The Pupil Premium

PUPIL PREMIUM SPENDING

The Pupil Premium (PP) is additional funding allocated to schools on top of the main funding that they receive.  This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families.  The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.

Since September 2014, the Pupil Premium is worth £935 and goes to students who at any point in the past six years have been in receipt of Free School Meals (FSM); £2300 goes to any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £300 goes to students whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the MoD.

How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent.  At Ormiston Chadwick Academy our strategy is to utilise the funding support for our Pupil Premium students in the following areas:

  • Raising achievement and attainment
  • Improving attendance
  • Providing additional support and intervention for the most vulnerable students
  • Raising aspirations
  • Social and Cultural

We aim to maximise opportunities for all students – ‘every student is valued for who they are’ (IQM Quality Mark and Centre of Excellence 2015)

Date of next review – July 2019

Numbers of Pupil Premium eligible students 18/19:

(Note: the Pupil Premium figures are not issued for the new cohort until April 2019 and therefore are not included in the overall percentage)

Year Group Male Female Total Total %
7 Unknown Unknown Unknown Unknown
8 42 49 91 51%
9 48 33 81 53%
10 34 37 71 53%
11 29 32 61 50%
Overall Total 149 151 304 52%

 

PROJECTIONS FOR 2018/19:

In 2018/19 Ormiston Chadwick Academy will receive Pupil Premium funding of £328,652.  Our current spending strategy for 2018/19 is as follows:

Intervention Cost
Raising Achievement and Attainment  
2 additional Maths teachers £90,867
Ark Mastery in Maths and in English £15,000
PP intervention equivalent to one teacher’s timetable £29,740
C Zone for vulnerable students £25,244
Leader of alternative provision £2,250
Teaching Assistants in English and Maths £38,029
Accelerated Reading Programme £2,820
Saturday Academy and Holiday Study £8000
Mint Class  £250
Innovation fund (bidding fund for departments for resources to raise the attainment of PP students) £22,595
Improving Attendance
Attendance Officer £24,687
Free Student Breakfast £17,170
Additional Support and Intervention for most vulnerable
Free or subsidised uniform  £1,500
Alternative provision (Harmonise and Everton Academy) £20,000
Raising Aspirations  
1:1 Careers Interview £7,500
Social and Cultural
Free music tuition and instruments £7,000
Free or subsidised school trips £8,000
Enrichment £8,000
TOTAL £328,652

 

Rationale for spending strategy:

Barrier: Students enter the Academy with depressed levels of literacy and numeracy.  This is increasing year on year.

As a result the Academy has taken the decision to focus a large percentage of the funding on Maths and English, providing dedicated PP intervention within and beyond the timetable.  Additional resources purchased include; the Ark Mastery Programme used to improve core key skills in English and maths and the Accelerated Reader which is used in ‘literacy boost’ lessons to ensure that those with reading ages below their chronological age are given the opportunity to make rapid progress.  This is in conjunction with 1:1 reading sessions during ECM time. Mint Class enables teachers to easily identify PP in their seating plans and plan lessons accordingly to maximise gains for PP students.

Additional study opportunities at weekends and in holiday time enable those KS4 PP students who need extra intervention to access all subjects and enables gaps to be closed more rapidly.  Our innovation fund enables all subjects to access extra funding for PP students for use in a variety of ways whether it be buying their revision guides or for an innovative idea based on the pedagogical research undertaken through the CPD programme they wish to trial.

Barrier: The attendance of PP students is below non PP students.  This reduces their school hours and causes them to fall behind.

A dedicated attendance team focus on first day of absence phone calls and visits for PP students. Free breakfasts ensure that all PP students have had a meal at the start of the day to help aid focus and concentration.

Barrier: Some of our PP students require additional support or an alternative curriculum to meet their needs.

Alternative provision provides some students with an alternative to exclusion and allows them to access more external support agencies to help them develop the skills needed to re-enter mainstream education at the academy. The timetable has been costed and constructed so that many teachers have additional periods where they can provide flexibility for students that need to be re-timetabled to ensure their curriculum is fit for purpose and they are still getting an excellent entitlement if they come out of a subject.

Barrier: Many of our PP students have not had anyone in the family attend University so do not have the same level of knowledge at home to draw from when considering future options.

We ensure that all our PP have 1:1 careers advice and have been on at least one University trip whilst they are with us. We also invite all parents to attend a University trip with talks given on accessibility, finance etc. Work experience is personalised to each student and we ensure this is matched to their academic ability.

Barrier: Our PP students may not have had the same access to a wide range of enrichment activities as non PP. As an academy we firmly believe that access to enrichment is vital for all students’ social, moral, spiritual and cultural development.

Allocating funding to this means that no PP student is at a disadvantage due to the cost of a trip and can still access all the opportunities that the academy provides, whether it be a trip to the theatre or a trip to Kenya.

IMPACT OF PP SPENDING 2017/18:

Cost Analysis of PP Spending for 2017/18

In 2017/18 Ormiston Chadwick Academy received Pupil Premium funding of £323,510. Our spending strategy for 17/18 was as follows:

Intervention Cost
Raising Achievement and Attainment  
2 additional Maths teachers £85,562
PP intervention equivalent to one teacher’s timetable £28,730
C Zone for vulnerable students £24,491
Leader of alternative provision £2250
Extra resources in English £6,500
Teaching Assistants in English and Maths £40,668
Accelerated Reading Programme £2,679
1:1 Maths tuition during May half term £720
Saturday Academy and Holiday Study £9785
Mint Class  £250
Innovation fund (bidding fund for departments for resources to raise the attainment of PP students) £28,959
Improving Attendance
Attendance Officer  £23,216
Free Student Breakfast  £12,500
Additional Support and Intervention for most vulnerable
Free or subsidised uniform  £1,000
Alternative provision (Harmonise, Horizons and Everton Academy) £20,000
Raising Aspirations  
1:1 Careers Interview £7,500
Social and Cultural
Free music tuition and instruments £8,000
Free or subsidised school trips £10,000
Enrichment £8,000
Educational visit to a Russell Group university £2700
TOTAL £323,510

 

Raising achievement and attainment

In terms of the 2018 cohort, actual GCSE results reveal that the PP cohort achieved a positive P8 score of 0.64 (National PP: 0.00) however, there was an in school gap in the attainment of PP students in English of -0.14 (PP -0.08 & non PP 0.06) and in maths a gap of 0.35 (PP 0.41 compared to non PP 0.76).

Subject Year PP – Autumn 1 PP – Spring 1 Non PP – Autumn 1 Non PP – Spring 1
English Year 11 0.53 0.12 0.73 0.39
Year 10 0.32 0.33 0.61 0.68
Year 9 -0.15 0.58 0.44 0.85
Maths Year 11 0.78 0.55 1.08 0.70
Year 10 1.06 0.56 1.31 1.09
Year 9 1.11 1.04 1.08 0.97

Looking at the 2018 DfE model for Attainment 8, the Spring 1 academic data for PP students continues to indicate that the measures put in place (e.g. additional teachers) have enabled PP students to compare favourably to national rates of achievement.

Year National nPP rates PP – Autumn 1 PP – Spring 1 Non PP – Autumn 1 Non PP – Spring 1
11 0.11 0.97 0.68 1.27 0.92
10 0.11 0.97 0.78 1.27 1.23
9 0.11 1.09 1.19 1.24 1.19

 

 

In Year 11 predictions in maths shows a 0.15 gap (Y11 2018 was 0.48 ) and in English a 0.27 (Y11 2018 was 0.54) gap between the PP and non PP students. In Year 10, predictions show a difference in P8 in English of 0.35 and in maths a difference of 0.53. Again, these are slight improvements on the gaps previously reported. In Year 9 the gaps are negligible, but this is early in GCSE for this year group.

Providing additional support and intervention for the most vulnerable students

The impact of PP spending has provided additional maths teachers has enabled smaller class sizes in Year 7-11 and has staffed intervention sessions before, during and after school for PP students in Year 11. The PP intervention on staff timetables has provided 1:1 tuition and small group intervention teaching groups in both English and maths by high quality, specialist staff. The three teaching assistants in English and maths have been integral to the attainment gap closing between PP and non PP students; particularly in Year 11.

Saturday Academy has been well attended by PP students in 2017-18. This year, subjects were allocated PP money to run sessions based on the number of PP students that were taught in that subject; particularly relevant to option subjects. Middle Leaders were responsible for deciding the most relevant times to run sessions in relation to coursework deadlines and exam preparation.

The innovation fund has been spent by Middle Leaders in many innovative ways compared to previous years:

Science purchased Tassomai, an online resource that helps students to prepare for their GCSE by prioritising the content that students are struggling with. The Dis HA were the main focus and students can access the software from home using computers, tablets and mobile phones.  They also provided revision guides along with English and Maths wo purchased revision cards.

A residential took place at Beeston for those PP students in English who were below target. Improvements were evident in the March mocks, with PP students tracking at -0.70 and finishing with a P8 of -0.07.

In December 13 Dis HA students were given an early Christmas present. Each student was allocated a maximum of £100 for departments to suggest what they could buy that would have the most impact on the students – revision guides, mock papers and mark schemes and stationery were the most popular choices.

This funding has also enabled PP students to be subsidised on educational trips and visits to Universities to raise student aspirations on subject specific HE courses.

At KS3 the SEND department purchased audio books of Harry Potter to encourage reluctant readers and this has already proved successful in engaging some of our weaker readers who can now read along with the audio.

Some KS4 PP students attend alternative provision; which currently is located in Liverpool. As well as funding the provision, which on average costs £65/ day, PP students are also supported in terms of paying for taxis, train and bus passes. PP spending ensures that students who attend AP are guaranteed to work experience placements, receive information, advice and guidance in respect to careers and post 16 provision as well as supported in seeking college places.

Improving attendance

PP spending has enabled the Attendance Team to be expanded by another member of staff in recent months. This additional member of staff is responsible for making home visits on a daily basis to support students whose absence is due to long term illness, post-operative convalescence, those with social, emotional issues or other complex issues which prevent them from coming in to school. Regular home visits have been made to 75 PP students (more than 10) from across the current Year 8 – 11 (2018-19) year groups when they are flagged as absent and brought into school.

The continued use of the C Zone has also had an impact on the attendance of PP students including 2 school refusers throughout KS3 and Year 10 who have attended regularly in Year 11 – they use the C Zone to complete work and Maths and English staff use allocated PP slots on their timetable to teach them.

Raising aspirations

PP students in Year 11 (2017-18) have all received 1:1 careers guidance. The same system is in place for 2018-19 with all students receiving 1:1 interviews in November. All PP have been offered college places for September 2018 and many PP students have been taken for extra induction days to local colleges. PP students who have been identified as potential NEET have also had additional college visits provided. PP students have been monitored in terms of registering on relevant post 16 courses to raise retention rates and reduce NEET. PP students have also had support through in- school interviews and home visits with the NEET coordinator for young people in Halton.

Social and Cultural

Pupil Premium Information for Peripatetic Music Lessons

51 Pupil Premium students received free music tuition last year. Most of the students receive an individual twenty minute lesson whilst others receive a joint lesson with one other student. PP funding includes paying for students to have weekly tuition, their own instruments and exam entry fees for music board qualifications.

Educational visits

In addition to the exam related trips offered in English, PP students have also been paid for or subsidised to go on various trips including: visits to Russell Group universities including Oxford, Cambridge and the University of Manchester. Residentials also took place for Languages students to Tattenhall and Year 7 students to Boreatton. PP students have been funded to go on the school ski trip to France (and again in 2019) Nice, bowling at The Hive, Dance show, Drama trip and Cronton College visits.

Evaluation of PP spending in 2017/18

Successful strategies employed this year as a result of PP allocated funding include additional teachers in maths which has enabled small classes and 1:1 intervention. Extra resources for PP students, such as revision guides in all three core subjects has supported revision; the impact of which was evident in the 2018 GCSE results (Maths: P8 of 0.6 (PP 0.41), 81% Grade 4+ (PP 73%) – the best results in the school’s history). Saturday Academy in 2017/18 was tailored so that Middle Leaders were responsible for spending an allocation of PP funding for Saturday Academy sessions. This resulted in a more focused approach to selecting the most appropriate timings for these sessions as well as raising the attainment of PP students. Some departments for example, chose to run two hour sessions rather than three as staff felt the students benefitted from shorter, more frequent sessions, whereas other subjects such as technology retained three hour sessions due to the practical nature of the courses.

Areas for consideration for PP funding in 2018/19

  • See allocation on the 2nd page of this report
  • Departments to use assessments at the start and end of each Saturday Academy and holiday session to measure impact more rigorously, however, this will be counterproductive with time away from content and one size doesn’t suit all subjects.
  • Review the roles and responsibilities of the attendance team support to further reduce PP absence rates.

IMPACT OF PP SPENDING 2016/17:

Cost Analysis of PP Spending for 2016/17:

In 2016/17 Ormiston Chadwick Academy received Pupil Premium funding of £319,723.07

Intervention Cost
Raising Achievement and Attainment  
2 additional Maths teachers £65, 401
Extra resources in English £23,597
Teaching Assistants in English and Maths £56,789
Accelerated Reading Programme £2,571
Staff CPD £2808
Tracking data and assessments £3127.28
1:1 Maths tuition during May half term £720
Saturday Academy and Holiday Study £9,785
Mint Class £250
Innovation fund (bidding fund for departments for resources to raise the attainment of PP students) £3,783
Ingredients for catering lessons £2271
Improving Attendance  
Attendance Officer £23,154
Home Visits £19,073
Free Student Breakfast £17,428
Additional Support and Intervention for most vulnerable  
Free or subsidised uniform £993
Alternative provision (Harmonise, Horizons and Everton Academy) £46,363
Leader of alternative provision £2250
Raising Aspirations  
1:1 Careers Interview £7,041
Social and Cultural  
Free music tuition and instruments £15,124
Free or subsidised school trips £13,529.16
Enrichment £4823
TOTAL £ 320,880.44

 

Raising achievement and attainment

The performance of disadvantaged students has improved from 2014-2016.  The percentage of students achieving 5A*-C with English and Maths has increased by 23% and is now above national figures for all students.  Those achieving 5A*-C has increased by 32% from 2014-2016 and is also above national figures for all students, Basics shows an increase of 16% and is above national.

Expected Progress for disadvantaged students in English and Maths has increased by 28% and 18% respectively from 2014-2016.  English is now 18% above national figures for all students and Maths is only 2% behind national figures for all students.  In terms of comparisons with disadvantaged students nationally we are now above on every measure.

In school gaps are closing for all measures from 2014-2016.  The most notable are 5A*-C and Basics which have reduced by 18% and 16% respectively from 2015-2016.  5A*-C En/Ma has also reduced by 15% from 2015 – 2016.

Due to the change in government measures, 2017 results are not fully comparable to previous years.  Overall, disadvantaged students in Year 11 achieved a progress 8 score of 0.76 and 86% achieved a positive Progress 8 score.  This percentage has remained stable from the previous year and the progress 8 figure has increased by 0.08.

As you will see from the figure, a considerable amount of the funding was spent employing additional teachers and paying for additional support in Maths.  The impact of this was that Pupil Premium students achieved a progress 8 score of 0.13.

2 students achieved Grade 9 in Maths, 2 in English Language and 2 in English Literature.  One of our students achieved 3 Grade 9s across English, English Literature and Maths which only  2% of the country achieved.

Disadvantaged students in our current Year 11 have a progress 8 score of 0.42 and 74% have a positive progress 8 score. We expect this figure to rise throughout the year.

Improving attendance

Attendance 16/17 as at 26th May 2017

Attendance Gaps PP and non PP % All Year 7 Year 8 Year 9 Year 10 Year 11
Gap 3.88 1.13 4.22 4.96 5.63 4.28

Attendance for PP students is on an upward trend from 89% in 2013/14 to 94.6% in 16/17

A free breakfast offer every day has also helped to improve punctuality across the school and ensures that PP students have the opportunity to have a meal at the start of the day.

Additional support and intervention for most vulnerable

Ormiston Chadwick Academy opened on 1st September 2014.  All Year 7 Pupil Premium students are provided with a new tie.  Equally, Year 11 Pupil Premium students are also presented with a tie to mark their last year of school.  In 2016/17 other items of uniform including blazers, shoes and PE kits were provided for individual PP students as required.

Alternative provision was necessary for some of our vulnerable Pupil Premium students at risk of permanent exclusion, to allow them to engage fully in education.  The alternative provision was a temporary measure to enable students to re engage with education.

Of those students who were provided with alternative provision in Year 11, 100% achieved positive progress 8 scores.

Raising aspirations

At OCA we recognise the importance of careers advice.  All Pupil Premium students in Year 11 were given 1:1 careers advice and support with college visits and applications and 100% of students were made an offer of a college place compared to the LA average of 96.7%.   We are in contact with colleges in October and June to ensure that our students’ needs are still being met.

Social and cultural

The academy enrichment days and school visits gave our Pupil Premium students the opportunity to engage in activities that would build their social experiences and provided opportunities that would not otherwise have been available to them, including 4 students travelling to Kenya as part of a charitable visit to assist in the building of schools and providing a better quality of life for children.

The Academy runs subsidised trips for PP students which play a large role in ensuring they receive the social and cultural education which may not otherwise have been provided.

Trips include visits to Cambridge University and Oxford University to raise students’ aspirations.

PP students were also given the opportunity to participate in The Brilliant Club.

Free music tuition also provides the opportunity for students to extend their cultural experiences.  They are offered the full range of instruments to choose from and are also offered the opportunity to gain music qualifications.