Pupil Premium - Statutory Information 2016 - 17

Background

The pupil premium is additional funding provided to schools by the Department for Education per the number of children from low-income families who are currently known to be eligible for Free School Meals (FSM) and children who have been looked after continuously for more than six months. This also includes students eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure).

Schools are free to spend the Pupil Premium (‘PP’) as they see fit. However, schools are to be held accountable for how the PP has been used.

Strategy

The Epsom and Ewell High School strategy for improving the performance of disadvantaged students is based on research by the NFER which identified that schools which made the biggest difference were guided by these seven principles for success:

  1. Whole-school ethos of attainment for all
  2. Addressing attendance and behaviour
  3. High quality teaching for all
  4. Meeting individual learning needs
  5. Deploying staff effectively
  6. Data driven and responsive to evidence
  7. Clear, responsive leadership
     

Whole-school ethos

One of the biggest barriers to student achievement is expectations - the expectations that children themselves have, the expectations which their parents of carers have, and the expectations which their teachers and other adults at school have. We work consciously to avoid stereotyping PP students by referring to them as a group, but work with students as individuals and address their needs accordingly. We have high expectations for all students - whilst we are aware of the barriers to improvement that PP students face; we challenge any assumptions that they have less potential to succeed.

Addressing attendance and behaviour

The single biggest barrier to achievement is poor attendance. In line with the principle above, we look at attendance on a student-by-student basis. We do recognise that PP students nationally are more likely to have poor attendance and we take this into account when dealing with individual cases. We strive to build and maintain positive relationships with parents and carers. We analyse all absence and exclusion data on a whole-school basis as well as by sub-group (including PP students).

High-quality teaching for all

We invest highly in our staff and choose to hold weekly training rather than one-off inset days. Our key focus is staff accountability to know their students and to differentiate according to individual needs. We audit teaching and learning on a regular basis, both internally and externally, and ensure that PP audits form a part of all such reviews.

Meeting individual learning needs

All PP students have a one-page profile which outlines their needs and gives strategies for teachers, TAs and other involved adults to help to meet these needs. The students contribute to these profiles so that their voice can be heard. Teachers are required to take this information into account in their planning, teaching and feedback to students.

Deploying staff effectively

We overstaff in key areas where possible, so that we are able to create small intervention groups, wither on a short-term or long-term basis. We match student need to teacher expertise, and assess students on entry to intervention as well as when intervention is complete so that we can evidence impact and adapt future intervention where necessary.

Data driven and responsive to evidence

All students are assessed in each subject a minimum of once per half-term. The information gathered from assessments is added to teachers’ assessment of classwork and homework as well as to their own professional judgment of students’ progress. There is a school-wide approach to marking and feedback to enable teachers and students to work together on the next steps to improving performance. The Head of Intervention then works with Heads of Department to identify students for intervention. This identification will take student needs into account.

Clear, responsive leadership

Analysis of the school’s exams results show that we have clear, responsive leadership with regard to the school in general but PP students in particular. Appointed one of the Department of Education’s PP leaders we have continued to ensure that PP students achieve well above national averages and that the gap between PP and non-PP students continues to close.

Funding

The amount of Pupil Premium allocated to the Epsom and Ewell High School during the 2015-16 financial year was £183,795. In 2016-17 it will be in the region of £190,000

Use of Pupil Premium

The Pupil Premium has been spent in an integrated way to ensure that entitled students receive the opportunity, in the main, for additional support but also for the use of facilities and residential opportunities.

The school runs a unit called the Learning Opportunities Centre manned by 2 full time learning mentors. The LOC has run various courses to ensure good attendance and to ensure students achieve the most from their learning. Programmes have been provided on behaviour for learning, self-esteem and anger management. The LOC also supports students receiving off-site education.

The school overstaffed in 2015-16 and again in 2016-17 by four teachers across the core subjects to reduce class sizes and carry out team teaching and small group intervention as a more effective way of improving performance.

The school runs individual subject revision classes over the Easter holiday to help students revise the subjects they need help with in the weeks before external examinations are taken. The classes are open to all Year 11 students but are targeted at those with the greatest need, defined by progress against target, attainment and attendance.

In certain circumstances, the school has offered a free breakfast in the canteen to ensure all students arrive punctually for morning exams and have a good meal which ensures they are calm and focused. Subject teachers relevant to the exams being taken that day attend to answer last minute questions. The breakfast club is available to all Year 11 students.

Measuring impact

Data for all students is formally collected once per half-term. Data is analysed by student group as well as by outcome, providing a cross-check for intervention. All students who underperform will receive some form of intervention. Those PP students receiving intervention are tracked as a separate group. Impact is measured by:

 

  1. Their attendance to school
  2. Their progress against targets
  3. Their progress against that of non-PP students
  4. Their individual progress since the last data collection
  5. Their learning profile

 

The impact in educational attainment arising from expenditure of the Pupil Premium has been demonstrable in Year 11:

 

  • Pupil premium students at the school achieved at 6% higher than the national average in the English and mathematics crossover
  • Pupil premium students at the school achieved at 7% higher than the national average in the English Baccalaureate
  • The Progress 8 score for pupil premium students at the school was a significant positive against a significantly negative national average
  • The school’s gap in the EM crossover was 19% as against the national average of 28%
     

A full analysis of the impact of pupil premium across all year groups and categories is available for download.

2016-17 spending plan

Staffing Resources

Intended Outcome

Budget Allocation from PP

Literacy Coordinator TLR

Improved literacy scores for all pupils and narrowing of the gaps that exist on entry to the school for PP students

 

£2,500

Specialist maths TA

Improved numeracy scores for all pupils and narrowing of the gaps that exist on entry to the school for PP students

 

£16,000

Learning mentors x 2

To ensure that pupils are provided with all support necessary to limit the negative effect that external problems may have on academic success

£75,000

Additional teaching staff in English and maths

To reduce class sizes and provide pupils with more individualised support

£103,500

 

TOTAL

£197,000