Pupil Premium & Year 7 Catch-up
The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil premium funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units.
Funding for 2019-20
In the 2019-20 financial year, we will receive £935 for secondary-aged pupils funding for each child registered as eligible for free school meals at any point in the last 6 years:
To find out if your child is eligible for free school meals please apply at www.hertsdirect.org/freeschoolmeals
We will also receive £2,300 for each looked-after pupil who:
- has been looked after for 1 day or more
- was adopted from care on or after 30 December 2005, or left care under:
- a special guardianship order
- a residence order
- Identifying disadvantaged pupils
The Government use eligibility for free school meals as the main measure of deprivation at pupil level.
In total we will receive £178,000 for this academic year.
Barriers to future attainment
In school barriers
Pupil premium students across Years 7 to 11 who are also SEN (codes E,K,S). The majority of these students struggle mostly with literacy, this is likely to impact upon their achievement in all GCSEs but particularly English.
Proportions of pupil premium students not meeting expected literacy standards in Year 7 on entry to the school are higher than that of other pupils.
The current Year 11 have a greater proportion of middle ability students [50% - 16 students out of 32] receiving the pupil premium funding. Middle ability students nationally need extra support in achieving Grade 4/5 in Maths and English and so accessing further education.
Raising student aspirations, particularly those of the High Prior Attainers.
Attendance, this reduces their school hours and causes them to fall behind in their studies.
How we spent the Money
In 2018-19 we received £160,782. Below is a breakdown of how we used the money:
|Specialist Exam Access Arrangements||£3,000|
|Other Staff Costs||£35,000|
|School Travel Assistance||£3,000|
|1: 1 Tuition/Tuition Support||£10,000|
|Student & Teacher Resources by Department||£47,540|
|Homework Club, Lunch Lounge & Breakfast Club||£14,500|
|Uniform Assistance/Travel Assistance||£2,000|
Year 7 Catch Up Premium Grant 2018-19
The Department for Education has previously allocated £500 per pupil for the number of Year 7 pupils who did not achieve at least a level 4 in reading and/or mathematics at Key Stage 2. This is based on Key Stage 2 data and the Autumn school census. In 2019-20 allocated funding to schools will be based on what they receive for catch-up premium funding in 2017-18, adjusted to reflect the percentage change in the size of their Year 7 cohort between the October 2018 and the October 2019 school censuses.
In 2017-18 the allocation of funds for this purpose to Tring School was £14,500.
In 2019-20 these monies are being used to fund:
- Small group interventions
- 1:1 support and intervention with numeracy throughout the curriculum – Breakfast Kumon Club & Numicon
- The purchase of texts and resources for small, specifically focused classes in English and Mathematics (extra time given across the curriculum)
- 1:1 reading mentors
- Lexia Programme for students to use in English
The funding does support students throughout the whole school - however, the impacts of this funding are demonstrated by our excellent results at GCSE and the data evidences the outcomes for our students exceed national and local outcomes. In 2018-19 our Year 11 student cohort achieved an Attainment 8 Score of 51.8 with 78% of students achieving 5 or more grade 4 or above including English and Maths.
At Tring school those students who are designated as Pupil Premium represents 12% (26 students) of our year 11 students. 77% achieved grade 4+ in English and 62% achieved a grade 4+ in maths, while 58% achieved 5 or more grade 4+ including English and Maths.
Catch Up Funding Impact 2018-19
There are 38 students in Year 7 [2017-18] that receive Catch up Funding and the impacts in terms of literacy and numeracy are closely tracked in terms of diminishing the differences on a half termly basis to show progression made by students. For literacy mean average of groups = 63% of students now working at L5+ skills, 90% working at L4+ skills [Summer 2018]. 68% of students achieved 80+ in word recognition, 97% students achieved 60%+ word recognition.
Key strategies/impact Year 7 Literacy:
- Use of Lexia programme in literacy lessons for Year 7, 3 lessons per fortnight plus weekly homework.
- 48 students using Lexia, 100% have made progress. 71% have made 4 or more levels of progress which is regarded as exceptional progress.
- Use of sixth form ‘buddies’ to support reading programme and additional intervention for Year 7 students who are not making as rapid progress with Lexia.
- Use of a Sixth form tracking / monitoring by buddies.
- Small group interventions.
Key strategies/impact Year 8 Literacy:
- Extended number of Lexia licenses to continue support with Year 8 students for 2 lessons per fortnight plus weekly homework.
- 30 students using Lexia, 97% have made progress. 37% have made 3 or more levels of progress which is regarded as exceptional progress.
- Use of sixth form ‘buddies’ to support reading programme and additional intervention for Year 8 students who are not making as rapid progress with Lexia.
- Use of a Sixth form tracking/monitoring by buddies.
- Small group interventions.
Key strategies/impact in Year 7 Numeracy:
- 13 students given tutor time intervention - Kumon tuition.
- Use of 35 Touchscreen Chromebooks purchased out of funding allowing students to answer timed questions with hand gestures. Greater use of applications and programmes that use touchscreen presented through this opportunity (accessibility to Android applications). Chromebooks used in specific Numeracy sessions and interventions for this cohort.
- Use of additional IT programmes such as MyMaths, Timetable Rockstars and XtraMaths for basic addition and subtraction.
- We maintain two specialist Maths TAs in our two low ability groups, and have developed a curriculum based on numeracy. Numicon and other manipulatives have been purchased to support, and all resources are write on.
- 100% of the students have shown an improvement in their numeracy scores, and 92% making significant progress in their basic numeracy skills in terms of KS2 numeracy test scores - overall 71% of these students achieved above expected progress for the year and 24% made expected progress.
Key strategies/impact in Year 8 Numeracy:
- 11 students given tutor time intervention.
- Continued use of touchscreen Chromebooks.
- Continued use of additional IT programmes such as MyMaths, Timetable Rockstars and XtraMaths for basic addition.
- Year 8 group, based on Forest Schools, is in operation 5 hours per fortnight for five students in the Autumn term.
- 95% of the students have shown progress in their basic numeracy skills.
- 100% of students have shown progression towards the international standard of basic numeracy skills.
- In terms of expected progress, 30% of students were above their EPG, 15% were on their EPG, and 55% below.
|Key stage 4 (KS4) Performance 2019||all pupils||disadvantaged||all other pupils|
|Progress 8 & Attainment 8|
|Progress 8 Score||0.18||-0.14||0.22|
|Attainment 8 Score||51.8||40.9||53|
|English & Mathematics|
|English & Maths Strong Pass (5+)||55%||26%||61%|
|English & Maths Standard Pass (4+)||81%||59%||83%|
|English Baccalaureate (EBACC)|
|Percentage of Pupils entered for EBACC||36%||13%||39%|
|EBACC Average Points Score||4.43||3.20||4.57|
|Percentage achieving Grade 5 or above in the EBACC||17%||0%||18%|
|Percentage achieving Grade 4 or above in the EBACC||27%||0%||30%|
Data DfE October 2019 – Unvalidated.
|School Other (non-disadvantaged)||Local Authority Other (non-disadvantaged)||National Other (non-disadvantaged)|
|English & Maths Grade 5 or above||16%||26%||59%||59%||50%|
|English & Maths Grade 4 or above||52%||46%||84%||79%||72%|
|Percentage achieving Grade 5 or above in the EBACC||8%||7%||24%||29%||20%|
Areas for development 2019-20
- Intervention teaching – continue KS3 focus but ensure PP students are the very highest priority
- Peer mentoring and tutoring – to improve outcomes for students
- Rewards – encouraging students to achieve in lessons and in their school life (including attendance)
- 1:1 & small group tutoring – mainly at KS4 readying students for examinations (My Tutor – online tutoring)
- Attendance – greater monitoring and faster interventions to combat poor attendance.