Statutory statement of provision for students in receipt of Pupil Premium
What is the Pupil Premium?
Pupil Premium funding and accountability for schools (updated 8 September 2016) and Pupil Premium 2016-2017 Conditions of Grant (last updated 26 August 2016) states the following terms and conditions. The Pupil Premium Grant (PPG) is additional government funding for publicly funded schools in England for two policies:
- Raising the attainment of disadvantaged pupils of all abilities to reach their potential and close the gap between them and their peers.
- Supporting children and young people with parents in the regular armed forces.
Government funding rates for eligible pupils. The PPG per pupil for the financial year 2016-2017 is as follows:
Disadvantaged pupils
- £935: Pupils in years 7 to 11 recorded in the January 2016 school census as Ever 6 FSM (Each child registered as eligible for free school meals at any point in the last 6 years).
- £1900: Looked-after Children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority. This refers to Children who have been in local-authority care for 1 day or more. Funding for these pupils doesn’t go to their school; it goes to the virtual school head (VSH) in the local authority that looks after the child. VSHs are responsible for managing pupil premium funding for looked-after children.
- £1,900 for post-LAC children recorded in the January 2016 school census. These are children who have ceased to be looked after by local-authority care in England and Wales because of one of the following: adoption; a special guardianship order; a child arrangements order; a residence order.
Service children
- £300: The Service Pupil Premium (SPP) is for pupils recorded in the January 2016 school census as an Ever6 Service Child or in receipt of a child pension from the Ministry of Defence. The service premium is extra funding for schools to support children and young people with parents in the armed forces (including to assist the school to provide pastoral care). Pupils attract the premium if they meet the following criteria:
- one of their parents is serving in the regular armed forces
- they have been registered as a ‘service child’ in the school census at any point since 2011 one of their parents died while serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme (AFCS) or the War Pensions Scheme (WPS)
Terms on which PPG is allocated to schools - the grant may be spent in the following ways:
- for the purposes of the school i.e. for the educational benefit of pupils registered at that school
- for the benefit of pupils registered at other maintained schools or academies
- on community facilities e.g. services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated
- The grant does not have to be completely spent by schools in the financial year beginning 1 April 2016; some or all of it may be carried forward to future financial years.
Allocation and payment arrangements
-
In the 2016 to 2017 financial year, academies and free schools receive their pupil premium on the following dates: 6 July 2016; 5 October 2016; 5 January 2017; 5 April 2017
How can I contact St Ivo School about Pupil Premium?
If you believe that your child is eligible for additional support as they are entitled to free school meals, you or your partner work for the armed forces, or your child is or has been in social care, and you have not yet informed the school of your circumstances, please do not hesitate to contact:
- Pupil Premium administrator Tania Brading: tbrading@stivoschool.org or phone 01480 375400
- Deputy Head Dr Mike Craig (SLT responsibility for Pupil Premium): mcraig@stivoschool.org or 01480 375400
If you think you may qualify for pupil premium due to free school meal entitlement or you are an armed services family you can apply online at the web sites below:
- Free school meals: https://www.cambridgeshire.gov.uk/freeschoolmeals
- Students with a close family member in the armed forces: https://www.gov.uk/government/publications/the-service-pupil-premium
What must a school publish on its website about pupil premium?
The School Information (England) (Amendment) Regulations 2016 says that, as of 1 September 2016 schools must publish certain information online relating to the pupil premium grant. The Department for Education's (DfE's) Governance Handbook explains on page 107 that the current model funding agreement requires academies to publish the same information on their websites as maintained schools. In place of the current requirements regarding information about pupil premium expenditure, schools will be required to publish their “pupil premium strategy”. This should include:
SchooIs must publish, in relation to the previous academic year:
- Details of how the pupil premium allocation was spent
- Information on the impact of that expenditure on eligible and other pupils
In relation to the current academic year, schools must publish:
- The amount of the school’s pupil premium allocation
- A summary of the main barriers to educational achievement faced by eligible pupils at the school
- How the pupil premium allocation is to be spent to address those barriers and the reasons for that approach
- How the school is to measure the impact and effect of its expenditure of the pupil premium allocation
- The date of the school’s next review of its pupil premium strategy
The required information about St Ivo School is outlined below
Section A: The previous academic year (2015-2016)
SchooIs must publish, in relation to the previous academic year:
- Details of how the pupil premium allocation was spent
- Information on the impact of that expenditure on eligible and other pupils
1. Details of how St Ivo spent the Pupil Premium Funding allocation for last academic year 2015-2016
- Pupil Premium funding received by St Ivo for 2015-2016: £240,989
- The Pupil Premium has been used in a range of ways to offer targeted provision:
| 2015-2016: How Pupil Premium was spent | ||
| How PP funding was spent | Approximate Cost | Details and outcomes |
| Staffing: 7 Jump intervention | £49,571 | A ‘shelter group’ (similar to a Primary School experience) which received an intensive support programme in Year 7. It was for a targeted group of students identified during primary liaison work for Y6 into Y7 transition. Students received bespoke literacy and numeracy support, and pastoral care enabling them to ‘Jump’ into mainstream once achievement had been raised to expected levels during the latter part of Year 7 |
| Staffing: Literacy and Numeracy intervention | £27,521 | 1 to 1 and small group regular numeracy, reading & writing programmes. Students were identified through CAT scores or teacher referrals. |
| Staffing: Additional Y10/11 English teaching | £23,335 | Students were targeted to address issues with their technical accuracy, & strategies to develop their analysis, thereby improving achievement to meet or exceed Minimum Target Grades |
| Staffing: Additional Maths teaching | £48,033 | In class support and 1 to 1 specialist tuition ranged from 1 to 6 hours per student to raise achievement to meet or exceed Minimum Target Grades. |
| Staffing: The Bridge | £28,876 | A dedicated team of inclusion workers ensured inclusion, counselling, support, and alternative provision when needed by DP/PP, and raised their aspirations, confidence and self esteem. |
| Staffing: Pupil Premium coordinator, mentor, and administrator. | £36,282 | Operating the PP system to ensure 1to 1 tutor/DP interviews and consequent rapid bespoke support linked directly to needs and requests; 1 to 1 mentoring of Year 11 Pupil Premium students ensured a space to catch up in subjects and encouraged inclusion, engagement, and achievement. |
| Educational Visits subsidies | £10,751 | Ensured inclusion, self-esteem, social development, & learning outside the classroom. |
| Intervention and study materials | £10,981 | Provision of workshop speakers by ‘an external company ‘Elevate’ boosted motivation and aspiration; Intervention also removed learning barriers by providing revision resources and cooking ingredients. |
| Discounts & Transport | £5,976 | Funding of individual transport needs ensured students from outlying areas were able to attend and benefit from intervention support in English and Maths, and revision boosters, after the usual school day, thereby helping to raise achievement. |
| Total | School spending on Disadvantaged students / Pupil Premium slightly exceeded the Pupil Premium funding allocation for 2015-2016. | |
2. Information on how the Pupil Premium Funding made an impact on the attainment of eligible disadvantaged pupils and other pupils.
The overview of measures, outlined above, taken by St Ivo School suggests a relentless commitment to close the gap in achievement between disadvantaged pupils (DP) and non-disadvantaged students. The school regards it as a strategic priority to tackle the range of factors causing underachievement for DP. In addition, it will close the gap by bringing up the base rather than lowering our expectations of our most able students.
Headline data: actual 2016 (unvalidated)
- DP Progress8 of -0.5; Ave Attainment8 of 4.2.
- ‘Old money’ (5A*-C including English & Maths) achievement Ivo gap between DP and non-DP: 27.1% (a 2.9% improvement on 2015)
Note: in 2014 we measured data for the ‘Pupil Premium’ students and in 2015 the ‘Disadvantaged’ (pupil premium = disadvantaged + service children) following changes to national school data measures in 2014.
| Year | Category | Whole school | No | Yes | Gap | National |
| 2016 Disadvantaged | 5+A*-C incEM | 67.8% | 72.9% | 45.8% | 27.1% | Unknown |
| 2015 Disadvantaged | 5+A*-C incEM | 64.0% | 68.0% | 38.0% | 30.0% | 27% |
| 2014 Pupil Premium | 5+A*-C incEM | 62.2% | 65.4% | 50.8% | 14.6% | 19% |
| 2016 Disadvantaged | %A*-C Eng | 82.4% | 86.7% | 64.6% | 22.1% | Unknown |
| 2015 Disadvantaged | %A*-C Eng | 70.0% | 74.0% | 45.0% | 29.0% | 23% |
| 2014 Pupil Premium | %A*-C Eng | 75.0% | 79.7% | 58.5% | 21.2% | 21% |
| 2016 Disadvantaged | %A*-C Ma | 74.9% | 79.8% | 54.2% | 25.6% | Unknown |
| 2015 Disadvantaged | %A*-C Ma | 77.0% | 80.0% | 62.0% | 18.0% | 25% |
| 2014 Pupil Premium | %A*-C Ma | 72.0% | 75.3% | 60.0% | 15.3% | 21% |
| 2016 Disadvantaged | Exp progress Eng | 82.9% | 86.0% | 70.2% | 15.8% | Unknown |
| 2015 Disadvantaged | Exp progress Eng | 69.0% | 72.0% | 51.0% | 21.0% | 23% |
| 2016 Disadvantaged | Exp progress Ma | 72.3% | 76.0% | 56.5% | 19.5% | Unknown |
| 2015 Disadvantaged | Exp progress Ma | 74.0% | 78.0% | 53.0% | 25.0% | 19% |
St Ivo: The achievement gap over past years (from RaiseOnline data first entry), and predictions:
The table below shows the gap between disadvantaged students and non-disadvantaged students in a number of key areas over the last four years, and the prediction for the current Year 11 cohort.
| 2012 CLA/FSM |
2013 CLA/FSM |
2014 DP |
2015 DP |
2016 DP |
|
| Expected progress in English | 20 | 8 | 23 | 21 | 16 |
| Expected progress in Maths | 34 | 14 | 13 | 25* | 20 |
| Capped 8 Points Score | 40.4 | 53.1 | 59.1 | 59.3 | 65 |
| English Average Points Score | 6.4 | 6.7 | 4.7 | 5.9 | N/A P8 |
| Maths Average Points Score | 9.1 | 8.5 | 3.9 | 6.1 | N/A P8 |
| %A*-C in Maths and English | 31 | 23 | 13 | 30** | 26 |
| %5+A*-CEM | 30 | 22 | 17 | 30 | 29 |
| %5+A*-GEM | 5 | 9 | 10 | 5 | 11 |
| Value added for Disadvantaged | - | - | 943.0 | 965.4 | 956 |
*This is significantly positive against national.
**In 2015 ALL students made big improvements which had the effect of increasing the gap even though DP students improved as well.
St Ivo School: DP ‘gap’ analysis (English and Maths) for the current year groups Sept 2015-July 2016
(IPP scheme for KS3 based on a consistent 9-1 scale)
| English | Maths | Based on: | |
| Year 7 | 6.2% | 7.8% | Grade 1.5+ |
| Year 8 | 7.7% | 10.6% | Grade 2.5+ |
| Year 9 | 18.9% | 13.9% | Grade 3.5+ |
| Year 10 | 16.7% | 8.5% | Grade 4+ |
| Year 11 | 4.6% | 8.1% | Grade 4+ |
| (Year 11) | 20.6% | 17.3% | Grade 5+ |
Note: the new GCSE (9-1) Grade 4 is equivalent to an old GCSE low/middle grade C
Retention of DP/PP from Year 11 into St Ivo Sixth Form
| School Year | DP/PP Retention % | Non DP/PP Retention % |
| Y11 cohort 2015-2016, moving into St Ivo Sixth Form September 2016 | 29 PP out of 52 = 56% 24 DP out of 47 = 51% |
57% |
Section B: The current academic year (2016-2017)
In relation to the current academic year, schools must publish:
- The amount of the school’s pupil premium allocation
- A summary of the main barriers to educational achievement faced by eligible pupils at the school
- How the pupil premium allocation is to be spent to address those barriers and the reasons for that approach
- How the school is to measure the impact and effect of its expenditure of the pupil premium allocation
- The date of the school’s next review of its pupil premium strategy
1. Pupil Premium allocation received by St Ivo for 2016-2017
2016-2017: For the academic year St Ivo received £222,530
2. A summary of the main barriers to educational achievement faced by eligible pupils at the school
Pastoral and academic information, mentor sessions, plus the interviews of every Pupil Premium student in the school (1 to 1 form tutor/Pupil Premium student interviews using standardised question sheets) have revealed the following main barriers to educational achievement:
- Academic: literacy and numeracy weaknesses inhibit progress and ability to access the curriculum. In addition, limited study skills can act as a barrier. The ability range requires appropriate ‘challenge for all’.
- Resources: Having only some, little or none of essential key equipment and resources.
- Transport: Restricted transport reduces the ability to access after-school extra lessons, catch up and revision sessions.
- Pastoral: personal and family issues, inclusion, aspiration, motivation, confidence and self-esteem.
3. How the pupil premium allocation is to be spent to address those barriers and the reasons for that approach
St Ivo intends to spend the Pupil Premium allocation in key areas to address the barriers:
- Academic support e.g. funding the delivery of academic intervention in English and Mathematics (using the employment of school staff, and the use of external intervention companies); providing intervention in literacy and numeracy in Year7 and Year 8, including an intensive support programme in Year 7 (‘7 Jump’); funding revision support; providing resources and equipment for PP learning and exams.
- Raising inclusion, aspirations, motivation and self esteem e.g. funding a PP mentoring programme; inclusion workers at The Bridge inclusion unit; subsidising the cost of Educational Visits; uniform support; programmes to improve behaviour, including the use of Youth Workers; funding individual PP transport needs; motivational workshops (Elevate); bespoke PP skills sessions with external businesses and training organisations; music tutoring.
What are the reasons for this approach to those barriers for Pupil Premium students?
- We should see improvements over time in literacy and numeracy skills, thereby equipping Pupil Premium students with a strong foundation to access the curriculum and achieve success.
- Raising achievement (attainment and progress) in the crucial subjects of English and Maths;
- Removing obstacles to achievement by ensuring access to equipment and resources.
- A culture amongst Pupil Premium students of inclusion, engagement, aspiration and ambition in our comprehensive, non-selective state school.
What evidence will there be that these areas will help to close the gap in achievement?
- Evidence of successful past intervention actions
- Collaboration with partner schools on Pupil Premium systems.
- Evidence of spending intentions is outlined in a financial summary document by the Finance Director, updated during the academic year at monitoring checkpoints.
- Continual monitoring and evaluation processes for Key Stage 3, 4 and 5 (school data analysis systems, and the PP school tracker), will track pupil attainment against identified cohorts and helps us judge the effectiveness of implemented interventions.
4. How the school is to measure the impact and effect of its expenditure of the pupil premium allocation
The impact and effect of school pupil premium spending will be measured in the following key ways (although a full outline of the strategy with measures is listed further below):
- ‘DP gap’ figure for all Departments: On subject results summary pages using MTG against actual result.
- School data on ‘Closing the Gap’: After exam results and tracking points; Presented by SLT to Governors.
- Use of tests to identify PP/DP needs: Cognitive Abilities Tests (CATS), and Pupil Attitude to Self and School (PASS).
- Analysis of exam results data for the impact of actions on ‘Closing the Gap’ (see above)
- Monitoring the DP/PP school tracker: lists all DP/PPs (Y7-Y11; Y12/13 ex-DP/PPs); type; individual actions, reasoning, costs, impact.
- Financial checkpoints
5. The next review date, and overall school pupil premium strategy
The date of the school’s next review of its pupil premium strategy is the week after June half term 2017. However, interim reviews and financial checkpoints occur, including the week after October half term, February half term and June half term.
The current planned overall school pupil premium strategy is as outlined below
The Pupil Premium is not distributed to each family but pooled as a resource to support school services. However, we plan that Pupil Premium students will benefit from a combination of approaches:
- Ensuring individual Pupil Premium needs are known through school data and support systems, individual Pupil Premium mentoring, and 1 to 1 Pupil Premium interviews with form tutors using standardised question sheets submitted to the PP administrator and Deputy Head. As a result, bespoke actions are put in place for their individual achievement needs.
- Benefiting from student support services across the school which itself has an integral awareness of Pupil Premium needs. Examples involving both strategies include:
Leadership and management of DP/PP (Disadvantaged Pupils/Pupil Premium)
- High profile DP/PP coordinator (Deputy Head), and designated DP/PP mentor and administrator; DP/PP school tracker: lists all DP/PPs (Y7-Y11; Y12/13 ex-DP/PPs); type; individual actions, reasoning, costs, impact.
- Ofsted and HMI report comments on DP/PP: Implement actions to ensure improvements.
Teaching and learning (T&L)
- Teaching staff Appraisal system: Linked to DP/PP students; Evidence submitted at checkpoints.
- Intervention to raise achievement: numeracy; literacy; Period 6 (Maths, English, Science); 7 Jump.
- Underachievement updates for staff: updated by Y11 Head of Year according to those most at risk of underachieving.
- Compulsory seating plans marked with DP/PP: encourage teachers to closely monitor, support & challenge.
- T&L ‘5 Strand’ Strategy: designed to raise achievement of all students, including DP/PPs.
- MAF (Marking, Assessment, Feedback) checkpoints (3): involve compulsory random sampling of DP/PP books.
- Lesson observations: closely note the use of Challenge for All / Differentiation for DP/PP progress.
- DP/PP student voice: group interview is a standard part of Department Reviews.
- Inclusive approach on Educational Visits: Using PP funding to aid learning and gain social inclusion.
- Internal departmental strategies (exemplar lists of DP/PP actions and impact shared by HoDs).
- Ensure access to equipment and resources: Remove obstacles to achievement e.g. calculators, memory sticks
- Revision books and resources: Provided to encourage achievement through peer and independent learning.
- Exam technique and motivation: e.g. Elevate workshops with tutor follow-up sessions
- Online resources: Packages purchased by the school to facilitate individualised independent learning.
Data systems and Outcomes for pupils
- ‘DP gap’ figure for all Departments: On subject results summary pages using MTG against actual result.
- School data on ‘Closing the Gap’: After exam results and tracking points; Presented by SLT to Governors.
- Use of tests to identify PP/DP needs: Cognitive Abilities Tests (CATS), and Pupil Attitude to Self and School (PASS).
- Analysis of exam results data for the impact of actions on ‘Closing the Gap’ (see above)
Personal development, behaviour and welfare
- Attendance: DP/PP weekly focus by Assistant Heads of Year (AHoY) accountable to SLT; Punctuality ‘Late Gate’ note DP/PP and investigated by Heads of Year (HoYs).
- DP/PP Behaviour: Reflection Room referrals analysed by SLT.
- Bespoke mentoring and support to modify behaviour: DP/PP mentor; The Bridge (counselling/AP); SEN Dept.
- Form tutors: 1 to 1 interviews of all DP/PPs on standard forms to identify needed actions, and check if met.
- Responding to DP/PP ‘student voice’ e.g. Elevate revision workshop; exam stress and anxiety assembly.
- Music tuition funding: To encourage ‘whole child’ enrichment opportunities
- Parental engagement using Information evenings; IvoView; liaison with ethnic/multicultural parents and communities; translators; coffee mornings; study workshops.
The important role of support staff
- Administrator/mentor of DP/PP: Fills the school DP/PP tracker, & mentors DP/PP to raise achievement.
- Attendance Officer: Routinely & vigilantly contacts DP/PP parent/carers to challenge absence & lateness.
- Canteen: Routinely provide Free School Meals, enabling energy for inside and outside classroom achievement.
- Cover Supervisors: Expect DP/PP labelled seating plans & quality cover work to enable checks on DP/PP lesson progress.
- Exam officer: Provides spare exam equipment for DP/PP to remove barriers to achievement in exams.
- Finance team: Vitally identify spending on individual DP/PPs, allowing collation in a school tracker; annual statement of DP/PP spending e.g. staff, literacy and numeracy intervention, educational visits, counselling, mentoring, study materials, transport.
- Reception: Collate ‘Late Gate’ punctuality checks, including identification of DP/PP and so alerting pastoral teams.
- Reflection Room: Notes DP/PP students, & applies corrective actions, to alter attitudes to learning.
- SEN & The Bridge: Ensure inclusion, counselling, support, alternative provision when needed by DP/PP.
- Site Team: Organise event facilities & flexibly lock up to allow for booster sessions, including DP/PP targeting.
- TAs: Liaise with teachers to see labelled seating plans, aiding targeted DP/PP support in lessons when possible
- ‘Trips’ office: Processes requests to enable DP/PP access to trips, boosting motivation & learning.