Allocation of Funding

Allocation of Funding

The Pupil Premium Grant (PPG) was introduced by the government in April 2011. Pupils eligible for the grant, based on eligibility for free school meals (FSM), those who have received FSM in the last 6 years (Ever6) and looked after children, attract additional funding for the school. The aim is to address the recognised gap in underachievement between disadvantaged students and their peers (Closing the gap).

Approximately 12% of students at The Elizabeth Woodville School are eligible for the PPG.

Key Priorities:

To narrow the gap by addressing inequalities and raising the attainment of those students in low-income families. Whilst the gap was reduced in 2016 (see full impact evaluation for 2015-16), it was not significantly reduced in 2017 thus it remains a key priority for 2017-18.

What do we expect to see?:

Targeted additional support strategies resulting in every student, however financially disadvantaged, being able to:

    • Improve their levels of attainment and progress;
    • Close attainment gaps relative to school averages;
    • Have full access to our curriculum;
    • Access our extra-curricular provision.

Funding Allocation for 2017-18:

The funding for 2017/2018 will be allocated on two levels: a whole school basis to ensure that students receive a quality first-teaching experience in the classroom and a personalised basis, focused on the individual need of each student so that each PP student has the opportunity to achieve at least in line with their peers. As part of our Academy Improvement Plan, we will further develop our focus on Literacy and Numeracy in years 7 and 8 and develop individualised action plans for each pupil premium student for years 9-11.

Expenditure                                     163,662
Academic Support                             93,920
Pastoral Support                                 35,500
Staff Training                                       5,000
Enhancement Opportunities              10,000
Intervention and Catch up                 18,562

 

Pastoral Support

  • Personalised action plan for each student entitled to Pupil premium to support their progress and achievement in school.
  • Regular 1:1 meeting with base group tutors to look at specific needs, curriculum planning to ensure students can achieve the best possible outcomes (including reducing number of subjects where appropriate)
  • Within the college structure, pastoral support will continue to be available so students experiencing social and behavioural difficulties are able to receive specialist guidance. This may involve behaviour management, stress control and anxiety reduction or simply provide a safe space in which to eat lunch.
  • The Elizabeth Woodville School has designated Information and Guidance (IAG) offering PPm students priority in accessing careers guidance, assistance with job applications and information from potential future employers.
  • Regular monitoring of attendance and support offered through pastoral and inclusion team to ensure attendance does not adversely impact outcomes.

 

Academic support

  • Lead teachers in key subject areas are employed with a remit for PPm; there is one in mathematics, one in English and one in Science. Lead teachers are able to develop pedagogical practices, so that all PPm students will receive differentiated learning in their lessons. They will also lead on and deliver aspects of Teaching and Learning to improve best practice across the school.
  • All subjects will create and update, after every Progress Point, an action plan with a focus on strategies to further improve the progress of PPm students.
  • In some cases, alternative provision may be required to ensure that PPm students are supported well in their curriculum pathway. Off-site education will be provided for a small number of students. This includes continuing with courses such as mechanics, childcare and cookery (including work placements) which help support PPm student welfare, particularly where students are at risk of exclusion.
  • Sessions from outside speakers to support the use of effective study skills, enhance revision techniques and improve exam skills.
  • 1:1 mentoring programme for identified students with members of Academy Leadership Team.

 

Intervention and Catch-up

PPm students who fall behind expected progress will receive help in several ways:

  • For students in years 7 and 8, there is a designated person who works with English and Maths to ensure the delivery of literacy and numeracy skills during base group time.
  • Year 11 PPm students will receive additional  1-1 tuition and small group work led by mathematics tutors to help them achieve their goal / target
  • English tutors will be employed to work with students in years 10 and 11 in preparation for their examinations
  • Small laptops are to be provided to students who otherwise would not be able to complete online homework tasks or work within the lesson
  • All students currently receiving FSM are given the opportunity to be provided with textbooks, revision guides and other materials. This may include cookery ingredients, calculators and mathematical equipment.
  • Students wishing to participate in the Duke of Edinburgh Award will be supported with subsidised registration. This will help with promoting self esteem
  • Transport – students who are unable to get too or from school will continue to be provided with transport. This will also include those who are part of after school clubs.
  • Uniform – for those families and students currently receiving FSM a uniform subsidy can be offered to reimburse for some school uniform items.
  • Trips and educational visits – to provide the important learning opportunities outside of the classroom that enable students to develop socially, culturally and academically, subsidised trips and visits.

The spending of the PPG will be overseen by one of the Lead Teacher Team. Subjects and areas requiring further financial support for PPm students will bid for funding through the Lead Teacher.

Monitoring of PPG Spending and Impact

  • At each Progress Point, data on PPm students will be analysed and intervention plans amended accordingly. This will happen at least three times each academic year. This will enable the Lead Teacher to assess the impact of PPG spending and adjust actions where necessary in order to ensure that the achievement gap is narrowed.
  • Reports to the Academy Council will take place three times a year at the Curriculum and Standards sub- group meetings.

 

 

RELATED DOCUMENTS:

Impact Evaluation PPm 2015-16

PPm and APPm strategies 2016-17