Pupil Premium

Pupil Premium

Disadvantaged (Pupil Premium) Impact at Alexandra Park School

What is Pupil Premium?

Schools receive additional income called the Pupil Premium. This money is allocated by the Government to help schools support children from low income families and children in care. The amount of additional funding schools receive is based on the number of children who are entitled to receive free school meals or have been in the past 6 years or are looked after children. “Disadvantaged pupils’ is used to refer to only those pupils for whom the pupil premium provides support.

Schools receive additional income called the Pupil Premium. This money is allocated by the Government to help schools support children from low income families and children in care. The amount of additional funding schools receive is based on the number of children who are entitled to receive free school meals or have been in the past 6 years or are looked after children. “Disadvantaged pupils’ is used to refer to only those pupils for whom the pupil premium provides support.

Nationally, disadvantaged children attain less and make slower progress when compared to other students. The most recent available figures for the ‘national’ gap are from 2014 when it was 28% in terms of the percentage who achieve 5A*-C including English and Maths. Pupil Premium money has been given to help schools close this gap.

The Pupil Premium provides support for pupils who:

1. were registered as eligible for free school meals at any point in the last 6 years (FSM)
2. have been looked after for 1 day or more (CLA)
3. were adopted from care on or after 30 December 2005, or left care under:
 - a special guardianship order
 - a child arrangements order (CLA)

Since the financial year 2014-2015, the Pupil Premium funding that schools receive has increased and is higher for CLA than FSM.  It is £935 per secondary pupil and £1900 per pupil for CLA.

Since April 2014, the grant allocation for looked-after children must be managed by the designated virtual school head (VSH) in the local authority that looks after those children, as set out in the responsibilities for virtual school heads.


Pupil Premium / Disadvantaged Funding at Alexandra Park School

How much do we receive?

 2012-13
Financial Year
2013-14
Financial Year
2014-15
Financial Year
2015-16
Financial Year
2016-17
Financial Year
2017-18
Financial Year
Number of students 443 395 352 302 313 268
£per student £600 £900 £935 £935 £935 £935
£total £265,800 £355,500 £329,120 £282,370 £292,655 £266,050

The funding has been used in a number of ways to 'close the gap' and support attainment of our Pupil Premium students. These are summarised below.

The main barriers to educational achievement faced by disadvantaged students at Alexandra park School

The Government has published independent research to demonstrate the barriers to attainment faced by disadvantaged students. Principally these include lower prior attainment, difficulties with literacy and numeracy, and issues relating to attendance and behavior.

At APS we are proud of our ‘success for all’ ethos. To achieve this, we ensure that we view all students as individuals and we never assume that students within a particular group face similar barriers or that they have less potential to succeed.

In line with this ethos, our primary strategy is to provide outstanding teaching for all students at all times. Where specific additional needs are identified we offer additional targeted support, and alternative approaches wherever possible.

An example of a significant barrier to students’ progress in our experience at APS is students falling behind in literacy and numeracy. At Key Stage 3 every cohort includes a number of students who have not reached age-related expectations in maths and English / literacy. These students will also benefit from the strategies outlined below.

How do we allocate the funding?  (This information includes how funding was spent in 2017/18 and how we are spending it this year)

  • Personalise the timetable to ensure that each student follows an appropriate curriculum
  • Full-time staffing to provide dedicated literacy support to enable all students to access the curriculum; literacy support can be either 1:1 or in small groups
  • Full-time staffing to provide additional numeracy support across KS3
  • Provide extra support for English and maths at KS4, including booster classes and targeted intervention, ensuring all disadvantaged students have relevant resources.
  • An additional teacher employed in maths and English to facilitate smaller classes
  • Employ Pastoral Support assistants, non-teaching staff dedicated to each year group, to ensure swift communication with families, with a special focus on monitoring attendance punctuality of disadvantaged students.
  • Run intervention sessions in The Bridge which address the academic, social, emotional and behavioural needs of students, including concerns that prevent any disadvantaged student from using appropriate learning behaviour in mainstream lessons
  • Offer an extended school day so resources and support are available before and after school, ensuring that all disadvantaged students can access computers and other resources that may not be available at home
  • Provide support for students at lunchtime and after school to enhance the quality of their class work and their homework ensuring that there is always a supervised space for disadvantaged students to work within
  • Deliver language support, for students for whom English is not their first language, to accelerate acquisition of English
  • Ensure pupils are able to access appropriate resources and opportunities, including contributing to the costs of school trips for disadvantaged pupils if feasible and considered appropriate by the school.
  • Schedule booster and revision classes across a range of subjects including English and maths on weekends and during school holidays

Disadvantaged (Pupil Premium) Impact at Alexandra Park School

How do we measure impact?

  • Systematic use of data to monitor the progress of students
  • Leadership and management structure ensures continual monitoring and review of initiatives and procedures
  • Regular consultation with all stakeholders, including students and parents / carers, to consider all viewpoints, allow suggestions for development and ensure collaborative review of practice
  • We hold annual pupil premium strategy review with the Leadership Team and Governors in November

What has the impact been so far?

High quality support is given to disadvantaged students to ensure that they are enabled to achieve outcomes which reflect their ability.

  • Disadvantaged students are well supported in the run up to examinations; and there is excellent attendance for all exams.
  • In contrast with the national picture, disadvantaged students at APS perform well above national averages. Overall attainment is significantly higher (47.6 compared to 36.7) as is attainment in English and Maths, including students’ attainment of ‘standard’ and ‘strong’ pass grades in both subjects.
  • The progress of disadvantaged students has been very good overall and across different subject areas in comparison to national averages has been very. In 2018, overall progress of disadvantaged students is in line with average progress for all students but well above average progress for disadvantaged students (-0.02 compared to -0.44)
  • In Maths, disadvantaged students’ progress has remained well above this level and we will continue to refine and review the strategies outlined above to ensure we further reduce any ‘gap’ in the performance of disadvantaged students in all subject areas.
  • Disadvantaged students’ attendance has improved steadily from 91.9% in 2012/13 to 94.1% in 2017/18
 

2018

2017

2016

Key Indicators

APS
Disadvantaged
(23%)
APS AllNational
Disadvantaged
(28%)
National
All

APS
Disadvantaged
(23%)

APS
All

National
All

APS
Disadvantaged
(31%)

APS

National
All

Progress 8 Score

-0.02

0.49 -0.44 -0.02 0.22 0.58 0.03 0.43 0.43 -0.03
Attainment 8 Score
47.6* 56.9* 36.7* 44.5* 47.3* 56.3* 46* 51.4 57.3 48.2
% achieving English and Maths Grade 4+ and Grade 5+(^)
69
46^
80
62^
Not published
24.9^
64
43
67
48^
83
64^
63
42
69 79 58.7
% achieving EBacc Grade 4+ and 5+(^)
(% entered in brackets)
19 (23)
8 (23)^
35 (43)
27 (43)^
Not published
(27)^
24 (35)
17 (35)
33 (38)
28 (38)^
43 (49)
40 (49)^
24 (38)
20 (38)^
30 (34) 42 (44) 25 (38)
Progress 8 English 
-0.17 0.5 Not published -0.04 0.6  0.8  0.0
Attainment 8 English
9.9 11.9 Not published 9.9 11  12  10
Progress 8 Maths
0.19 0.4 Not published -0.02 0.3  0.5  0.0
Attainment 8 Maths
9.6 11 Not published 9.0 9.0  11  9

*calculated using a new methodology (and therefore not comparable to previous years)
^calculated using grade 5 and above

For more information on the Pupil Premium, please visit https://www.gov.uk/topic/schools-colleges-childrens-services/support-for-children-young-people