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 Loxford School:
- We ensure that teaching and learning opportunities meet the needs of all of the pupils.
- We ensure that 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 2015/16 was £882K.
Pupil Premium Strategy
At Loxford 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, Loxford 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 Loxford 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 – allocated £9600
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 Loxford School.
Year 7 Catch Up Grant – allocated £20K
The government provides £500 per pupil for any Year 7 student who has not achieved at least a Level 4 in English and maths. This is then used by to provide additional support help students catch up and achieve accelerated progress in Year 7. For 2015-16 Loxford School will received £20K. This has been used to fund extra support sessions for students in addition to the taught curriculum.
Impact of 2014-15 Catch-Up Grant: The strategy of extra support sessions was used in 2014-15 and measured using end of year examinations.
Proposed Impact of Catch-Up Grant for 2015-16: 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
|5*-C inc EM||53.60%||70.76%|
|Expected progress English||87.62%||75.38%|
|Exceeded expected progress English||65.97%||63.58%|
|Expected progress Maths||41.23%||75.89%|
|Exceeding expected progress Maths||36.08%||47.17%|
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.
Focus of Work
Adjusted expenditure for 16/17
|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.
5+ A*- C (incl. Eng / Maths) 54% non PP 71% Non-PP
Support in core subjects to continue with re-timetabling during year.
Additional teachers to support core subjects.
|Learning Support Assistants (particularly in Primary)||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.||
|Reduction to two days a week but service for PP will remain the same.|
|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.
Literacy and numeracy themed enrichment summer holiday programme targeted at Pupil Premium students and those identified below level 4 on entry
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 before and 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.
5+ A*- C (incl. Eng / Maths) 54% non PP 71% Non-PP High VA for PP across all subjects.
|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.||
|8 Year Care Team employed across the school.|
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||
For KS3 agreed as part of PEP package, specifically tailored to meet needs of PP students at KS4, for example, weekly 1-1 Mathematics, Science and/or English.
Mathematics mentoring by paid 6th Formers.
Funding an intensive programme for all teaching of English with small interventions.
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 also need to be closed in English, geography, history, graphics, PE and resistant materials.||
|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.
Reading Clubs for Primary students.
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 -30% gap between PP and non PP||
|Agreed fee, maintained at 2015rates.|
|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.
|Additional Staffing for subject areas and primary intervention.||
Intervention groups in primary.
Additional classes in SEND Maths and English.