eng CTL
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Termly |
| Improved literacy results for pupils in Years 10 and 11 | Additional English lessons within the curriculum for pupils in set 5
Small group withdrawal delivered by specialist teachers Extending the school day for more able PP pupils to push towards grades 7+ |
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| Improved numeracy results | Hegarty maths to be used by all year groups to provide individual and targeted support. HELP sessions to support PP pupils with difficult areas of numeracy.
Extra Maths lessons in the curriculum for pupils with weaker numeracy skills Small group withdrawal delivered by subject specialist teachers/teaching assistant Specialist Maths teaching assistant After school sessions for targeted pupils at both the high and low end of numeracy |
EEF research shows 1:1 tuition and small group tuition has a positive impact on pupils learning and progress. The same is true of extending the school day and with-in class attainment groups that using a Maths TA can support. Another successful strategy is the use of digital technology to support learning and homework which Hegarty supports | Monitoring of the use of Hegarty and access to Hegarty HELP
Review of numeracy data Quality of teaching in additional sessions monitored through SLT and CTL drop ins, work scrutiny, assessment data and pupil voice.
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SLT
Maths CTL |
Half termly basis/ termly basis |
| Desired outcome | Chosen action/support | What is the evidence and rationale for this choice | How will we ensure it is well implemented? | Staff lead | Review dates |
| 3) Wider strategies | |||||
| Improved attendance rates | A wider range of intervention to support both the pupil and parent/carer. These could include but are not limited to:
· One to one support from the PTL · Behaviour interventions · Parental coaching · Support from external agencies · Mentoring · Specific careers guidance
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EEF research states that the interventions show a good impact including parental engagement which is consistently associated with pupils’ success in school. | Monitoring of pp attendance data on a weekly basis.
Intervention implemented at an early stage by PTL.
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HK | Weekly |
| Raised aspirations and greater understanding of option choices that are well informed and realistic, leading to further education and employment | Careers advice and guidance – support sessions regularly provided, including 1:1 interviews and involvement in work experience, mock interviews, BRAG and Futures night
SLT mentoring for PP pupils during the options process Inclusion/Alternative provision Enterprise activities |
There is little evidence from EEF of the impact of these strategies but Ofsted in 2013 reported on the effective use of PP funding to endorse strong careers, advice and guidance
The Gatsby Foundation’s report: ‘Good career guidance’ (2014) states that ‘good careers guidance is important for social mobility’ and provides extensive evidence that young people from disadvantaged backgrounds are most likely to benefit from enterprise-related activities that raise their aspirations, especially those from families where there are low aspirations and a lack of positive role models. |
Careers advice and guidance are carefully mapped and recorded for disadvantaged pupils
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AY & EBM | Half termly with CEIAG co-ordinator
Termly report to SLT |
| Raised levels of parental support, increased quality of homework and exposure to more positive role models | Monitoring of attendance at parent’s evenings and other information evenings
Attempts made to arrange alternative visits with absent parents Use of information giving APPs to keep pupils as informed as possible eg Show my homework and Insight Creation of a homework club at lunchtime to engage and support PP pupils who struggle to complete work at home |
EEF – Moderate impact but parental involvement is consistently associated with pupils’ success at school. Where parent involvement is limited support in school is essential to ensure some PP pupils make expected progress. | Events will be calendared and advertised in a variety of formats.
Events at parents’ evenings and other events tracked and regularly reviewed. Data used to inform use of additional interventions.
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HK and pastoral leaders | Termly
Attendance at parents and other evenings Parental questionnaires and surveys to ascertain suitability and quality of provision |
| Increased participation in enrichment activities and wider cultural opportunities | Increase of opportunities for participation in school/curriculum related visits and trips for PP pupils
Provide financial assistance to individual pupils where there is considerable hardship within the family to improve rates of participation Track and measure participation rates over time of disadvantaged pupils in educational visits and extra-curricular activities, reporting termly to SLT Encourage greater participation of disadvantaged pupils in educational visits through the use of agreed school protocols regarding visits eg · Advertising visits long in advance wherever possible, allowing parents to spread the cost and pay in instalments via Scopay.
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The authors of the Effective Pre-school, Primary and Secondary Education (3-16) project report (2014) commissioned by the DfE concluded that ‘the current capacity of pupils’ families to support academic enrichment activities had significant effects on total GCSE scores and on social-behavioural outcomes.
Enrichment activities such as reading or being taken on educational visits outside the school predicted better mental well-being and ‘improvements’ from KS3 to KS4 for self-regulation and prosocial behaviour, reductions in hyperactivity, and higher academic achievement and progress.
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Monitor termly participation of PP pupils and target those currently with the lowest rates to ensure fairness and parity of opportunity.
Recording of pupils participating on trips on the Evolve system Proforma for tracking PP involvement in activities across the school |
HD, AY & HK | Termly analysis using records and tracking systems
Monitor and track progress of PP pupils on pupil passport |
