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Pupil Premium

Context


Castle Rock High School is committed to narrowing attainment gaps between groups of students and ensuring that every student excels.  The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged students and close the gap between them and their peers.

This funding is intended to benefit students on free school meals, children who have been looked after continuously for more than six months or have parents in the armed forces. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way of ensuring that funding to tackle disadvantage reaches the pupils who need it most.  The school gets a fixed sum of funding per student, for the academic year 2015/2016  was £935 per student, £300 for children with parents in the armed forces and £1,900 for each student who has been looked after for more than 1 day or adopted from care.

Schools decide how the Pupil Premium, allocated to schools per eligible pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Whilst schools are free to spend the Pupil Premium, they are held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, the government required schools to publish online information about how they have used, and are using, the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

At Castle Rock High School pupil premium is used to implement specific educational interventions and additional academic support targeted at pupil premium students in an attempt to close the gap between pupil premium students and their non-pupil premium peers.  The pupil premium funding as a whole is dedicated to assist the learning process of students via high quality teaching provision, specific small group and one to one tuition, inclusions measures and interventions and detailed monitoring and analysis of data to evaluate progress, impact and value for money.
 

Feedback from OFSTED – Nov 2012


“Disabled students and those who have special educational needs, those eligible for the pupil premium and the very few who speak English as an additional language make at least equal progress to their peers, and sometimes even better, as a result of the high-quality individual support, care and encouragement provided for them and the strong focus that the school places on raising self-esteem and promoting self-confidence.”

“The pupil premium funding is used to ensure that all students are fully included in all activities.  Alternative provision projects, such as the opportunity to work with professional sportsmen and performing artists, are also funded to raise self-esteem.  The funding has enabled the training of staff to deliver catch-up lessons in literacy and numeracy to close the gap between this group of students and their peers that was identified in 2012.”

“The governors have ensured that pupil premium funding is spent appropriately and carefully monitor the impact of this funding on achievement.”
 

External Review - Summer 2015


In the summer term of 2015 Castle Rock High School commissioned an external review of the pupil premium provision and use of funding.

Feedback from this review


“It is clear that the progress of its disadvantaged students is a key development priority for the school.  The senior leadership team has an extremely good awareness of its pupils and their specific needs and has implemented an impressive range of interventions to target Maths and English skills and to widen opportunity accordingly.  These are monitored extremely effectively, enabling the school to anticipate where they may need to intervene and to do so with notable impact on pupil learning.

The full report can be downloaded by clicking here.
 

Funding Information
 

Pupil Premium

Financial Year

Pupil Premium Funding Total No. of Pupil Premium Students Total % of students that are Pupil Premium Total No. of Students in School
2013-14 £149,610 135 27% 493
2014-15 £153,038 140 27% 520
2015-16 £144,000 167 31% 532
2016-17 £158,171 185 32% 571


Year 7 Catch Up

Financial Year Year 7 Catch Up Funding Total No. of Yr 7 Catch Up Students Total % of Yr 7 Students that are Yr 7 Catch Up Total No. of Students in Yr 7
2014-15 £25,500 45 22.5% 200
2015-16 £16,500 26 14% 184
2016-17 Predicted* £24,500 ? (69 students scored below 100 in either English or Maths or both) 35% 195

* In 2016-2017 the new national curriculum tests are recorded as a scaled score with 100 the new secondary ready expectation. Funding has been pegged to the 2015-2016 figure, adjusted for the size of the year group.


In 2015-2016 there were 26 students who arrived not having achieved Level 4 in Reading. By the end of Year 7, 54% (14 students) of these had achieved a Level 4.

In 2015-2016 there were 22 students who arrived not having achieved Level 4 in Maths. By the end of Year 7, 55% (12 students) of these had achieved a Level 4.

In 2014-2015 there were 30 students who arrived not having achieved Level 4 in Reading. By the end of Year 7, 60% (18 students) of these had achieved a Level 4.

In 2015-2016 there were 45 students who arrived not having achieved Level 4 in Maths. By the end of Year 7, 62% (28 students) of these had achieved a Level 4.
 

Pupil Premium 2016-17 - £158,171


Planned Key Strategies for 'Narrowing the Gap' 2016-2017

Pupil Premium Used For: Cost of Strategy

Whole school focus on developing the quality of Marking and Feedback, as highlighted on School Improvement plan.

£1,500

Smaller class sizes across the curriculum. Pupils being streamed into 7 sets instead of 6.

N/A
Continuation of the development and implementation of a whole school monitoring system which enables specific data analysis of pupil premium/disadvantaged students ensuring appropriate additional testing and signposting of appropriate interventions. External evaluation of pupil premium/disadvantaged student provision, data and interventions. £6,749

Contribution to the TLRs for two new positions within the school. One to lead on strategies to support Pupil Premium students and one to lead on strategies to support boys across the school.

£2,476
Contribution to the salary of the Parental Engagement Lead Practitioner to develop parental engagement and to lead in the transition process including the organisation of the summer school for eligible pupil premium students to enhance transition from KS2 to KS3. £22,000
Contribution to the salary of Attendance Officer, employed in partnership with the ACE Partnership to support good attendance. £3,800

Contribution to the salary of Academic Mentors to provide intervention in order to ensure students make at least expected progress.

£39,563
Introduction of Peer Tuition in Numeracy and Peer Reading Scheme. £1,500
Alternative curriculum both in school through the development of the Outdoor Learning intervention and external specialists to deliver interventions that have a positive impact upon student attainment. These interventions have a strong focus on numeracy and literacy throughout their activities/tasks with students signposted via internal monitoring and student data analysis. £15,000
To provide additional, quality classroom support and interventions by teaching staff and trained support staff. A 6 weekly review period highlights students who are underachieving within 2 or more. £55,254
A proportion of the cost of the Personal Challenge Project for year 7s and Music Maestro Project for year 8s and 9s to ensure monitoring of attendance and removal of barriers for future attendance for pupil premium students along with transport provision assistance. £9,500

Allocation for contributions towards uniform purchase, additional curriculum initiatives, subsidising school trips and other additional expenditure.

£10,000

Introduction of Year 9 Master Classes.

£9,920

When taking into consideration the total funding available, the school will input additional funding to carry out the planned strategies over the academic year (2016-2017).

For detailed chart including Planned Impact information, click here.
 

Pupil Premium 2015-2016 - £144,000


Key Strategies for 'Narrowing the Gap' 2015-2016

Pupil Premium Used For: Cost of Strategy

Continuation of the development and implementation of a whole school monitoring system which enables specific data analysis of pupil premium/disadvantaged students ensuring appropriate additional testing and signposting of appropriate interventions.

External evaluation of pupil premium/disadvantaged student provision, data and interventions.

4%
Contribution to the salary of the Parental Engagement Lead Practitioner to develop parental engagement and to lead in the transition process including the organisation of the summer school for eligible pupil premium students. 15%
Contribution to the salary of Attendance Officer, employed in partnership with the ACE Partnership to support good attendance. 2%
Alternative curriculum both in school through the development of the Outdoor Learning intervention and external specialists to deliver interventions that have a positive impact upon student attainment.  These interventions have a strong focus on numeracy and literacy throughout their activities/tasks with students signposted via internal monitoring and student data analysis. 13%

To provide additional, quality classroom support and interventions by teaching staff and trained support staff. A 6 weekly review period highlights students who are underachieving within 2 or more subjects, these students are signposted to small group and 1-2-1 intervention work within relevant subjects.

47%
A proportion of the cost of the Personal Challenge Project for year 7s and Music Maestro Project for year 8s and 9s to ensure monitoring of attendance and removal of barriers for future attendance for pupil premium students along with transport provision assistance. 7%
Provision of breakfast club and twilight club to raise attainment through concentration and support within key curriculum areas. 2%
Allocation for contributions towards uniform purchase, additional curriculum initiatives, subsidising school trips and other additional expenditure. 10%

For detailed chart including Impact information, click here.
 

Summer School Funding


For academic year 2015/2016 the DFE withdrew the Summer School Funding.  Castle Rock reviewed data relating to previous summer school sessions and agreed to continue to run the Summer School despite withdrawal of the funding to continue enhancing transition for students attending the sessions.

During 2014/2015 we successfully obtained funding to run a 10 day Summer School for Year 6 Pupil Premium students during the summer holiday with the focus on preparing eligible new pupils for the transition to secondary school and maintaining/refreshing their literacy and numeracy skills.

The funding provided was £250 for a one week or £500 for a two week summer school per pupil.  We received £25,000 for this project. The school was informed of eligible students via the Ever 6 register and students were formally invited to attend. The summer school was staffed by current teaching and support staff which provided the opportunity for the students to get to know staff prior to commencing school in September aiding their first few weeks. Various activities were held within the two weeks ranging from sports activities, creative design, drama workshops, cookery, outdoor learning, archery and journal development.

Positive feedback was received from both students and parents stating that the students felt more confident about starting at Castle Rock and had already started to form new friendships and socialise with different groups of people. The continued support and initiatives implemented during the first week of term enabled students to continue with their positive transition, building on relationships already established with staff and enabled a more confident start to the new academic year. The summer school allowed parents the opportunity to liaise with members of staff and this allowed the parents to feel more comfortable with their child starting secondary school.
 

Whole School Attendance


Attendance 2015-2016

  School Pupil Premium Attendance School Non Pupil Premium Attendance Difference between School PP and School Non PP
Year 7 94.31% 96.61% -2.39%
Year 8 94.89% 96.18% -1.39%
Year 9 93.15% 95.78% -2.63%
Whole School 94.16% 96.22% -2.06%

 

  National Disadvantaged* Attendance National Non Disadvantaged Attendance Difference between National Disadvantaged and National Non Disadvantaged
National 2014-15 92.50% 95.70% -3.2%

* National Disadvantaged data is FSM + Ever Six


Whole School Attendance

  Pupil Premium Attendance Non Pupil Premium Attendance Difference
2015-16 94.16% 96.22% -2.06%
2014-15 92.91% 96.53% -3.62%
2013-14 93.42% 96.43% -3.1%


Analysis of Student Progress & Behaviour


Expected Progress from KS2

The following tables indicate the percentage of students making expected progress. An appendix to this report shows our transition matrices from which this data is taken.

National data on progress and attainment at the end of Key Stage 3 is not available. Therefore, the school follows a methodology developed within the ACE Partnership which replicates the KS4 Raiseonline/inspection dashboard approach. Taking 3 levels of progress as expected progress from KS2 to 4, and 4 levels progress as more than expected, this methodology expects 9/14 of this progress during Key Stage 3 (being 9 terms of the total 14 terms over Key Stages 3 and 4 that students experience before taking GCSE examinations.)

For the next academic year (as we move away from KS3 levels and move from GCSE grades to numbers), a ‘best fit’ approach will be used using National Transition Matrices. Expected progress will be worked out using the National Transition Matrices, taking in to account students individual KS2 result and the students Current Pathway which highlights the GCSE result they are most on track to achieve.

This approach will be reviewed for 2017 by which time ACE Partnership schools will have introduced a Key Stage 3 Progress 8 measure.

Year 9

  % Achieving Expected Progress
  School Summer 2016 National 2015 Difference
English (All) 88.5 69 19.5
English (PP) 78 57 21
English (Non PP) 94 74 20
 
School PP vs National Non PP 4
 
Maths (All) 87.2 66 21.2
Maths (PP) 74 49 25
Maths (Non PP) 93.9 72 21.9
 
School PP vs National Non PP 2


Year 8

  % Achieving Expected Progress
  School Summer 2016 National 2015 Difference
English (All) 92.4 69 23.4
English (PP) 93.3 57 36.3
English (Non PP) 92 74 18
 
School PP vs National Non PP 19.3
 
Maths (All) 99 66 33
Maths (PP) 100 49 51
Maths (Non PP) 98.5 72 26.5
 
School PP vs National Non PP 28


Year 7

  % Achieving Expected Progress
  School Summer 2016 National 2015 Difference
English (All) 98.9 69 29.9
English (PP) 98.2 57 41.2
English (Non PP) 99.2 74 25.2
 
School PP vs National Non PP 24.2
 
Maths (All) 100 66 34
Maths (PP) 100 49 51
Maths (Non PP) 100 72 27
 
School PP vs National Non PP 28

 

This indicates that in both English and Maths, the percentage of Pupil Premium students making expected progress was above the national average for all students and non PP students. However, due to the high progress made by non PP within the school, there are in school gaps between PP and Non PP.

Attainment


The following charts show a 4 year trend in attainment – highlighting the % of Pupil Premium and Non Pupil Premium students achieving a Level 5 or above by the end of Key Stage 3.

In terms of attainment, the in school gap between Pupil Premium and Non Pupil Premium achieving a Level 5 or above in English had narrowed over the past three years, and narrowed even further in 2016.

The in school gap between Pupil Premium and Non Pupil Premium achieving a Level 5 or above in Maths had narrowed over the past three years, but widened in 2016.