Pupil Premium

Predicted Pupil Premium Spend 2016-17

Allocation  £    420,000
Item  SPEND
Home internet connectivity for students and Net Nanny software  £         3,000
NISAI Learning and other online learning packages  £       10,000
One-to-One tuition  £       36,500
Reducing class sizes Y10/11  £       34,000
Additional GCSE lesson (Maths and English)  £         5,000
Equipment/ resources/ Food resources  £         6,000
Year 7 Trip subsidy – Conway engagement  £         5,000
Other trip subsidies  £         2,500
SLT Pupil Premium Lead/ SLT Management Various Provision  £       14,000
Alternative Curriculum  £       60,000
Information, Advice and Guidance  £       14,000
Breakfast Club  £         7,000
Travel Assistance  £         3,000
More Able Provision  £         4,000
IRIS – Behaviour Management and Rewards  £         6,000
Learning Resource Centre (Resources and Events)  £         4,500
Motivational Intervention for Year 11 Learning Performance  £         6,500
Extra Curricular/ Extended Schools  £         6,000
Additional Revision sessions for KS4/5 Students  £       15,000
Revision Weekend for Year 11 Students  £         1,000
Teaching Assistants  £       86,000
Learning Zone  £       14,000
Learning Mentors  £       70,000
Community Arts Programme/ Artsmark  £         2,000
Student Well-Being  £         5,000
TOTAL PREDICTED PUPIL PREMIUM EXPENDITURE 2016-17  £    420,000

 

PUPIL PREMIUM REPORT 2015-16

An Overview of the Pupil Premium Allocation of Funding at Weatherhead High School in 2015-16

In 2015-16, Weatherhead High School was allocated a total Pupil Premium Funding of £405,000, from the EFA. The table below shows the allocation of these funds.

Pupil Premium Expenditure

A.       Staffing Costs £208, 335
B.       Interventions £74, 916
C.      Student Support £86, 449
D.      Curriculum £35, 300
Total £405, 000
The information provided below shows how these funds were utilised to close the gap between disadvantaged and non-disadvantaged students. The potential learning gain, indicated in brackets,  is estimated in terms of additional months progress a student might make as a result of an approach being used in school as outlined by extensive educational research conducted by the Sutton Trust.

Staffing Costs

At Weatherhead High School, there are two full time Pastoral Support Workers (Key Stage 3 & 4), one full time KS4 Academic Support Worker. In addition to this, a part-time Maths Tutor and Higher Level Teaching Assistants deliver additional intervention to disadvantaged students.

One to One Tuition

(+ 5 months)

One-to-one tuition is where a teacher, intervention tutor, teaching assistant provides a student with intensive individual support. It may be undertaken outside the normal lessons as additional teaching.
Funding used for:

  • One to one Key Stage 4 intervention for Maths, English and Science
  • One to one support in the Learning Zone (KS3-4)
Small Group Tuition

(+ 4 months)

Students with similar levels of current attainment are grouped together for small group intervention for specific lessons on a regular basis. The assumption is that the work provided is at a challenging level and pupils benefit from effective feedback and support.
Funding used for:

  • KS4 intervention for Maths, English and Science
  • KS3 intervention for Maths and English
  • (KS3 Maths – intensive preparation for students leading up to internal tests and English – ‘Stepping up to GCSE’ programme)
Reducing class sizes in Year 10 and 11 (+ 3 months) By reducing the number of pupils in a class, it is suggested that as the size of a class or teaching group gets smaller, the range of approaches a teacher can employ and the amount of attention each student will achieve will increase.
Funding used for:

  • Small classes in Mathematics and English
Additional GCSE Lessons

(mastery learning = + 5 months)

 

Additional lessons used to develop mastery learning. Students are grouped according to current level of attainment.

The additional lessons allow teachers to continue to provide work at a challenging level and offer effective feedback and support.

Funding used for:

  • One additional GCSE Maths and English lesson for KS4 students
Learning Zone and Learning Mentors

(social and emotional learning = + 4 months)

The role of the Learning Mentors and the HLTA, who manages the Learning Zone, are an integral part of the social and emotional learning programme at Weatherhead.
Funding used for:

  • Targeted pastoral/academic mentoring for students
  • Learning Zone provision (additional tutoring and support given to targeted students)
Reading Comprehension Strategies

(+5 months)

Teaching reading comprehension strategies aims to improve reading by focusing on learners’ understanding of the text. Students are taught strategies to help them comprehend the meaning of what is written and monitoring their own comprehension and identifying difficulties themselves.
Funding used for:

  • The Learning Resource Centre and LRC Manager
  • A variety of reading and author events made available to disadvantaged learners
  • Reading support programme delivered by the LRC Manager (KS3)
  • Baseline and yearly testing of reading and spelling ages
  • Literacy intervention programme (Y7-11) delivered by a specialist teacher

Interventions and Student Support

At Weatherhead, we believe in setting aspirational targets, tailored and flexible intervention programmes and frequent reviews of performance against targets for our disadvantaged students.

Extended School Time

(+2 months)

The length of the school day is extended and additional time is provided either before or after school.
Funding used for:

  • Breakfast Club
  • Learning/homework support and LRC available after school
  • Additional revision sessions, in some subjects, for Year 11 students are provided during holidays and weekends
Homework

(+5 months)

Common homework activities include completing tasks set by subject teachers, following published schedules, preparing for future learning and revision for tests and examinations.
Funding used for:

  • Homework clubs – students have the opportunity to complete homework in school accessing IT facilities, if required.
  • Targeted students attend compulsory homework club where they are supported with their learning by the Academic Mentor.
Outdoor Adventure Learning

(+3 months)

Adventure education usually involves collaborative learning experiences with a high level of physical challenge, practical problem-solving and reflection.
Funding used for:

  • Trips and visits such as ‘Conway Centre’ residential and ‘Barnstondale’ trip.
Arts and Sports Participation (through Extended School’s  Programme)

(+2 months)

Engagement in Arts and Sports participation can be used as a means to increased educational engagement and attainment.
Funding used for:

  • Extensive extended school’s programme of sporting, arts and cultural events for students and parents to engage in.

Curriculum

Curriculum planning is an important part of ensuring that all learners, irrespective of background or starting point, are challenged and inspired to achieve above and beyond their capabilities.

Digital Technology (4+ months) Digital technologies are used to support learning.
Funding  used for:

  • Nisai and other online learning packages
  • Internet connectivity to enable disadvantaged learners to access online learning like ‘MyMaths’ and ‘SAM Learning’.
  • Disadvantaged learners provided with laptops, when necessary, for use at home.
Alternative Curriculum Programme

Funding used for:

  • Range of work placements for targeted students
  • Bespoke, continual careers advice and guidance
Targeted students are given the opportunity to gain additional qualifications through work experience placements. Developing students’ social learning and self- esteem.

Destinations of our Disadvantaged Students (2016)

89%  of our disadvantaged students remain in sustained post-16 education. This is well above the national average.

IMPACT

An Overview of the Attainment and Progress of Disadvantaged Students – 2015-16

In 2015-2016, 38.6% of students were Disadvantaged and Weatherhead High School was allocated a total Pupil Premium funding of £405,000.

The graph below illustrates the attainment of disadvantaged and non-disadvantaged students at Weatherhead High School.

  • The gap between the attainment of disadvantaged and non-disadvantaged learners has remained consistent over three years.

  • 55% of disadvantaged learners achieved an A*-C grade in both GCSE English and Maths

Progress 8 and Attainment 8

P 8 Score
P 8
Score
English
P 8
Score Maths
P 8 Score
EBacc
P 8 Score
Open
Average A
8 Score
Average A
8 Score
English
Average A
8 Score
Maths
Average A
8 Score
EBacc
Average A
8 Score
Open
Non-
disadvantaged
0.38 0.42 0.39 0.49 0.22 55.12 11.68 10.9 15.59 16.95
Disadvantaged -0.06 0.16 0.08 -0.1 -0.25 46.32 10.44 9.26 12.22 14.39
Gap -0.44 -0.26 -0.31 -0.59 -0.47 -8.8 -1.24 -1.64 -3.37 -2.56
  • The Progress 8 Scores for disadvantaged learners in English and Maths are above the national average P8 score of zero, this indicates our disadvantaged students are making good progress.

Progress of Disadvantaged Students

  • Almost the same proportion of disadvantaged learners and non-disadvantaged learners made expected levels of progress in English over a three year period.
  • 85% of disadvantaged learners made 3 Levels of Progress in English, which is above the 2015 National Average of 71% for all learners.

  • The gap between the progress of disadvantaged learners in Mathematics and non-disadvantaged learners in Maths has widen slightly in 2016, however the percentage of non-disadvantaged learners making 3 Levels of Progress is still close to the 2015 National Average of 67%  for all learners.

An Impact Review of Pupil Premium Funding and Interventions in 2015-2016

At Weatherhead High School, we continually strive to remove barriers to learning to ensure the best possible outcomes for all our students. We recognise that no single intervention provides a complete solution to closing the gap between the attainment and progress made by our disadvantaged and non-disadvantaged students. In terms of attainment, the gap has remained consistent over a three year period. However, we acknowledge the need to continue to critically reflect on our practice and the impact of the strategies we employ.

Actions to Support the Progress and Attainment of Disadvantaged Students in 2016-17

Continue to offer effective Maths and English intervention across KS3 and KS4.

Offer a bespoke intervention programme for disadvantaged students studying EBacc subjects, as well as targeted Maths and English support and intervention

Increase home/school liaison and utilising Pastoral/Academic support workers

Revision and support workshops for all disadvantaged students preparing for exams

Engagement with research and national developments to develop provision further

Continue to embed monitoring and tracking of disadvantaged students, including weekly attendance.