Statutory Information

Pupil Premium Policy and Year 7 Catch up premium
“Enjoy. Respect. Achieve.”
This document explains how we spend our Pupil Premium Funding to help make a high quality education a reality for all young people.

For students entitled to free school meals, students in care, students of parents in the armed forces, the school receives the pupil premium. For 2016/17 this will be £935 for students on free school meals, £1900 for students in care and £300 for students of parents in the armed forces, totalling £445,500

Securing success for students

When students enter Priory School we ensure we know and understand the starting points for their academic progress. We gain valuable information from their Primary Schools and additionally we carry out several important baseline assessments; for example, their reading ages.

The pupil premium will be spent on ensuring that all students are making progress in the key skills needed to succeed at Priory School and ensure they are properly prepared for the next stage of their education.

For students who enter the school with reading ages well below their chronological age we will deliver a personalised programme of “catch up” to help them improve on this vital skill. The catch up reading programme will be based on regular use of the ‘Lexia’ alongside the Accelerated Reader programme. For those students joining the school with lower than expected numeracy skills, we offer the ‘Passport to Maths’ programme to ensure that they rapidly improve in this area.

Alongside this we want to encourage students to read for pleasure. Ensuring that both young people and their parents have access to high quality stimulating reading materials is a priority.

Within the curriculum we pay for additional staffing which can help us design learning which is personalised to the needs of individual and to groups of learners. For examples within English we can implement programmes which builds upon the high quality phonics work taught in our feeder Primary Schools.

Throughout their time at Priory, we will intervene to ensure that there is early identification through a core team for each year group to ensure appropriate support for students who fall behind in these core skills. This will be done through interventions such as:

  • Small group interventions
  • One to One Tuition
  • Assertive Mentoring
  • Core Group Programmes

Supporting students’ well-being and behaviour

We believe that employing high quality staff to help students overcome their particular barriers to learning is essential. There are many students who do rely on this to succeed at school and without this personal approach will become disengaged from school. This mentoring will mean supporting students, emotionally but also ensuring that they are challenged to work hard, succeed and overcome their barriers to learning. For example,

  • Counselling
  • ELSA support
  • Speech and Language Therapy
  • Additional Careers advice
  • Educational Psychology
  • Ethnic Minority Achievement Service (EMAS) Support
  • Pupil Support Workers
  • Compulsory (blazer and tie) clothing purchased
  • Progress team attached to each year group
  • Pastoral Outreach Worker caseload
  • A comprehensive PSHE programme

Ensuring equality of access to the curriculum

A key aspect of our ethos at Priory School is our belief that we need to develop memorable learning experiences. This includes curriculum trips and visits. We also believe that all students benefit greatly from a residential experience. Our developing enrichment programme is extensive and inclusive. The student premium will be used to support students whose families are on low incomes to access all of these programmes.

We believe that talents such as sport, music, dance and drama will only develop into a lifelong passion by providing a high quality extended curriculum.

The student premium will also help all students access this curriculum and help students discover their talents. For example,

  • Support for Year Group Trips
  • Free Music Tuition
  • Additional support in exams for vulnerable groups
  • Access to Sports Clubs
  • Support with funding equipment for DofE
  • Support for Language Trips

Monitoring and Review

The Plans and budgets for Pupil Premium are reviewed on an annual basis and interventions and impact reported to the governors.

  • Review of the progress of the cohort of the FSM students’ performance and progress takes place each term after each report cycle.
  • Every student has an allocated key worker to track and monitor access to appropriate provision to support the students’ development
  • There is individual monitoring of attendance, Attitudes to Learning (ATLs), Progress Grades and GCSE performance of the students registered as FSM/Ever 6.
  • 37.2% of students at Priory School are Pupil Premium

Impact

E&M at 4+ 2015 2016   2017
Disadvantaged 37% 47%   47%
Non disadvantaged 58% 73%   61%

 

 

 

E&M at 4+

Current year… 7 8 9 10 11
Disadvantaged 53 45 49 36 35
Non disadvantaged 77 68 71 66 68
Gap -24 -23 -22 -30 -33

 

Progress 8 2015 2016   2017
Disadvantaged -0.33 -0.37 -0.78
Non disadvantaged -0.23 +0.15 -0.2
Gap -0.1 -0.52 -0.58

 

Year 7 Literacy and Numeracy Catch Up Grant

The Year 7 Literacy and Numeracy Catch Up Pupil Premium Grant was allocated to schools to support all Year 7 learners who did not achieve a Level 4 in either English or Maths at the end of Year 6. In 2016-17 this is £23,000

Priory School has used this grant in a number of ways including:

The employment of Progress Assistants in English and Maths to support ‘Catch Up Students’ during their lesson time

Funding of interventions in reading and spelling for identified students

Purchasing of additional literacy and numeracy resources to support learners

1-2-1 tuition to enhance the progression in numeracy and literacy.

Impact

2016-2017

Year 7 below entry (below 90 on SATS): 20 students

Students received in class inference training once a week with our inference specialist. The teachers that taught the lower sets were also trained to teach inference skills once a week, this allowed the class to be separated into much smaller groups and target the more urgent. In addition to this, the students were given intervention with our intervention tutor at least once within the academic year. This was on a rolling 8 week timetable.

The targets changed for this cohort and sub-levels was no longer something we assessed, in comparison to the last academic year. We gave a target to the students based on their SATS scores and needed them to get to the target (based on Year 7 criteria) or remain at this target, effectively following a pathway.

95% of the students that were below entry and received regular intervention reached their target by the end of the academic year and were working in-line with their ‘school ready’ counterparts

65% made better than expected progress

30% made expected progress

5% of the students didn’t make any progress, nor did they meet their target. When looking into this student, it was found to be a student that had not engaged in the programme in either the class or small group intervention.

 

Maths

Year 7 below entry (below 90 on SATS): 22 students

Intervention was provided through skills groups with Learning Support, additional LSA support in Maths and “Passport Maths” during the Summer term. This consisted of 2 extra lessons each week.

58% made better than expected progress
32% made expected progress

10% less than expected progress

Of the 2 students who made less than expected progress these were predominantly attendance concerns and those students will be targeted for additional support in Year 8.