Use of Pupil Premium Funding for 2016-17

Use of Pupil Premium Funding for 2016-17

Details of how the pupil premium allocation was spent

In 2016-2017 St Anne’s school allocated £222,530 to pupil premium activities.

Our main objective was: to raise the attainment of pupils who are Pupil Premium so that the gap between them and "Other" pupils nationally was narrowed, by removing barriers to educational achievement.

We identified 5 key barriers:

1)    Lower aspiration

2)    Arriving in year 7 with lower starting points

3)    Lower attendance

4)    Access to resources outside of school

5)    Access to enrichment experiences both within and outside of school such as school trips.

 

Our actions were as followed linked to these 5 key barriers:

1)    Lower aspiration: Attendance rewards, behaviour rewards, working with the YMCA, working with the mental health nurse, revision courses, access to counsellors, access to the careers advisor.

2)    Arriving in year 7 with lower starting points: access to computer software to identify needs, extra maths teaching in years 7, 8 and 9, English and maths intervention during registration.

3)    Lower attendance: Access to the Educational Welfare Officer, emergency transport to school if issues with transport.

4)    Access to resources outside of school: Buying, where needed, books, education equipment, computer consumables and uniform; and external tuition of year 11,

5)    Access to enrichment experiences: Paying for Shakespeare in Schools, and subsidising school trips.

All pupils eligible for extra funding have been identified and have a comprehensive mentoring system with our academic mentoring team, which will signpost pupils to some these resources above to ensure the right pupils are getting the right needs met.

 

Information on the impact of that expenditure on eligible and other pupils

As the way that schools are measured has changed significantly in 2016, data has only been provided for the last two years as it is comparable.

Outcomes

Attainment

Attainment  8

Year

2016

2017

National 2016

All Pupils

58

54

50

PP

52

49

41

Non PP

60

56

53

Gap

-8

-7

-12

The national Attainment 8 for all pupils has dropped from 50 in 2016 to 46 on 2017 (not on the table). Assuming a similar drop for non-PP students nationally, our gap to national is probably closed.

 

English Element

Year

2016

2017

National 2016

All Pupils

12.4

12.3

10.4

PP

11.4

11.7

?

Non PP

12.7

12.5

11.0

Gap

-1.3

-0.8

?

Our internal gap has closed, and although English element national data is not available for 2017 yet, our PP pupils are probably above non-PP nationally based on overall changes.

 

Maths Element

Year

2016

2017

National 2016

All Pupils

11.1

10.1

9.7

PP

9.8

8.6

?

Non PP

11.5

10.7

10.4

Gap

-1.7

-2.1

?

Our internal gap has increased slightly. Although maths element national data is not available for 2017 yet, there is probably a gap to national for PP pupils.

 

EBacc Element

Year

2016

2017

National 2016

All Pupils

16.1

14.4

13.6

PP

14.2

10.7

?

Non PP

16.7

15.3

14.8

Gap

-2.5

-4.6

?

Our internal gap has increased slightly. Although EBacc element national data is not available for 2017 yet, there is probably a gap to national for PP pupils.

 

Open Element

Year

2016

2017

National 2016

All Pupils

18.4

17.7

15.7

PP

16.6

15.1

?

Non PP

18.9

18.3

16.5

Gap

-1.3

-3.2

?

Our internal gap has increased. Although Open element national data is not available for 2017 yet, there is probably a gap to national for PP pupils.

 

Percentage Achieving Ebacc (9-4)

Year

2014

2015

2016

2017

National 2016

All Pupils

29

45

40

36

25

PP

10

23

24

26

12

Non PP

34

50

46

39

30

Gap

-24

-27

-22

-13

-18

Our outcomes for PP pupils have risen every year in the last 4 years, and our internal gap has closed, although not completely. This outcome is based on the entry patterns of pupils. For this reason, the internal gap is, in my opinion, most important in terms of equality of opportunity and needs to close further.

 

Percentage achieving A*-C (9-4) in En&Ma

Year

2014

2015

2016

2017

National 2016

All Pupils

72

77

84

82

63

PP

46

59

74

78

43

Non PP

79

85

88

83

71

Gap

-23

-26

-14

-6

-28

Our outcomes for PP pupils has risen every year in the last 4 years and surpassed national outcomes for non-PP pupils in the last two years.

 

Progress

Progress 8

Year

2016

2017

National 2016

All Pupils

0.38

0.65

-0.03

PP

0.37

0.44

-0.38

Non PP

0.39

?

0.10

Gap

-0.02

?

-0.48

The progress of our PP pupils is well above national averages and the progress of non-PP pupils nationally, even when the factor of girls is taken into account. We do not yet know the Progress 8 score for our non-PP pupils, but the data suggests the internal gap has widened. Closing this internal gap needs to be a priority for us.

 

Progress 8: English Element

Year

2016

2017

National 2016

All Pupils

0.56

1.01

0.00

PP

0.51

0.92

?

Non PP

0.57

?

?

Gap

-0.06

?

?

Unfortunately, the DfE have not released the progress groups of pupils make nationally. However, it is fair to assume that progress for PP students is less than zero and non-PP students is above zero nationally. For St Anne’s, the progress of disadvantaged pupils in English is stratospheric, and testament to the excellent teaching they receive over 5 years.

 

Progress 8: Maths Element

Year

2016

2017

National 2016

All Pupils

0.20

0.43

0.00

PP

0.23

0.10

 

Non PP

0.19

?

 

Gap

-0.04

?

 

Unfortunately, the DfE have not released the progress groups of pupils make nationally. However, it is fair to assume that progress for PP students is less than zero and non-PP students is above zero nationally. For St Anne’s, the progress of PP students is above zero, but without a national progress measure, it is impossible to know if they are making more progress than non-PP nationally. It is probably close, but lower than the progress made in the other elements.

 

Progress 8: EBacc Element

Year

2016

2017

National 2016

All Pupils

0.30

0.72

0.00

PP

0.36

0.51

?

Non PP

0.28

?

?

Gap

0.08

?

?

Unfortunately, the DfE have not released the progress groups of pupils make nationally. However, it is fair to assume that progress for PP students is less than zero and non-PP students is above zero nationally. For St Anne’s, the progress of disadvantaged pupils in the EBacc element is very high, and probably above non-PP nationally.

 

Progress 8: Open Element

Year

2016

2017

National 2016

All Pupils

0.48

0.49

0.00

PP

0.39

0.26

?

Non PP

0.51

?

?

Gap

-0.12

?

?

The DfE have not released the progress groups of pupils make nationally. However, it is fair to assume that progress for PP students is less than zero and non-PP students is above zero nationally. For St Anne’s, the progress of disadvantaged pupils in the Open element is strong, and probably slightly above non-PP nationally.

 

 Use of Pupil Premium Funding for 2017-18

The amount of the school’s pupil premium allocation

The Pupil Premium Funding for 2017 – 2018 at St Anne’s School has been allocated provisionally at £222,465. 

A summary of the main barriers to educational achievement faced by eligible pupils at the school

We have found that the barriers to educational achievement for eligible pupils vary considerably at an individual level. For this reason, our academic mentoring system has been vital in identifying these barriers at that level and addressing them. However, broadly speaking these barriers have included:

  • lower aspiration,
  • arriving in Year 7 with lower starting points,
  • lower attendance,
  • access to resources outside of school, and
  • access to enrichment experiences both within and outside of school such as schools trips.

How the pupil premium allocation is to be spent to address those barriers and the reasons for that approach

The funding will be directed towards improving the learning experience and progress of targeted pupils at key stage three and key stage four through a range of activities as identified at an individual level through academic mentoring and scrutiny of other evidence such as progress data, but will include:

  • lower aspiration,

o   Providing access to external agencies such as the YMCA and mental health support.

o   Providing rewards to pupils.

o   Providing access to opportunities with the local universities.

o   Access to independent, high-quality careers advice.

  • arriving in Year 7 with lower starting points,

o   English Intervention

o   Maths Intervention

o   Extra Maths classes at Key Stage 3

  • lower attendance,

o   Providing access to external agencies such as the EWO

  • access to resources outside of school, and

o   Support of pupils through provision of educational equipment, stationery and materials

o   Support for parents paying for external tuition.

  • access to enrichment experiences both within and outside of school such as schools trips.

o   Enrichment activities such as visiting actors, support of payment for trips.

 

How the school is to measure the impact and effect of its expenditure of the pupil premium allocation

The effectiveness of the above activities will be seen through progress and attainment data of pupils as they are tracked through the school, and final outcomes at the end of Key Stage 4.

 

The date of the school’s next review of its pupil premium strategy

September 2018 

Telephone: 023 80328200 Email: info@st-annes.uk.com