Pupil Premium
Hockerill Anglo-European College Pupil Premium Report 2020-21
What is the Pupil Premium?
Accountability, Monitoring and Evaluation
How much money did the College receive?
Type of Premium |
Amount (£) per person |
Number of Eligible Students |
Total (£) |
Children Looked After (LAC) |
1800 |
3 |
5,400 |
Children Previously Looked After (Post-LAC) |
2300 |
14 |
36,800 |
Ever 6 Free School Meals |
935 |
27 |
25,245 |
Ever 5 Service Child |
300 |
6 |
1,800 |
|
|
Total |
69,245 |
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 2019 - 2020
Area of Spend |
Staffing & Interventions |
Contribution from Pupil Premium Budget |
£43318 |
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:
The Pupil Premium Grant was also used to fund additional teaching hours for subject specialists in English and Mathematics allowing additional curriculum-focused interventions to be delivered. |
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. Enhanced curriculum-focused support. |
Impact Measures |
|
Impact of Spending |
|
Area of Spend |
Private Tutoring |
Contribution from Pupil Premium Budget |
£2378 |
Description |
Private 1:1 tutoring providing students with tailored short/medium term tutoring. |
Intended Outcomes |
Improve confidence and accelerate learning. Preparation for GCSE exams. |
Impact Measures |
|
Impact of Spending |
|
Area of Spend |
Specialist Services and Consultations |
Contribution from Pupil Premium Budget |
£2550 |
Description |
Use of specialist consulting services. |
Intended Outcomes |
Identify individual barriers to learning and embed strategies to overcome these barriers. |
Impact Measures |
|
Impact of Spending |
|
Area of Spend |
Subsidies for College Trips & Visits |
Contribution from Pupil Premium Budget |
£945 |
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 |
|
Impact of Spending |
|
Area of Spend |
Counselling and Family Support |
Contribution from Pupil Premium Budget |
£1688 |
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 |
|
Impact of Spending |
|
Area of Spend |
Staff Training |
Contribution from Pupil Premium Budget |
£28 |
Description |
Training and resources 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 |
|
Impact of Spending |
|
Area of Spend |
Materials and resources |
Contribution from Pupil Premium Budget |
£963 |
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 |
|
Impact of Spending |
|
Area of Spend |
Let’s Get Reading/Summer Reading Initiative |
Contribution from Pupil Premium Budget |
£322 |
Description |
A coordinated approach combining with the College library to engage students with books and reading. Book tokens for students to purchase personal reading books over the summer break. |
Intended Outcomes |
Create enthusiastic readers prepared to stretch their reading and apply their reading skills to different genres and styles of book. |
Impact Measures |
|
Impact of Spending |
|
Area of Spend |
Extra-curricular activities |
Contribution from Pupil Premium Budget |
£2166 |
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 |
|
Impact of Spending |
|
Area of Spend |
Digital Technology |
Contribution from Pupil Premium Budget |
£1550 |
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 |
|
Impact of Spending |
|
If you require further information about the Pupil Premium Grant, please contact Ms McCulloch at the College, preferably using the following email address:
Using the Pupil Premium Grant this year (2020 – 2021)
54 students meet the eligibility criteria for Pupil Premium:
Year |
7 |
8 |
9 |
10 |
11 |
Number |
10 |
7 |
12 |
13 |
10 |
Type of Premium |
Amount (£) per person |
Number of Eligible Students |
Total (£) |
Children Looked After (LAC) |
1845 |
3 |
5,505 |
Children Previously Looked After (Post-LAC) |
2345 |
22 |
51,590 |
Ever 6/Free School Meals |
955 |
23 |
21,010 |
Ever 6 Service Child |
310 |
7 |
2,170 |
|
|
Total |
80,275 |
The College regularly reviews the use of Pupil Premium funding and how it is used.
During the 2020 – 2021 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.
2020-21 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:
|
|
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:
|
‘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:
|
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:
|
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
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:
|
Projected Spending 2020-21
Staffing |
|
|
|
31536 |
Digital technology/devices |
|
|
|
2500 |
Counselling & Family Support |
|
2900 |
||
General Resources/Materials/Equipment/Student Resources |
1800 |
|||
Revision courses |
|
|
2000 |
|
Private tutoring |
3350 |
|||
Staff training |
|
|
350 |
|
Extra-curricular activities |
|
|
5000 |