|The Pupil Premium is additional funding made available by the government to support students in Key Stages 3 and 4 whose educational experiences may have been adversely affected through financial hardship or significant upheaval in their home life.|
|Who is eligible for the Pupil Premium?|
|Students’ eligibility for this additional funding is based on them meeting at least one element of five-point criteria;|
|Our core aim is to raise the attainment and progress of students in receipt of Pupil Premium so that their performance compares favourably with all our students.|
|In order to do this the staff are committed to:|
South Wirral High School – Pupil Premium Developments for 2016/17
For the financial year 2016-2017 South Wirral High School has received a total of £259,060 Pupil Premium and an estimated £15,500 Year 7 Catch-up funding. These funds are in addition to the main school budget.
- A commitment to cultural entitlement through the Pledges ensuring students have experiences and develop skills to be successful in securing destinations for work and university.
- Development of a centralised tracking system specifically for Pupil Premium students
- Investment in ICT to promote independent learning and a partnership in learning with parents, through Moodle.
- NPQSL projects focussing on independent learning in the Sixth Form.
- A whole school focus on extended writing, stretch and challenge and acquisition of knowledge to improve achievement, especially high attaining girls.
- A whole school focus on 100% exam assessment, ensuring students are prepared for new linear examinations at GCSE and A Level.
- Additional IAG for Year 11 promoting destinations for education and training, identifying risk by early intervention.
- Partnership with Young Chamber to promote employability, internships and apprenticeship.
- New Sixth Form Bridge to Apprenticeship scheme to ensure access to high quality training.
South Wirral High School – Year 7 catch-up funding
A targeted transition programme for Year 6 students takes place during each summer term. This allows those eligible students to gain additional support and guidance during the transition phase to Year 7. Students bring a folder of work in order to ensure that in all subjects, students make immediate progress from Primary Year 6.
A week long Summer School programme involved staff working with 47 PP students for the first week of the summer holiday. The main focus for the week was Maths and English, in addition to other activities.
Pastoral leaders have followed up the impact on transition, in Multi Agency meetings and ‘Meet the Parents’ Year 7 meetings.
Intervention support groups
A broad programme of intervention was delivered to a range of students including:
- Those not making expected progress in English and Mathematics
- Those with very low reading ages
- Those who experienced difficulties with comprehension and accuracy in both reading and writing
- Interventions at registration, lunchtimes and after school
- Delivering scheduled intervention in small groups in KS4 for Maths and English.
|Pupil Premium – Evaluation of 2015/16||Cost|
|For the financial year, 2015-2016 South Wirral High School has received a total of £247,810 Pupil Premium and £15,500 Year 7 Catch-up Premium. These funds are in addition to the main school budget.|
|Overview of expenditure for 2015/16 was as below:|
|Teaching and learning|
|A wide range of teaching and learning programmes that developed and enhanced teacher skills and classroom practice. These included;|
|• A focus on marking and feedback in order to promote independent learning and achievement||8,040|
|· Develop an intervention programme specifically targeted at KS3 PP students who start KS3 below expectation.||0|
|· Classroom Observation training to all staff including supply staff in order to ensure that all students receive learning from teachers who consistently deliver “Good” or Outstanding lessons||0|
|· An Outstanding Teaching Programme to increase the proportion of lessons delivered across the school that are “Outstanding” through Pathfinder groups and Performance Development and Peer Observation||0|
|· Employing additional members of staff in core areas of the curriculum to reduce class sizes||67,300|
|· A focus on target setting assessment and tracking (TTVA) in order to provide effective intervention for students to achieve aspirational grades.||7,400|
|A targeted transition programme for Year 6 students takes place during each summer term. This allows those eligible students to gain additional support and guidance during the transition phase to Year 7. Students bring a folder of work in order to ensure that in all subjects, students make immediate progress from Primary Year 6.||1,200|
|Mentoring and well-being support|
|One to one and group mentoring support for students with emotional, behavioural and/or social issues, monitored through Multi Agency work, Heads of House, and the SEN support team.||9,000|
|Support for learning and inclusion|
|Many aspects of the learning support team positively impacted on the progress and attainment of students, including||2,800|
|· The operation of an Additional Needs classroom (Learning Base)||28,000|
|· Early identification of learners and targeted support – CAT||700|
|· Alternative provision support through partnership with West Cheshire College||21,300|
|· Support from external agencies including the Tranmere Project||11,700|
|· Targeted projects for specific groups of students using tracking systems to identify intervention, monitoring by Quality Assurance meetings.||12,680|
|Leadership and management|
|The Leadership Group shared responsibility in ensuring progress for these students, through the following actions:|
|· Leading and managing an intensive identification process to identify PP students not making good progress||1,200|
|· Vigorously tracking and monitoring students who were at risk of not achieving their full potential and identifying the appropriate intervention and support||9,030|
|· Regularly reviewing the impact of all provisions and interventions (Progress Review||5,800|
|· Targeting the attendance of these students and their families at whole school events to ensure that parents were engaged and involved in their child’s education, including careers guidance, parents evenings and school events||4,300|
|· Additional staffing to track attendance, working with parents.||4,000|
|Intervention support groups|
|A broad programme of intervention was delivered to a range of students including;||18,000|
|· Those not making expected progress in English and Mathematics|
|· Those with social communication barriers|
|· Those with very low reading ages|
|· Those with English as an additional language (EAL)|
|· Those who experienced difficulties with comprehension and accuracy in both reading and writing|
|· Those who need support to develop motivation for learning through Brief Focussed Solution Therapy|
|These interventions were delivered in a number of creative ways to maximise engagement and to best suit the needs of each learner. Strategies included;|
|· Interventions at registration, lunchtimes and after school||18,000|
|· Delivering scheduled intervention in small groups in KS4 for Maths and English||18,000|
|· Additional revision for exams in small groups||4,300|
|· 1-2-1 tuition||1,000|
|The Pledge system is recognised in the Henley Report as national good practice|
|We also delivered a wide range of extra-curricular activities to engage students during lunch time and after school. These included sports clubs, academic clubs, breakfast clubs and many more. Where appropriate we utilise Pupil Premium to help contribute towards the cost of some educational visits. The Pledge system ensures we monitor that Pupil Premium students achieve their cultural entitlement.||10,781|
|Pupil Premium Summer School|
|Additional funding was secured to support Pupil Premium students in Year 6 on transition to SWHS. A two week Summer School programe involved 30 staff working with 47 PP students 24th July – 4th August. In addition to Maths and English, students took part in challenging Arts and Sports activities, culminating in a presentation of work to parents on the last day.||21,165|
|Pastoral leaders have followed up the impact on transition, in Multi Agency meetings and ‘Meet the Parents’ Year 7 meetings.||0|