Pupil Premium Grant Expenditure 2015/2016
What is Pupil Premium?
Schools receive additional income called the Pupil Premium. This money is allocated by the Government to help schools support children from low income families and children in care. The amount of additional funding schools receive is based on the number of children who are entitled to receive free school meals (FSM)* or are looked after children (LAC).
(*since September 2012 this includes children who have received free school meals any time over the past six years).
Nationally, FSM pupils and looked after children achieve less compared to other students. For example, there is a large gap in the attainment of FSM/LAC and non FSM/LAC in terms of the percentage who achieve 5A*-C including English and Maths. Pupil Premium money has been given to help schools narrow the gap.
Below is a graph showing the breakdown of pupil premium (PP) students at Leytonstone School by year group for this academic year (2015-2016):
In terms of number of students, this is broken down as follows:
|Year Group||Number of Pupil Premium students||Number of students in Year Group|
We currently have 314 Pupil Premium students on roll – this equates to 38% of our students.
“Disadvantaged pupils’ is used to refer to only those pupils for whom the pupil premium provides support. In April 2014, eligibility for pupil premium funding was extended for looked after children to include those who have been looked after for one day or more; and children who were adopted from care or left care under a special guardianship order or a child arrangements order (previously a residence order).
The pupil premium provides support for pupils who:
- were registered as eligible for free school meals at any point in the last 6 years(FSM)
- ii) have been looked after for 1 day or more (LAC) iii) were adopted from care on or after 30 December 2005, or left care under: – a special guardianship order – a child arrangements order (LAC)
For the financial year 2014–2015, the pupil premium funding that schools receive increased and is higher for LAC than FSM. It is £935 per secondary pupil and for LAC: £1900 per pupil. This level of pupil premium funding is the same for the 2015-2016 financial year.
What we spent PP funding on during the year 2015-16
What has been the impact?
The funding has been used in a number of ways at Leytonstone School to “narrow the gap” and support attainment of our Pupil Premium students. These are summarized in the table below.
|Area of Expenditure||Cost (£)||Objective / Impact|
|Literacy coordinator||35,271||Many students arrive to Leytonstone School with poor literacy skills and/or little interest in reading. Our Literacy coordinator raises the profile of reading and is developing a reading culture throughout the school. Based on current KS3 data; 87% of year 7 students, 83% of year 8 students and 95% of year 9 students are predicted to make expected progress by the end of the academic year. The teaching of academic English is a priority.|
|Intervention staffing – English and Maths||82,219||Good teaching is central to raising the aspirations of our students. Many of our students lack positive role models and through inspirational teaching, we are able to engage our students and make them value education. We have increased the level of staffing in English and Maths including Teach First; and the arrival of an Assistant Headteacher with Maths specialism has driven progress in these subjects, especially at KS4. See progress graphs below.|
|Data Manager and the use of Data (partly funded)||15,907
|The appointment of a data manager has enabled the school to develop our data collection, analysis and evaluation systems. We now have data updated and analysed every half term; staff are able to access and use data to plan their lessons whilst middle and senior leaders can evaluate progress and strategically plan interventions. Better use of data at all levels has ensured KS4 progress across subjects and not just limited to English and Maths. With reference to insight raise, current data suggests we are significantly above national for Best 8 and Progress 8. However, use of data at KS3 can be improved.|
|Teaching and Learning||44,779||Teaching and Learning is and will continue to be at the forefront of the school. Staff acknowledge the importance of Teaching and Learning and the impact this can have on student outcomes. It is the role of the Teaching and Learning team to help staff in this which is one reason why we have increased capacity in this area. The appointment of The Lead Practitioner has enabled the school to develop vital support plans for key members of teaching staff and raise the profile of Teaching and Learning across the school. We now have an open door policy embedded within the school where teachers can observe one another for best practice and an Excellent Teachers group is set up to deliver key workshops on key AFL strategies and differentiation. We also issue out a Teacher’s Toolkit where staff have up-to-date information on Teaching and Learning. This appointment along with the addition of an Assistant Headteacher with English specialism has added extra capacity to the SLT Team ensuring further expertise and constructive debate in all aspects of Teaching and Learning. The impact of these measures have had a noticeable impact on the quality of Teaching and Learning with over 70% of lessons now good or better.|
|EAL intervention||31,000||The proportion of students with English as an additional language (EAL) at Leytonstone School is significantly above national, which is why we have we re-appointed an EAL lead who is able to impact on EAL students from the moment they are invited to take up a place at the school. The EAL coordinator has transformed the transition and progress of this group of students who fall mainly into the mainly disadvantaged group. Current data suggests progress of EAL students in English, Maths and Science is expected to be in line with the rest of the school at the end of the academic year. We have 10 week dedicated programs at beginner; intermediate and confident levels which all EAL students’ access. New students are supported by dedicated student language ambassadors and translated information for them and parents in the early stages; translators at school meetings and events. This has resulted in EAL learners being confident and able to quickly absorb the culture of learning at Leytonstone school. From a curriculum standpoint, the EAL coordinator has also developed schemes of work across the school in partnership with many departments and has also established support for high level EAL students to develop their academic writing skills. This has ensured they are able to access the curriculum and in turn meaning their progress levels are matching those of students of similar ability.|
|Enrichment activities||25,000||Enrichment activities are used solely to support learning and develop our students. These activities are run depending on the needs of the students. Last year, enrichment activities were open to all but attendance from disadvantaged students was poor. This year, all our enrichment activities have a pupil premium focus ensuring the attendance from disadvantaged students has significantly improved. These enrichment activities include:
Booster classes C/D borderline – These are aimed at students who are C/D borderline (most of which are also Pupil Premium) and the aim is to secure a C grade by delivering lessons on specific content which students find challenging. The impact of this has been rapid. In January, we had 38 year 11 students who were borderline. In March we had 23 students.
Walking Talking exams – For many of our students, confidence rather than subject knowledge can be a bigger barrier to achieving well in the exam. These classes are aimed to improving pupil confidence and exam preparation and skills. The English department have been implementing this and as a result have predicted an 83% A*-C pass rate for English language for the current Year 11 cohort. Expected progress for disadvantaged students in English is predicted to rise from 55% to 81%.
Coursework Catch-up- Students at Leytonstone school have historically underperformed in controlled assessments in some subjects including technology and ICT. Through rigorous data monitoring as well in-depth communication with parents, these compulsory classes allow students to either catch up on their work or improve their coursework grades. Controlled assessment grades in graphics and resistant materials have transformed whilst results in ICT, when factored in for controlled assessments, are predicted to increase by at least 15%.
G and T classes – As a tool to enhance the progress and attainment of our most able, classes have specifically been set up for these students. Students are challenged through tasks, activities and exam papers in order to make them achieve A – A* grades. For instance, in English, we have for many months been running ‘The Flair club’ in an attempt to encourage students to use a higher level of vocabulary and articulate their answers in a better way. Progress of high attainers in English is now above what is expected.
Maths and English Mentoring – Through internal lesson observations as well pupil voice, students enjoy collaborative learning, in particular, opportunities where they can learn from each other. As a trial, we incorporated this into year 11 revision whereby students predicted to get an A* or A would be mentoring students who were predicted to get a C or D. Although in its early stages, we have in excess of 50 students participating.
Revision classes – These classes cover difficult and challenging concepts. These are aimed at improving pupil performance in exams. Helping with confidence building and exam skills.
|Behaviour Specialist||34,152||We have introduced a dedicated behaviour specialist who targets specific students. The majority of these students are disadvantaged students. The work of the BIO helps to support disadvantaged students through: regular meetings ;contact with parents; and monitor and review of daily and weekly behavior so that the students and their teachers have a platform on which to discuss and address minor concerns before they become more serious. This work is impacting on whole school sanctions due to a reduction in the number of behaviour points for each child as well as ensuring students remain engaged in lessons and do not disturb the learning of others. Our most recent quality assurance review highlighted behaviour in lessons being a strength of the school.|
|After school classes including period 6||21,000||Compulsory after school lessons for all year 11 students were introduced last year prior to the exam period. This year we have introduced these from the start of the academic year allowing us to have an even bigger impact. Data is used to identify underachievement of students across the curriculum. The students are timetabled according to where they are most needed. The aim of these classes is to improve achievement of pupil outcomes A* to C in English, Maths and across the curriculum. These classes are run to improve exam performance. Students go through specific content (analysed from skills gap analysis) and then are tested through regular exams. Some classes are designed to help students improve coursework which contribute towards their final exam. These extra classes have been a catalyst in driving attainment across the school. The data dashboard for April 2016 shows a predicted outcome of 70% A*-C including English and Maths with disadvantaged students seeing their progress improve by more than 20% relative to last year.|
|Professional development||18,000||A range of CPD opportunities have been created ranging from senior and middle leader residential courses that have created time to strategically plan the delivery of the new curriculum for all pupils, including PP pupils to a range of twilight sessions which have focused on quality first classroom teaching. These have included sessions that have focused on colleagues using data to “know and show”. Know the groups of students in front of them and show that all groups are making progress. This resulted in a working party being created to design a new lesson planning tool which made pupil groups explicit and guided teachers to considering their needs when planning. This teaching tool was piloted during Challenge Partners review and received very positive feedback. It is now used by all colleagues. Planning for progress of all students is at the forefront of our work. Alongside this a range of CPD sessions were run around the skillful use of questioning. Evidence from the Sutton Trust suggests that skillful questioning can accelerate learners’ progress by up to 9 months. Each department had a “questioning Champion” trained who cascaded the training to colleagues. Lesson observations undertaken in Jan 16 showed that the level of questioning had improved greatly from that undertaken in Oct 15 and that questioning was accelerating pupil progress.|
|Learning Mentor||17,000||The inclusion team have developed this group in line with the 0-25 legislation. It supports SEMH as one of the four key strands. It has also impacted on many of our disadvantaged students by supporting their emotional needs in relation to their academic resilience and their ability to support themselves through challenging times that would otherwise affect their progress and their achievement. A member of the inclusion team that is trained in counselling and emotional support becomes a key person in an individual students life for a period of time; meeting them once a week and picking up with them informally, as well, if necessary to talk through issues and develop strategies with those students. This team of four currently support up to 80 students during the academic year; the majority of which reaffirm the fact Leytonstone is a safe environment where all students, irrespective of needs, can thrive; and students enjoy coming to school as backed up by our most recent attendance figures.|
|Pixel membership including subject specific training||15,000
|Developing techniques of targeted intervention, in particular for C/D borderline students. Subject specific training offered and used to each head of department. PIXL strategies and resources used including RAP meetings, personalized checklists for students, Diagnosis-Therapy-test model and pre-mock exams. Levels of progress has improved rapidly and currently predicted to be above national (see progress graphs below).|
Impact on Attainment outcomes
After 3 assessment points during this academic year (Half term 1, Half term 2 and Half term 3), Pupil Premium students are expected to achieve well above the corresponding national figure for 5A*-C including English and Maths. Although there is a gap between Pupil Premium and non-Pupil Premium, this is expected to narrow by Half term 5 once the full range of pupil premium initiatives have been fully deployed.
Impact on Progress Outcomes
The impact of Pupil premium expenditure has had a significant impact on progress of English students. Pupil Premium students are progressing at a higher rate than national but more impressively is the progress of Pupil premium students against non-Pupil premium students. Based on current predictions there is no progress gap between these groups.
There is a similar outlook in Maths where Pupil Premium students are once again making progress significantly above the national expectation. Although there is a current gap between progress in Maths of Pupil Premium students and non-Pupil Premium, this gap is strongly predicted to reach single digits towards the end of the academic year.
|Total Pupil Premium Grant 2015-2016||£339,476|
|Total Pupil Premium Expenditure 2015-2016||£339,476|
Pupil Premium Spending 2014 – 2015 (Summary)
From the results in summer 2014, it was acknowledged that disadvantaged students continued to be one of our key underperforming groups. As a result pupil premium funding would be better used where it would have the biggest impact. For the academic year 2014 -2015, we had 353 students eligible for pupil premium funding (42% of our students) equating to approximately £377,000.
Below is a breakdown of the expenditure:
|Area of Expenditure||Cost (£)|
|Intervention staffing – English and Maths||£53,000|
|Teaching and Learning||£31,000|
|1:1 Academic tutoring||£22,000|
|After school classes||£18,900|
Impact of expenditure on outcomes:
Year 11 2015 Results (2014 in brackets)
|5A*-C EM||Expected Progress Eng||Expected Progress Maths||Best 8 Point Scores|
|Non Pupil Premium||52%
KS3 (Year 7-9) 2015
|Expected Progress English||Expected Progress Maths||Expected Progress Science|
|Y7 Pupil Premium||80%||88%||84%|
|Y7 Non Pupil Premium||64%||92%||86%|
|Y8 Pupil Premium||83%||82%||74%|
|Y8 Non Pupil Premium||80%||86%||80%|
|Y9 Pupil Premium||100%||95%||86%|
|Y9 Non Pupil Premium||100%||99%||88%|
How successful has this expenditure been?
From the 2015 examination results, it is clear Pupil Premium (PP) students have seen an improvement in progress across subjects including English and Maths. For this cohort, the best 8 score improved by almost 50 points whilst expected progress in English and Maths was generally in line with national. Most important of all, both the achievement gap and progress gap between PP and non-PP students has narrowed. For instance, the gap between these groups in 2014 for 5A*-C including English and Maths was 35%. Our pupil premium expenditure in 2015 had resulted in this narrowing to 11%.
At Key stage 3, the impact of PP expenditure was most notable in Year 7. In particular, the money directed towards Literacy (including catch-up funding) was used for programmes such as Lexia intervention enabling students to value reading and increase their level of English. From the data, a greater number of PP students in Year 7 were making expected progress in English than non-PP students.
What have we learnt? How can we increase the impact of Pupil Premium expenditure next year?
The biggest impact of Pupil premium expenditure occurs inside the classroom. For this reason, in the next academic year 2015-2016, we will be directing a larger proportion of our funding towards staffing in English and Maths both in terms of acquiring outstanding teachers and developing existing staff into outstanding teachers. Furthermore, we will continue to invest in Teaching and Learning across the school including developing a model where in-house expertise is used to develop staff thus creating a culture where pedagogy is at the forefront of our planning and delivery.
The strategies learnt through our membership of the PixL organization such as RAP meetings have also had a positive impact on our outcomes especially at Year 11. To extend this impact, next year we hope to start these PixL interventions at a much earlier stage in the academic year as well as taking advantage of their subject specific training so progress is seen across all subjects and not limited to English and Maths. Moreover, there is scope to implement these strategies across other Year groups so that our levels of progress are not just meeting national targets but actually exceeding them.
Finally, we have learnt that expenditure and the intervention that follows needs to be targeted. For this to occur, it is crucial that the student data we use is well presented, accurate and constantly updated throughout the year. As a result, we will aim to provide greater resources towards our data and assessment processes.