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Selby High School

Selby High School

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Pupil Premium

What is Pupil Premium?

In England and Wales, data would suggest that students who have ever been in receipt of Free School Meals (FSM) or Children In Care (CIC) are less likely to make good educational progress than students who haven’t.  The reasons for this correlation are complex and no actual causal relationship has been proven.  However, the government has a stated aim to narrow this gap in attainment and since 2011 has provided additional funding to schools to support them in so doing.

The Selby High School Strategy – 2016/17

2016/17 allocation £283,843 funds the following:

  • Intervention – Teachers, Higher Level Teaching Assistants & Student Support
    • Literacy - £67,795
    • Numeracy - £72,744
    • School Social Worker - £22,241
    • Attendance Officer - £4,648
    • Community Liaison Officer - £4,408
    • Personalised Support Team Mentors (3 FTE’s of a team of 4.0 FTE’s) - £73,753
  • Looked After Children - £10,765
  • Teaching Resources and Enrichment Activities £27,500

TOTAL COMMITTED £283,854

Click here for the Pupil Premium Strategy Statement

Click here for the Catch Up Report

Intervention

The teachers (additional to the number required to deliver the curriculum), plus an additional literacy specialist teacher and a higher level teaching assistants within the English department have allowed respective curriculum leaders to develop flexible, personalised timetables, targeting all underachieving students including those that are disadvantaged, at both KS3 and KS4 to improve progress within these key areas.  The aim for the disadvantaged students being not only to ensure they achieve their targeted grades, but to surpass them and narrow the attainment gap for this group of students.  This intervention is further supported by the Assertive Intervention Monitoring (AIM) team who monitor and review progress against targets across the whole school.

The improvement of literacy across the curriculum is a whole school development target, led by an Assistant SENDL with support from the Specialist Literacy Teacher and Literacy Teaching Assistants.

Types of interventions:

 

Evidence from EEF
(Education Endowment Foundation) : Potential Gain

Guided Reading

Peer tutoring - plus 5 months

Timetabled Literacy

Small group tuition - plus 4 months

Timetabled Numeracy

Small group tuition - plus 4 months

Mathematics intervention

Small group tuition - plus 4 months

Additional literacy support

Small group tuition - plus 4 months

1:1 literacy support

One to one tuition - plus 5 months

Small group/targeted group intervention (Student Support Centre Literacy, Student Support Centre Intervention)

Oral language interventions - plus 5 months, Reading comprehension approaches - plus 5 months,  Phonics -  plus 4 months

The School Social Worker, and the Personalised Support Team Mentors (PSTMs) remit is to provide support to identified students and their families, including from external agencies, in an effort to overcome barriers to learning and ultimately inspire them to access, engage and enjoy school and so achieve emotional stability and their full academic potential.

The resources budget includes planned spend on daily newspapers, and a variety of enrichment activities.

Statement of the rationale

Literacy and numeracy

NfER briefing for school leaders identifies deploying staff effectively supports disadvantaged students’ achievement and evidence from EEF (Education Endowment Foundation) indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress.  In addition, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better.

Evidence from EEF (Education Endowment Foundation) indicates that by reducing class size significantly can benefit student progress. Intuitively, it seems obvious that reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive.

Using pupil premium funding to employ additional staff, both Teachers and Higher Level Teaching Assistants, enables us to have a flexible and targeted approach to intervention strategies aimed at improving student attainment. This includes having sufficient staffing to run additional groups thereby reducing class size and having the flexibility of targeted interventions including small group work and one to one.  

Attendance Officer

NfER briefing for school leaders’ identifies addressing attendance as a key step in supporting disadvantaged students’ achievement. Students have to be in school so that they can access learning. First day absence contact and robust procedures aimed at improving attendance are a key element of our overall strategy.  Since Easter 2013, a full time Attendance Officer has been appointed (previous roll was part time).  For any students who are absent, a first day text message is sent and this is followed up, as appropriate.  The Attendance Officer also has a list of students who are Pupil Premium and offers further support to parents, as required, to challenge a student when they are not attending, but have no medical reasons for their absence.  The Attendance Officer works closely with members of the Personalised Support Team Mentors and coordinates the approach for any student who is a persistent absentee.  Since the appointment of the Attendance Officer, attendance figures across the school, but especially those who are Pupil Premium have increased significantly.  The gap between those who are Pupil Premium and those who are not, has closed significantly.

School Social Worker/Community Liaison Officer/ Personalised Support Team Mentors

NfER briefing for school leaders’ states that successful schools have strong social and emotional support strategies to help pupils in need of additional support, including through working with their families.  Evidence from EEF (Education Endowment Foundation) suggests that behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours. 

Staff support student’s emotional wellbeing and safety by working with students identified as a concern to raise attainment, improve rates of progress, increase rates of attendance and reduce the number of days lost to learning through individual interventions aimed at supporting individual student needs.  The team comprises of five members of staff, each who specialise in different areas, with a strong culture of breaking down barriers to learning throughout.  These members of staff develop strong, positive relationships with both students and parents, carers and guardians to ensure whatever the barriers are, they can be worked through, allowing students to engage fully with their learning.  This could range from minor issues with uniform to supporting students where their behaviour does not meet the required standard.  Through their personalised, targeted approach, each student feels valued and supported and is allowed to engage in their studies fully, allowing them to improve their knowledge and understanding of the curriculum.

Impact: Closing the Gaps at Key Stage 4

Disadvantaged information - results 2015/16

Attainment and Progress:

At the end of Key Stage 4 (Year 11 2016):

  • An increase of 1.8 average total points per student
  • Capped 8 average points score (APS); the gap between disadvantaged and non-disadvantaged students has decreased by a further 8.3 points, a closure of 44 points since 2014.
  • A further 1% increase in the percentage of disadvantaged pupils achieving A*-C in Maths with a corresponding 6.6% closure in the A*-C gap between disadvantaged and non-disadvantaged students.
  • A 21% increase in the percentage of disadvantaged students achieving A*-C in Maths since 2014 with a corresponding 27.8% closure in the A*-C gap between disadvantaged and non-disadvantaged students.
  • Attendance of disadvantaged students, at 92.76, is above the *National average for disadvantaged students. *Based on 2015 National figures.

English and Mathematics APS



*All 2016 ‘national other pupils’ results are based on 2015 national results