About Pupil Premium
|What is the Pupil Premium?||The Pupil Premium is funding provided by the government to schools (on top of the normal funding per child) to support learners who are disadvantaged to achieve their potential.
From September 2017, the Pupil Premium funding a school receives is:
|Why do we need a Pupil Premium?||Statistics for many years show that there is a gap between the attainment of those students who are considered disadvantaged and those which are not, even if they come to school with the same abilities. This is because of the opportunities that some children can be offered. The Pupil Premium is designed to help close this gap and allow all students to achieve their potential|
|What can the Pupil Premium be used for?||The school decided how Pupil Premium funds are used to support disadvantaged children. We follow the following principles:
|How many children at Heath Park are eligible for Pupil Premium?||The Department for Education allocate funding to Heath Park for 506 students, 51% of the secondary school population|
|How much funding does Heath Park receive?||Heath Park is allocated £473,578 of Pupil Premium funding|
|How is the impact of Pupil Premium measured?||As a school we monitor the progress and achievement of year groups, individuals and student groups. One of these groups is Pupil Premium students.
Following external examinations, we publish our attainment figures and this includes a detailed breakdown of the gap between students in receipt of Pupil Premium and those who are not.
At the end of each year the different aspects of Pupil Premium funded work are evaluated against their aims to ensure that objectives have been achieved and that the work represents value for money
How is the Pupil Premium used at Heath Park?
As a school we have identified 3 objectives which will close the gap in progress and attainment for Pupil Premium students:
- Literacy and Numeracy – to ensure that levels of literacy and numeracy are appropriate for age and allow access to the curriculum
- Curriculum Engagement – to ensure that Pupil Premium students are fully engaged in relevant curriculum experiences that effectively lead to the next stage of study or work
- Removal Non-Academic Barriers – to support students social and emotional development through the school
|Maintaining staff to learner ratio||1 & 2
|To minimise class sizes and ensure that teachers are able to focus on individual needs. This includes the recruitment of addition teachers in all areas to team teach groups. This allows staff to intervene directly with students in the classroom and address issues as they arise|
|CPD||1 & 2
|To develop outstanding teaching and intervention strategies, a significant commitment is made to staff development, with explicit provision for developing strategies to meet the needs of disadvantaged students|
|Raising Attainment Team||1 & 2||To monitor individuals and groups of learners in all Key Stages across the school, Standards leads are appointed. The attainment and progress of disadvantaged students is a specific focus, in both progress and attainment in all subjects. This is further supported by assistant subject leads who provide intervention in a range of subjects across the curriculum|
|Learning Support||1 & 2||To remove barriers to learning inside the classroom and beyond the school day, learning support assistants are available for disadvantaged students to work with. In class, teachers directed learning support to those with a learning need and explicitly highlight disadvantaged students. After school, LSAs are available for catch up and revision activities|
|Revision Materials||2||All disadvantaged students can purchase revision materials at a subsidised cost through the school. When this is not enough to bridge the gap, materials are provided without charge|
|Accelerated reading programme||1||The Lexia programme is in place across all years for students where reading is a barrier to progress and disadvantaged students’ needs are assessed first. A member of staff is in place to administer this programme and monitor the impact on the curriculum|
|Small group intervention English and Maths||1||To provide further instruction in a different environment, before or after school, and to accelerate progress, a range of small group interventions are in place including:
|Information, advice and guidance||2||To provide pathways for learners to aspire to and continued monitoring, Connexions are commissioned to provide additional support. Students’ needs are assessed in a range of ways including disadvantage|
|Transition||1 & 2||To ensure continuity of support and accuracy of information on transfer, a pastoral lead is in place to ensure a full understanding of each student, their learning needs and social context.|
|Education Welfare Officer||3||To offer support and guidance where needed and to intervene with hard to reach families|
|School nurse||3||To address social, emotional and health issues that may present a barrier to learning|
|Financial support for educational visits||2||To ensure that all learners are able to access out of classroom activities that develop both academic ability and aspiration. This includes subsidies for visits and transportation support to (for example) university open days|
|Excellence Academy||1 & 2||To provide for the most able learners in a local community, the Excellence Academy provision is coordinated by two members of school leadership. These leaders provide additional experiences for the most able students and facilitate work with other able students within the City|
Key Expenditure 2016/17
|Cost (summary totals)|
|Staffing and staff training||£243580|
|Literacy / Numeracy intervention||£46730|
Pupil Premium Impact – Attainment and Progress
|Progress 8||Attainment 8|
Whilst the Attainment 8 figure for disadvantaged students is lower than that of other students, this takes no account of their starting points, only the grades gained. The Progress 8 measure shows that disadvantaged students are making more progress than their peers. In all measures, disadvantaged student’s measures exceed those of students nationally.
|Heath Park disadvantaged students||National average for all students||Difference|
|% E & M Higher Grades||30%||42%||-12%|
|% English Higher Grades||44%||53%||-9%|
|% Maths Higher Grade||45%||50%||-5%|