Pupil Premium Expenditure

Pupil Premium 

At Guildford County School, we believe that all students should have the opportunity to achieve their potential, regardless of background.

We have identified that, in general, students from ‘disadvantaged’ backgrounds (as defined by Pupil Premium status) achieve lower levels of attainment and progress than the rest of their cohort, and are determined to eliminate this gap.

In the 2015-6 academic year, we set out to achieve the following outcomes:

  1. Improve absolute attainment levels of PP students
  2. Close the attainment and progress gaps relative to non-PP students
  3. Improve the attendance of PP students

These outcomes are built upon the following areas of focus, which have determined how out PP funding is spend, and how our staff prioritise their efforts:

  1. Enhancing reading, writing and mathematics skills for PP students
  2. Using extra-curricular provision to engage students and develop a depth of learning
  3. Ensuring staff have a clear focus on the potential impact of disadvantage and the need to improve student outcomes
  4. Engage PP students with school life, encouraging them to be happy, enthused and recognising their potential
  5. Addressing specific issues that impact the performance of individual students

The gap is closing…

We continuously monitor our progress against the three priority outcomes listed above. We are aware that the ‘gap’ between Pupil Premium students and the rest of the school has been too large in the past, but are encouraged by the clear and consistent progress that we have made in the past two years.

  1. Improve absolute attainment levels of PP students:

Our Pupil Premium students are showing a consistent increase in absolute attainment level across the last two years. The percentage of our Pupil Premium students obtaining 5 GCSEs graded A* to C, including English and Maths, has changed as follows:

2014 - 31%

2015 – 38%

               2016 - 50%

 

  1. Close the attainment and progress gaps relative to non-PP students:

 

 

Measure

(gap between PP and non-PP students)

2014 Results

2015 Results

2016 Results

% of students gaining 5 GCSEs graded A* to C, including English and Maths

- 75.5%

- 41.6%

-28.17%

Value Added

- 112.6

- 60.1

-30.77

Progress 8

- 1.59

- 0.9

-0.51

 

 

 

The gap between PP and non-PP students has reduced over the past 3 years, based on attainment and on both ‘Value Added’ and ‘Progress 8’ progress metrics.

 

  1. Improve the attendance of PP students:

A comparison of attendance data for PP students in the autumn and spring terms of the past 3 years shows a consistent improvement: 81.1% in 2013/4; 87.9% in 2014/5 and 90.5% in 2015/6.

This is still lower than the attendance level for non-PP students (95.6% in 2015/6), though this to some extent reflects the circumstances of some specific PP students. We continue to work to improve PP attendance.

 

What we are doing to achieve this:

The school received £108,307 in PP funding during 2015/6. We supplemented this with £8,208 of the school’s general funds, and provided the initiatives in the list below, specifically targeted at the areas of focus listed above.

In 2016/7, the school expects to receive £111,325 in PP funding, and is budgeting to spend an additional £31,650 of its general funds to continue the initiatives of 2015/6, and to additionally provide a breakfast study club, further staff CPD focus, and to develop and improve our provision of 1:1 teaching sessions in English and Maths.

 

Action

Impact

  1. Enhancing reading, writing and mathematics skills for PP students

Actual expenditure in 2015/6: £44,254

Planned expenditure in 2016/7: £65,129

1:1 teaching for PP students identified as in need of additional support in Maths and English

Case studies from Year 11 PP students demonstrates the impact of the 1:1 English and Maths programme last year. The majority of PP students taking their GCSEs benefitted from individual support in one or both of these subjects and there were some excellent grades as a result. Recent national analysis shows that the English and Maths results for PP students were not significantly below the rest of the cohort, showing the continued closing of the gap.

Small group teaching to allow teachers a greater focus on PP students

Small group teaching continues to be effective and has been developed further in the current Year 10. Students work on core skills in Maths and English with more opportunity for targeted and individual support. A designated teacher in the SEN department worked with students during tutorial sessions, lunchtimes and timetabled lessons to improve core skills, particularly in English and Maths.

Small group reading sessions to improve literary skills

Librarians’ time within in English lessons has been utilised to ensure that PP students receive small group reading and benefit from immediate feedback. This was hugely effective last year as one student in particular achieved an A* grade in English Language due to additional support with her love of reading.

  1. Using extra-curricular provision to engage students and develop a depth of learning

Actual expenditure in 2015/6: £5,017

Planned expenditure in 2016/7: £7,500

Music lessons for PP students who demonstrate musical talent but are unable to afford lessons themselves

5 PP students benefitted from singing, violin and oboe lessons last year. In two instances the provision of these lessons helped to encourage attendance of students as their enjoyment of music encouraged them to attend school more regularly.

19 PP students took place in the variety of choirs offered by the school last year, with a number of senior girls in particular excelling. One student took a leading role in the school production of Guys and Dolls, as well as being an outstanding member of a selection of choirs and ensembles. PP support with her other subjects, such as English and Maths 1:1 sessions allowed her to excel at the music elements of school that helped to enhance her confidence.

Assistance with the costs of curriculum trips for students struggling to afford the costs of these and to ensure that all Pupil Premium students have the opportunity to participate

PP support for trips was extensive; all Year 7 students attended the Sutton Life centre, a citizenship trip designed to make students more aware of their environment, personal safety and dangers and risks. Funding therefore allowed the entire year group to attend this vital event. Drama students were supported in attending theatre trips, and two students were subsidised in attending the Grenada trip to help improve their language skills for GCSE level. Lord of the Flies and Women in Black theatre trips allowed GCSE English students to better access the material for their course and was part of this funding. One student was also supported in a life-changing volunteering trip to Kenya. This student raised the bulk of the money themselves through fundraising, but PP money was able to support them in their final push. This was an excellent example of PP support making a tangible difference to an individual student as they then went on to achieve excellent GCSE results.

External education provision where a specific need was identified that could be best addressed by a specialist provider

PP funding provided provision for two students at Skillway and for another at the Well Project. These students were identified as requiring provision outside of the school and this ensured that their specific needs were met.

  1. Ensuring staff have a clear focus on the potential impact of disadvantage and the need to improve student outcomes:

Actual expenditure in 2015/6: £18,192

Planned expenditure in 2016/7: £21,628

4 Matrix data analysis software and training to allow staff to compare Pupil Premium attainment with other students

All staff are now trained in using 4Matrix software and the attainment of PP students is an item on all department, house and subject meeting agendas. Using 4Matrix allows staff to track the gap between PP students and the whole cohort and to make adaptations to provision as necessary. Staff are now able to track the PP students in their own class through this software, and to plan for ‘next steps’ in their personal review process. This has given individual staff greater understanding of the importance of PP attainment and a sense of responsibility in narrowing the gap.

LAC Coordinator – a member staff allocated to identify the needs of LAC students ensure excellence of our provision

The LAC coordinator continues to secure the best provision for looked after students in the school. Last year the possibility of breakfast club was investigated, and this has now been put in to place. Having a single point of contact for LAC students has resulted in better staff awareness of these students, support with their curriculum and regular meetings to discuss progress. Last year LAC students were offered a variety of support with trips, equipment and in one case, successful access to alternative education.

Learning and Teaching CPD for all staff to support specific learning and teaching techniques in the classroom to assist Pupil Premium students

CPD was carried out as part of the programme offered to staff on ‘Closing the Gap’ and practical techniques to best support PP students in lessons.

Regular review meetings between Heads of Department and Leadership & Management Team members to focus on strategies to reduce the attainment gap between Pupil Premium and other students

Core Progress Meetings took place, and continue to take place, to assess the progress of PP students following each interim report. Heads of English, Maths and Science meet with the Deputy Head, Assistant Head and Head of Upper School to discuss PP students and comment on how they can be more effectively supported. All meetings between LMT and Heads of Department/Heads of House have PP attainment as an item on the agenda.

Commissioning an external review of our PP strategy and approach to coaching PP students

An Assistant Headteacher from another school was commissioned to provide an external review of our PP strategy, providing valuable critique and recommendations of new techniques to use to engage students effectively.

  1. Engage PP students with school life, encouraging them to be happy, enthused and recognising their potential:

Actual expenditure in 2015/6: £35,144

Planned expenditure in 2016/7: £33,941

Transport and support for Pupil Premium events, ensuring that pupils are able to attend events and external provision

This support has benefitted PP students in a number of ways, including paying for transport to school trips or external conferences, transport for students who have been unable to get in to school, and travel to external education providers. It has also allowed home support for students where necessary, allowing staff to visit students or parents/carers at home.

Teaching assistant time focused on Pupil Premium students

PP funding for TAs allowed for a greater provision of support in lessons. One student benefitted from full time TA support in lessons due to his educational needs, and a number of other PP students were provided with support in some lessons. Focussing the TAs time on PP students has helped their progress in lessons, also illustrated by the continued closing of the gap between PP students and the whole cohort.

Home-school link worker to help address home and family issues

A HSLW works with students three days a week and PP students have benefitted from regular meetings, as required. This has been a vital resource for students and encourages regular communication between school and home.

Youth worker to provide support to Pupil Premium students in relation to pastoral issues

A Youth Worker has provided part-time support for PP students, particularly in the lower part of the school, as required. This has been a valuable resource to those students requiring temporary support in school time with pastoral issues.

A summer school for incoming Year 7 Pupil Premium students to encourage a smooth transition into the school

The summer school has run successfully for two consecutive summers now, with all Year 7 PP students invited to take part. The Summer School again proved popular, with students taking part in a range of activities to get to know each other, feel comfortable with other staff and students and prepare for Secondary school.

Support from the Surrey County Council Educational Welfare Officer to identify and address the root causes of poor attendance

The EWO has met weekly with the Heads of House to discuss the attendance of students and monitor any concerns. Students have been supported in returning to school after long absences, and early patterns of absence that could have developed have been spotted early. The EWO has also worked successfully with families to support this process. For the first time last year PP attendance was over 90%.

Subsidised prom tickets for Yr 11 students, used as an incentive during year

All PP students were able to attend prom in year 11 in 2016.

‘Family Learning’ evening events where PP students are taught with family members to engage parents and students with the school’s approach to learning.

Three family learning events have now taken place, with a variety of students invited but an emphasis on the attendance of PP students and their parents/carers. HoH have specifically invited PP students and encouraged them to come along to the events which have included a lesson and a meal before. All events have had excellent attendance and feedback, and another is taking place in November. This will focus on helping the transition from Year 9 in to 10 and again PP students are encouraged to attend.

‘Dads v Lads’ football morning to engage boys and fathers with the school.

This event has now taken place for two consecutive years and is a popular event for students and families. It is one of the events designed to increase the interaction between parents/carers and the school.

PP Mentor – 1:1 support for PP students from a dedicated TA to address pastoral issues.

Additional mentoring support is available from a Teaching Assistant for PP students that are struggling to engage with school life.

Meeting each PP student’s parents over coffee to discuss their child’s needs and support strategies.

Last year the Head of KS4 organised informal meetings with the parents and carers of PP students to help create links between school and home. This meeting was a success with good participation, and useful conversations were had about the individual needs of students. These informal meetings helped engagement with the school and will happen again this year.

Provision of school uniform for students unable to afford it themselves

Three students were provided with school uniform last year, with further individual items, such as football boots, also provided. In one case this allowed a student to take part in the school rugby team, which he has excelled at and become captain of the team.

  1. Addressing specific issues that impact the performance of individual students:

Actual expenditure in 2015/6: £13,908

Planned expenditure in 2016/7: £14,777

Equipment for students who are unable to purchase items that would significantly benefit their studies, for example laptops for two specific students, textbooks, materials for art and food technology.

PP funds purchased textbooks and revision guides for a range of subjects including Maths, English and Science. It also funded art sketch books and folders and ingredients for food tech lessons.

Development of an Office 365 based remote learning environment to remove the need for families to purchase expensive computers or software to be able to access resources from home

Office 365 was successfully introduced at school and is now being used across the school. Students can access files from their teachers via this environment, and it has proved a useful way to share homework, worksheet and revision materials.

Access to GCSE revision aid podcasts

The GCSEpod offers students free access to a range of podcasts suitable for all their subjects. This has proved a popular tool for students even if they do not have computer access at home it can be accessed on mobile phones. This means that all students were able to enhance their revision activities. 

Provision of free school meals to on a short-term basis when parents eligibility ceased

The withdrawal of Free School Meals (due to a small rise in income) was found to be an issue affecting the attendance of a particular student. These were provided on a discretionary basis, as part of a tailored programme to  support the student and improve attendance.

Revision courses run over the Easter holidays to assist Pupil Premium students in preparing for public examinations

A number of courses were provided for students at GCSE and A-Level in the Easter holidays. These courses were provided free of charge to PP students, allowing them extra time with their teachers and a chance to have further support in preparing for their exams.

Exam resit fees for PP students identified as being in a position to improve on GCSE Maths and English results

2 students in Year 12 were financially supported in resitting their Maths GCSE exams in order to increase their opportunities in the future.

Lunchtime homework club providing disadvantaged pupils with access to ICT facilities and encouragement and help.

Lunchtime homework club continues to be popular with PP students. It provides all the equipment and materials that students needs to complete homework, as well as supervision and assistance. Providing this time and space to complete work was of great use to a number of PP students who made good use of the quiet environment and ICT access. 

 

Case Studies: Year 11 2015/16

There are many examples of outstanding achievement from PP students in Year 11, 2016. These case studies highlight the breadth of support provided for PP students at Guildford County School and how it is individually tailored for individual needs. These students all had different areas of need for support and PP funding allowed them to fulfil their potential and take an active role in wider school life.

Across the course of the year, 1:1 support was offered for students in English, Maths, Business Studies, Music, Spanish, Science and Catering, as well as revision groups for every subject that is taught at GCSE level.  Many PP students were part of ‘Spotlight’ mentoring groups, led by members of the Leadership and Management Team, which met weekly to discuss progress, motivate and prepare effectively for exams. These small groups were hugely effective in dealing with a variety of needs, from anxiety to revision technique. Year 11 PP students also had the support of an Education Welfare Officer, Home School Link Worker and counsellor, and made full use of these opportunities.

PP students were also supported in their studies through the funding of range of visits. These included trips to the theatre to see plays associated with English texts, trips to taster sessions at Surrey University, foreign language trips and a fundraising donation to a student travelling to Kenya to complete voluntary work. These trips and visits allowed PP students to have the same learning opportunities as the rest of their year group. Funding also supported the provision of equipment needed for practical subjects, such as Art and Catering. Revisions guides and required textbooks also proved useful for students. All PP students were also able to attend the end of year prom.

These opportunities allowed students to go on to pursue a variety of post-16 courses. Many stayed for A-Levels at Guildford County, while other destinations include childcare apprenticeships, vocational qualifications at Merrist Wood College and courses at Guildford College.

Updated November 2016