Pupil premium

 

Hockerill Anglo-European College Pupil Premium Report 2019-20

What is the Pupil Premium?

The Pupil Premium for 2019-2020 is additional funding allocated by the Department for Education to the College on the basis of the numbers of children who meet at least one of the following criteria:

  • Children Looked After (CLA)
    • Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority.
       
  • Children adopted from care or who have left care (post-LAC)
    • This includes pupils recorded in the January 2019 school census and alternative provision census, who were looked after by a local authority in England and Wales immediately before being adopted or who left local authority care on a special guardianship order or a child arrangements order (previously known as a residence order).     
       
  • Ever 6/Free School Meals (FSM)
    • Pupils recorded in the January 2019 school census and alternative provision census who are known to have been eligible for free school meals (FSM) since May 2013, as well as those first known to be eligible at January 2019.               
       
  • Ever 6 Service Child
    • Pupils recorded in the January 2019 school census who were eligible for the service child premium since the January 2014 census as well as those recorded as a service child for the first time on the January 2019 school census.
       

The Pupil Premium Grant (PPG) is given to schools and local authorities under two main policies:

  • Raising the attainment of disadvantaged pupils of all abilities to reach their potential
  • Supporting children and young people with parents in the regular armed forces

The College’s Pupil Premium Policy provides further information about our commitment to closing the attainment gap between eligible students and their non-eligible peers.

Accountability, Monitoring and Evaluation

Schools are held to account in relation to their use of the Pupil Premium. The College utilises a multi-layered approach in monitoring and evaluating the progress of disadvantaged students including:

  • Attendance monitoring
  • Daily form tutor monitoring
  • Ensuring students can access the relevant curriculum
  • Provision of resources
  • Staff training and development in supporting pupil premium students
  • Teacher and subject leader assessment, tracking and evaluation
  • Head of Year monitoring, guidance and support
  • Termly assessment and data analysis
  • Training and sharing of ‘best practice’ with other schools and across staff
  • A member of the Leadership Team taking key responsibility for the use of the Pupil Premium
  • Review and monitoring reports presented to the Governing Body

How much money did the College receive?

For the 2018 – 2019 academic year the College received the following Pupil Premium grant:

Type of Premium

Amount (£) per person

Number of Eligible Students

Total (£)

Children Looked After (LAC)

1800

4

7,200

Children Previously Looked After (Post-LAC)

2300

14

32,200

Ever 6 Free School Meals 

935

27

25,245

Ever 5 Service Child

300

11

3,300

 

 

Total

67,945

 

The College used the Pupil Premium to narrow the attainment gap by addressing inequalities and raising the attainment of all eligible students.

The College provided targeted additional support ensuring that every eligible student is able to:

  • Improve their levels of attainment and progress
  • Close attainment gaps relative to College averages
  • Have full access to our curriculum
  • Access our extra-curriculum programme

The Pupil Premium expenditure was supported from the general College budget.

The total number of targeted students was 56.  Interventions for each student were decided on an individual, needs-led basis. This meant that students could benefit from more than one intervention at any one time.

‘Whole Student’ Approach

Through the use of the Pupil Premium, the College adopts a ‘whole student’ approach whereby progress is monitored and interventions put in place to help remove any apparent barriers to learning. Through this approach the College seeks to support students in achieving the best outcome for them taking account of academic and vocational potential.

Education Endowment Foundation

The Education Endowment Foundation is an independent charity founded in 2011 dedicated to ‘breaking the link between family income and educational achievement.’ The College utilises research undertaken by the foundation in determining how to apply the Pupil Premium Grant.

Pupil Premium Spending 2018 - 2019

Area of Spend

Staffing & Interventions

Contribution from Pupil Premium Budget

£28740

Description

The College employs a Pupil Premium Co-ordinator who works with the Designated Teacher and subject teachers to drive forward plans, strategies and actions aimed at improving outcomes for Pupil Premium students.

The PP Co-ordinator uses data, professional judgement and regular communication with teachers to identify and implement interventions.

The PP Co-ordinator works with the Designated Teacher to provide information and training to staff whilst also feeding into the Principal and Governing Body to help shape College practices and methods.

A key element of the College’s intervention strategy includes additional staffing/funding for:

  • Increased support in classrooms.
  • Delivery of withdrawals and small group sessions.
  • 1:1 tuition.
  • After-school clubs.
  • Holiday revision courses.
  • Mentoring by subject specialists.

Intended Outcomes

The early identification of students who require additional support. Effective implementation of interventions. Monitoring and reviewing intervention activities to identify appropriate methods of accelerating progress.

Impact Measures

  • Student progress towards target grades.
  • Student feedback.
  • Parent feedback.
  • College data.
  • Feedback and data from external agencies.

Impact of Spending

  • All staff have access to relevant information on the PP cohort.
  • Staff are able to identify PP students in their classes.
  • Staff are aware of the College’s aims in accelerating the progress of PP students.
  • Processes for tracking of PP students’ progress have been reviewed to improve information available to staff and to support the development of more effective interventions.
  • The Pupil Premium Co-ordinator has worked very closely with the Mathematics and English faculties in identifying and delivering appropriate interventions. They have been heavily involved in supporting PP students towards achievement of their Level 2 Personal Effectiveness qualification. Additionally, they helped shape improvements in the transition process for students joining the College and continued to support improvements in the social and emotional wellbeing of students through Wellbeing lessons and creating the College’s peer mentoring programme.

 

Area of Spend

Subsidies for College Trips & Visits

Contribution from Pupil Premium Budget

£3043

Description

Subsidies for College trips have been provided on a case-by-case basis to help Pupil Premium students partake fully.

Intended Outcomes

Ensuring inclusion and full access to all curriculum opportunities for all students.

Impact Measures

  • The number of trips attended.
  • The number of different trips students attend.

Impact of Spending

  • 23 subsidies were paid to enable students to partake in trips or visits across a range of subject areas and extra-curricular activities.

 

Area of Spend

Counselling and Family Support

Contribution from Pupil Premium Budget

£2284

Description

Improved well-being, organisation, attendance or punctuality of the cohort.  Improved behaviour management and strategies for coping with anxiety during examination period.

Intended Outcomes

Positive attendance, punctuality and detention figures with improved resilience and coping strategies among students.

Impact Measures

  • Attendance, punctuality and detention figures.
  • Students demonstrating improved resilience and coping strategies.
  • Low or no referrals to CAMHS.

Impact of Spending

  • The College maintains comparable attendances between the PP and non-PP cohorts.
  • No referrals to CAMHS.

 

Area of Spend

Staff Training

Contribution from Pupil Premium Budget

£159

Description

Training for staff to improve awareness of the specific needs of the pupil premium cohort and how they can best be supported in College.

Intended Outcomes

Improvement in the academic and social progress of Pupil Premium students across the College.

Impact Measures

  • Clear access to relevant PP student information for staff.
  • Staff understanding of the needs of the College’s PP cohort.
  • Progress/attainment data.

Impact of Spending

  • The Pupil Premium Co-ordinator has been able to make suggestions and implement tracking methods to assist the College in maximising the support for PP students.
  • Staff have received training in attachment and trauma and how these can be barriers to progress. Training has also been given on strategies for creating a positive and highly supportive social and learning environment.

 

Area of Spend

Materials and resources

Contribution from Pupil Premium Budget

£1189

Description

Preparation of differentiated learning resources, provision of text books or other materials.

Intended Outcomes

Ensuring all students can access the curriculum and able learners are supported in accelerating their progress.

Impact Measures

  • Progress data.
  • Student feedback.
  • SEN feedback.

Impact of Spending

  • All students have been able to access the curriculum and additional resources to support accelerated learning.

 

Area of Spend

Extra-curricular activities

Contribution from Pupil Premium Budget

£1190

Description

Students have access to range of extra-curricular activities providing them with opportunities for personal growth, new skills and social opportunities.

Intended Outcomes

To help students develop confidence through experiencing success in creative, arts and sports environments. This can lead to improved integration in College and positive attendance.

Impact Measures

  • Number of extra-curricular activities subsidised.
  • Range of extra-curricular activities subsidised.
  • Positive attendance data.

Impact of Spending

  • Activities included Duke of Edinburgh awards, music lessons and involvement in the College’s Combined Cadet Force.

 

Area of Spend

Digital Technology

Contribution from Pupil Premium Budget

£1365

Description

Hardware and software expenditure to facilitate access to digital resources, learning and exams.

Intended Outcomes

All students are able to fully access the curriculum in a way which is appropriate to their needs. All students are able to use technology in an efficient and effective way to support independent learning.

Impact Measures

  • Number of students reporting difficulty accessing material and preparing written work.
  • Number of students provided with digital technology either in or outside of College.

Impact of Spending

  • The College has subsidised the purchase of devices and/or software for students and also provided suitable devices for others.
  • Students have been able to access relevant learning resources across the curriculum.
  • Online revision resources have been purchased to accelerate learning.

 

If you require further information about the Pupil Premium Grant, please contact Ms McCulloch at the College, preferably using the following email address:

mcullocha@hockerill.com

 

Summer Camp - Year 7 Catch-Up Premium and Pupil Premium

In August 2019 the College held its 5th annual Summer Camp funded through the Pupil Premium Grant and the Year 7 Catch-Up Premium.

A range of students were invited from the existing year 7 cohort, along with primary children from Year 6 who were joining the College in Year 7 in September 2019. Both of these cohorts included Pupil Premium students. The objective of the camp was to provide a platform for students to re-engage with their learning ahead of the new term and also to facilitate a smooth transition for new students joining the College. The event provided students with activities in numeracy, literacy, oracy, communication, problem solving and team working skills. In addition, Year 6 children were also provided with opportunities to become more confident about their transition to the College including increasing their familiarity with the campus and the development of positive relationships with staff and peers.

The students undertook a range of activities including sports, group problem solving, verbal and written reasoning, vocabulary, spelling, general numeracy and team building. 

It is intended to further develop the use of the Year 7 Catch-Up Premium throughout the year to enable students to continue to improve their numeracy and literacy skills. It is intended to arrange curriculum support for eligible students throughout the academic year according to need. 

Using the Pupil Premium Grant this year (2019 – 2020)

54 students meet the eligibility criteria for Pupil Premium: 

Year

7

8

9

10

11

6th Form

Number

10

7

12

13

10

2

 

Type of Premium

Amount (£) per person

Number of Eligible Students

Total (£)

Children Looked After (LAC)

1800

4

7,200

Children Previously Looked After (Post-LAC)

2300

18

41,400

Ever 6/Free School Meals 

935

26

24,310

Ever 6 Service Child

300

6

1,800

 

 

Total

74,710

 

The College regularly reviews the use of Pupil Premium funding and how it is used.

During the 2019 – 2020 academic year the College’s Pupil Premium Coordinator will continue working closely with the Designated Teacher for Pupil Premium, Faculty Heads and subject teachers in order to identify areas where additional support and resources can be made available to accelerate the progress of the College’s Pupil Premium cohort. The Pupil Premium Co-ordinator’s primary focus will continue to be the core subjects (Maths, English and Science) whilst also working with other faculties to drive a coordinated strategy across the college.

2019-20 Support and Resources for Pupil Premium Students

In deciding on the types of resources and support given to Pupil Premium students, the College takes into account research undertaken by the Education Endowment Foundation (an independent charity dedicated to ‘breaking the link between family income and educational achievement.’)

In its research the charity assesses the perceived impact of different types of support to produce an “average impact” measure. The average impact “is estimated in terms of additional months progress you might expect pupils to make as a result of an approach being used in school, taking average pupil progress over a year as a benchmark.” Each of the sections below include this average impact measure where available.

One-one tuition

(+5 months)

One-one tuition provides a student with intensive individual support. This can be within the class environment or via withdrawal. One-one tuition may be used for pre-learning or for reinforcement lessons.

Funding is used for:

  • One-one support with priority given to core subjects.
  • Time for staff to plan and evaluate one-one tuition.
  • Developing and creating differentiated learning materials.

 

Small group tuition

(+4 months)

Small group tuition is where members of the teaching staff ‘team teach’ based on students’ ability levels in a given topic. This is designed to accelerate learning by grouping students of similar abilities and providing differentiated learning experiences through different teaching approaches, additional time or learning materials.

Small group tuition may be used for pre-learning or for reinforcement lessons.

Funding is used for:

  • Small group support in Mathematics and English.
  • Time for staff to plan and evaluate small group tuition.
  • Developing and creating differentiated learning materials.
  • Provision of resources.

 

‘Reduced class sizes’

(+3 months)

‘Reduced class sizes’ are achieved by increasing staffing numbers with targeted classes thereby providing students with easier access to teaching staff. Staff identify and target specific students to provide a higher level of support within a normal class environment.

Funding is used for:

  • Reduced class sizes are used across the College but primarily in Mathematics, English and Science.
  • Developing and creating differentiated learning materials.

 

Private tuition

(+5 months)

Private tuition provides students with additional learning time over and above normal timetabled hours. Private tuition is either in or outside of College and allows students to have highly focused support combined with additional time for learning.

Funding is used for:

  • Payment for or towards private tutors.
  • Focused tuition to support progress at KS4.

Learning styles/differentiated resources

(+2 months)

 

Learning styles are the ways in which learners access information for example through text, images or sound.

Differentiated work can assist students to access challenging topics in ways that are more personalised to their learning style.

Funding is used for:

  • Differentiated learning materials.

 

Digital technology

(+4 months)

Digital technology is assessed and implemented to provide differentiated learning resources or to aid access to the curriculum. The College currently holds a site licence for Read/Write and students are also able to via Remote Desktop thereby giving them access outside of College.

Funding is used for:

  • Renewal of annual software licensing.
  • Providing devices for use in lessons.

 

School trips/language development through international trips

(+5 months)

School trips are used to provide real-life practice, broaden exposure to learning situations and to encourage independent learning. Trips are used across the curriculum, some of which can be compulsory components of a course.

Funding is used for:

  • Funding towards student involvement on trips (on a case by case basis).

 

Revision courses and material

(+2 months)

Revision courses are designed to reinforce learning and prepare students for their exams. These may be run within College or externally and are in addition to timetabled lessons.

Funding is used for:

  • Attendance on revision courses and for specific revision materials.

 

Behavioural/ interventions and social/emotional interventions

(+4 months)

Behaviour/social interventions seek to improve attainment by reducing blocks to learning caused by mental or emotional challenges. Interventions may be delivered by an appropriate member of staff or through the engagement of external expertise. Additionally all year 7 students are taught resilience and Mindfulness skills and given access to Mindfulness clubs. The College also engages external specialists to support the development of behavioural, social and emotional improvement.

Funding is used for:

  • Staffing costs towards intervention time.
  • Bringing in external expertise and resources.

 

Staff training

 

Staff training is used to ensure that staff are kept up to date with the College’s obligations towards disadvantaged students, share best practice and to explore effective solutions towards accelerating student attainment.

Funding is used for:

  • External courses.
  • Resources to ‘cascade’ training.

 

Collaborative learning

(+5 months)

Collaborative learning involves a range of activities whereby learners work in pairs or small groups, sharing ideas and solutions together to support each other’s learning.

Funding is used for:

  • Learning materials.

 

Summer camp

(+2 months)

 

Summer camp is held during the summer holidays providing an opportunity for students to experience learning activities designed to enhance and reinforce learning in Mathematics, English, sports and social situations.

Funding is used for:

  • A Summer Camp to support the transition of new students and re-engage learning for existing year 7 students.

 

Mentoring

 

Mentoring is undertaken by staff or older students. It is intended to help younger students develop positive actions and habits through providing a positive role model and a listening ear to every day challenges.

Funding is used for:

  • Training.
  • Resources.
  • The training of students to undertake a ‘Buddy’ role.
  • Staff involvement in creating a peer mentoring scheme.

 

Uniform & equipment

 

An important starting point is for students to be identified as equal (school uniform) and to have the correct equipment/access to learning.

Funding is used for:

  • Occasional items of uniform (on a case by case basis).
  • Occasional items of equipment.
  • Music lessons.
  • Study guides and additional learning materials.
  • Provision of lockers.

 

Parental involvement

(+3 months)

Parental involvement is the active engagement of parents in supporting their children’s learning both in and out of College.

Funding is used for:

  • Meetings with parents and external agencies.
  •  Statutory and progress reports.
  • Support for parents in supporting their children’s organisation and learning out of College.
  • The College is also devising a programme of workshops to improve parental engagement in their child’s learning.

 

Arts/sports participation

(+2 months)

Arts and sports participations are intended to support students’ creative, social and emotional development through finding skills where they can excel. Building students’ confidence can assist in educational engagement and achievement.

Funding is used for:

  • Participation in sports or arts events.
  • Provision of materials.
  • Music lessons.

 

Extended school time

(+2 months)

Additional learning opportunities exist through activity and homework clubs which run as extensions to the normal school day. These can enhance progress and students’ self-esteem.

Funding is used for:

  • Additional revision sessions.
  • Clubs and activities.

 

Feedback

(+8 months)

Feedback is an important of students’ progress. This can be verbal or written and is given in lessons, one-one sessions and mentoring.

Funding is used for:

  • Raising the profile of Pupil Premium students through training and guidance sessions.
  • Reviews of exercise books by members of the Leadership Team.
  • Student progress reviews with SLT and or Heads of Year/Faculty, subject teachers.
  • Lesson observations.

 

Reading comprehension strategies and support

(+6 months)

Reading activities and groups are held to assist students to develop their reading and comprehension skills. A range of strategies may be used and additional specialist support sought for specific learning needs.

Funding is used for:

  • Reading groups.
  • Monitoring of progress.
  • Specialist support and resources.

 

Meta-cognition and self-regulation

(+7 months)

Meta-cognition and self-regulation are approaches that encourage students to ‘think about thinking’. This skill can be applied to develop personalised strategies for academic learning and emotional wellbeing. Additionally, teachers are trained in and use reflective learning practices across the College.

Funding is used for:

  • Staff training.
  • Learning resources.
  • Curriculum development.

 

Prep (homework)

(+5 months)

Prep is set using a structured approach across the College to ensure that all subjects can be experienced through independent learning outside of College. This can involve finishing tasks, preparing for new tasks and revision for tests or exams.

Funding is used for:

  • Homework clubs.
  • Access to relevant software resources (e.g. SIMS student and parent apps).
  • Ad hoc ‘learning clinics’ held by teaching staff.
  • Lunchtime and after school revision clubs.


Projected Spending 2019-20

Staffing

 

 

 

£38,000

IT -MathsWhizz

 

 

 

£3,000

Trips & visits

 

 

 

£8,100

Counselling & Family Support

 

£2,500

General Resources/Materials/Equipment

£1,200

Summer Camp

 

 

£1,000

Revision courses

 

 

£1,400

BYOD contributions

 

 

£1,500

Uniform/student resources

 

£400

Private tutoring

£4,650

Staff training

 

 

£500

Extra-curricular activities

 

 

£1,200

 

 

College Catch Up Premium Statement

For the 2019-2020 academic year the College expects to receive £3000 to fund additional support for students in year 7 who, in year 6, had not reached the expected level in English or Mathematics. 

 

The College has identified a cohort of students eligible to receive support arising from the Catch Up Premium as detailed in the table below: 

 

During the academic year the College will use this funding to support the accelerated progress of these in the following ways: 

 

  • By creating smaller class sizes in Year 7 for English and Mathematics. 

  • By providing extra adult support in English and Mathematics classes either through “team teaching” by two subject specialists or by the presence and support of a teaching assistant. 

  • Through small group tuition for focused support in literacy and numeracy. 

  • By ensuring that reading support during library lessons is targeted as a priority towards Catch Up students. 

  • By providing subject specific lunch time clubs covering literacy and numeracy to which targeted students will be invited. 

  • Creating a peer reading programme where 6th form students support the reading progress of the Catch Up cohort. 

  • Through participation in the KS3 Reading Fluency Project, a highly promising new reading initiative. 

  • Through a contribution towards the licensing of MathsWhizz, an online, interactive Maths education programme which students can use independently or with a supervising adult. 

  • By further developing the College’s monitoring and reporting processes. 

 

 

During the 2018-2019 academic year the College used the Catch Up funding of £3000 to: 

  • Provide a summer camp for students to accelerate progress in literacy and numeracy. 

  • Create smaller classes in Year 7 for English and Mathematics. 

  • Support students with focused reading support during library lessons and via homework club. 

  • Small group tuition for personalised support in literacy and numeracy. 

  • Provide extra adult support in Maths and English classes. 
     

 

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