The Pupil Premium is a sum of money the school receives for each pupil who is either in receipt of Free School Meals (FSM), or who has been in receipt of them in the past six years, or is a Looked After Child (LAC) or has a parent in the Armed Forces. Nationally, the statistics show that students who are eligible for the Pupil Premium do less well than their peers in external exams. The aim of this money is to try to close that attainment gap. At Highworth Warneford School in 2016/17, 5.5% of pupils were eligible for FSM, 15.6% were Pupil Premium and Looked After Pupils made up 1% of the total pupil population.
It is for schools to decide how the Pupil Premium Funding is spent since they are best placed to assess what additional provision should be made for the individual students within their responsibility.
In the 2016/2017 budget the funding we received for Pupil Premium was £124,981.03
The Pupil Premium Funding is used to meet the outcome of the funding allocation to improve outcomes for disadvantaged pupils. Funding is allocated to three areas, Support, Intervention and Enrichment. Ensuring Quality Teaching, Improving standards of Literacy and Numeracy, Accelerating Progress & Attainment, Improving Attendance and Parental/Family engagement and Raising aspirations.
We recognise that Pupil Premium pupils face barriers to learning but strongly believe that these barriers can be overcome with appropriate support. The most important factors in overcoming such barriers are excellent classroom teaching and the provision of a range of enrichment opportunities.
The barriers that some of our disadvantaged pupils face include:-
- A language deficit – pupils may have a limited vocabulary and may find it harder to manipulate language effectively
- A lack of metacognitive strategies – pupils find it harder to develop their learning skills to become more successful learners
- Emotional well-being and resilience – this can impact on behaviour for learning
- Limited cultural capital and enrichment – pupils’ lack of experience can hinder their understanding and language
- Reduced aspirations – a cultural background limits pupils’ expectations of education and lifelong learning
In order to remove the barriers to learning, this funding was spent in a number of different ways, including:
- School uniform support for individual students – ensures that pupils feel fully integrated into the school community.
- Textbooks, software and education equipment support for individual pupils – ensures that pupils have the necessary equipment for their learning. Items purchased include calculators, dictionaries, art equipment, PE kit.
- Assistance with the cost of curriculum trips, curriculum activities and other school trips – pupils have the same opportunity to participate in enrichment and extra-curricular activities as other pupils. Trips include residential trips in this country and abroad, visits to museums and exhibitions, art galleries, live theatre, sports events and competitions.
- Staffing costs for additional emotional and academic support and mentoring, including one to one tuition – areas of expenditure include increased staffing to reduce teaching commitment of pastoral staff, provision of a school counsellor, provision of a Parent Support Adviser, someone to one support (targeted and time limited), mentoring scheme, supervising peer reader sessions.
- Staffing costs to raise standards in Numeracy and Literacy.
- Teaching Assistant support in lessons and smaller class sizes – teaching assistant support is allocated to classes as opposed to individuals. Extra funding for staffing results in smaller class sizes which gives more individual support and personalised learning resources for disadvantaged pupils.
- Staffing for KS4 Revision Programme at Easter and half term – a programme of revision sessions is run during the Easter holiday and the May half term. This is open to all pupils, but disadvantaged pupils are invited specifically and their parents are contacted directly to encourage attendance.
- Peripatetic music lessons support – some or all of the cost of peripatetic music tuition can be met for disadvantaged pupils, as well as the cost of musical instruments.
- Providing alternative education off site – where appropriate pupils may be offered placements in alternative providers, particularly FE Colleges.
- Higher Education awareness raising workshops and visits – workshops on Higher education (Going to University) for pupils in Years 7 and 8, visits for KS4 pupils to Higher Education Institutions – Bath University, Merton College Oxford.
Which students are prioritised?
- Free School Meal (FSM) students and other vulnerable students who are underachieving at KS4.
- FSM students and other vulnerable students who are in danger of underachieving at KS4.
- FSM students and other vulnerable students who are underachieving at KS3.
- Other underachieving students.
- Looked after children.
How can I get more information?
- For a more detailed breakdown of the expenditure please see attached 16-17 Pupil premium Expenditure Plan and the Proposed Allocations for 17-18.
- If you are unsure if your child is entitled to Free School Meals, please contact the school office who will be happy to help.
In terms of key outcomes, the gaps between pupil attainment at the end of Key Stage 4 when comparing those pupils on free school meals with those who were not, was similar to the national average.
For 2016, 77% of disadvantaged pupils made expected progress in English compared to 90% of all pupils.
For 2017, 60% of disadvantaged pupils made expected progress in English compared to 73% of all pupils.
For 2016, 46% of disadvantaged pupils made expected progress in Maths compared to 61% of all pupils.
For 2017, 24% of disadvantaged pupils made expected progress in Maths compared to 45% of all pupils.
Pupil Premium Progress 2016
Pupil Premium Progress 2017 (Data Unvalidated)
Attainment 8: Pupil Premium – 36.0%, Non Pupil Premium 50%, Gap 14%
Basics: Pupil Premium 40%, Non Pupil Premium 71%, Gap 31%
Ebacc: Pupil Premium 17%, Non Pupil Premium 28%, Gap 11%
Data comparison between 2016 and 2017 shows a narrowing of the gap between Pupil Premium and Non Pupil Premium Pupils. The school is working with other local schools as part of Swindon Challenge Programme to continue this trend.
Pupil Premium Progress 2017
Please note that all national figures are stated as the Non-PP values for comparison.
The school will continue to use the resources provided through the pupil premium in order to help raise standards for those who are entitled to benefit from it, through a range of intervention strategies in the current school year.