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Pupil Premium

Purpose, Use and Eligibility

Purpose

Publicly-funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.

Evidence shows that children from disadvantaged backgrounds:

  • generally face extra challenges in reaching their potential at school
  • often do not perform as well as their peers

The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.

Eligibility and funding

The government has announced that pupil premium and service premium rates will remain unchanged for the financial year 2021 to 2022.

From April 2021, pupil premium allocations for mainstream and special schools will be calculated based on the number of eligible pupils recorded by schools in their census in October 2020.

Schools get pupil premium funding based on the number of pupils they have from the following groups.

Free school meals

Schools get £1,345 for every primary age pupil, or £955 for every secondary age pupil, who claims free school meals, or who has claimed free school meals in the last 6 years.

Looked-after and previously looked-after children

Schools get £2,345 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.

Local authorities get the same amount for each child they are looking after; they must work with the school to decide how the money is used to support the child’s personal education plan.

Service premium

The service premium is not part of the pupil premium as the rules to attract the service premium are different.

Schools get £310 for every pupil with a parent who:

  • is serving in HM Forces
  • has retired on a pension from the Ministry of Defence

This funding is to help with pastoral support.

Use of the pupil premium

It’s up to school leaders to decide how to spend the pupil premium.This is because school leaders are best-placed to assess their pupils’ needs and use funding to improve attainment.

Tiered approach

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across the following 3 areas below but focusing on teaching quality - investing in learning and development for teachers.

Read the Education Endowment Foundation’s (EEF) pupil premium guide for information about the tiered approach to spending.

Teaching

Schools arrange training and professional development for all the their staff to improve the impact of teaching and learning for pupils.

Academic support

Schools should decide on the main issues stopping their pupils from succeeding at school and use the pupil premium to buy extra help.

Wider approaches

This may include non-academic use of the pupil premium such as:

  • school breakfast clubs
  • music lessons for disadvantaged pupils
  • help with the cost of educational trips or visits
  • speech and language therapy

Schools may find using the pupil premium in this way helps to:

  • increase pupils’ confidence and resilience
  • encourage pupils to be more aspirational
  • benefit non-eligible pupils

Eligibility

Ever 6 free school meals

Pupil premium will continue to be based on ever 6 free school meals, whereby pupils recorded as eligible for free school meals at the time of the October census, or at any point in the previous 6 years, will attract pupil premium funding.

For 2021 to 2022, this means pupils having been recorded as eligible for free school meals at any point between January 2015 and October 2020.

Children adopted from care or who have left care

Allocations for previously looked after children (post-looked-after children) will be based on the October census for mainstream and special schools.

Looked-after children

There will be no change to the methodology for calculating allocations for looked-after children.

As before, ESFA will allocate a provisional amount per child looked after in June. That allocation will then be updated and finalised based on the children looked-after data return SSDA903.

Ever 6 service children

Service children are not disadvantaged but share the pupil premium payment process. Service child premium allocations will be based on the October census for mainstream and special schools.

For 2021 to 2022, that means pupils recorded as eligible for the service child premium since the January 2015 census as well as those recorded as a service child for the first time on the October 2020 school census.

Alternative provision, pupil referral units and hospital schools

There will be no change to the allocations process for alternative provision, pupil referral units and hospital schools.

These institutions will continue to be funded based on the January census as before. There is no census for alternative provision or hospital schools in October, and the October census is not representative of the number of pupils in pupil referral units across a full academic year.

Implications for school census returns

The move to using the October census for the pupil premium has no impact on the information schools are asked to submit to DfE.

Schools should continue to record free school meals eligibility, Service Child indicator and post looked after arrangements data as they normally do for each termly census.

Allocation and payment arrangements

Using the October census for the pupil premium will give schools early certainty about the additional funding they will receive the following year, helping them to plan the support that they will give to pupil premium pupils.

In this transitional year, pupil premium allocations will be confirmed to the usual timeline in June 2021. As from next year, allocations for mainstream and special schools will be published earlier in the year, giving these schools greater certainty around future funding levels earlier in the year.

Allocations for alternative provision, pupil referral units and hospital schools will continue to be published to the usual timeline as these will continue to be based on the January census.

There will be no change in the payment arrangements for the pupil premium. The pupil premium grant will continue to be paid in quarterly instalments.

The conditions of grant for the 2021 to 2022 pupil premium will be published before the start of the 2021 to 2022 financial year

 

Pupil Premium Strategy 2021-22

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Stretford Grammar School

Number of pupils in school

891

Proportion (%) of pupil premium eligible pupils

15.8%

Academic year/years that our current pupil premium strategy plan covers

2021-22

Date this statement was published

November 2021

Date on which it will be reviewed

July 2022

Statement authorised by

M Mullins

Pupil premium lead

D Price

Governor / Trustee lead

S Lynn

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£118, 855

Recovery premium funding allocation this academic year

£14,985

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£133,840

Part A: Pupil premium strategy plan

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum, particularly in the core subjects. 

The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and those who are accessing support from the pastoral and safeguarding teams. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through small group tutoring for pupils whose education has been worst affected, including non-disadvantaged pupils.   

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment (from data captures that are a result of formative assessments designed to track progress effectively), not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

  • ensure disadvantaged pupils are challenged in the work that they’re set
  • act early to intervene at the point need is identified
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve
  • ensure that disadvantaged pupils have access to IT equipment to access the school’s online curriculum content
  • ensure that disadvantaged pupils can partake in educational experiences that will broaden and add to pupils’ cultural capital

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Attainment in English Language of disadvantaged pupils is lower than English Literature at KS4. Assessment data shows that progress in language is +0.74 whilst progress at literature is +0.90. (2021). The aim is to maintain positive progress and to close the gap so that language progress is at least matching progress in literature.

2

Attainment in maths has fluctuated over time for disadvantaged pupils. FFT estimates show that disadvantaged pupils in all year groups have projected average grades that closely match their peer group. The aim is to put into practice support strategies for all year groups to ensure that mathematical knowledge and application is fully grasped for all disadvantaged pupils and any other pupil who has been identified as requiring intervention/support.

Year Group

Average A8 Overall

Maths Projected A8

Year 7

PP – 7.1, Non-pp – 7.3

PP – 7.5, Non-pp – 7.3

Year 8

PP – 7.0, Non-pp – 7.3

PP – 7.2, Non-pp – 7.5

Year 9

PP – 7.1, Non-pp – 7.0

PP – 7.3, Non-pp – 7.1

Year 10

PP – 7.2, Non-pp – 7.1

PP- 7.3, Non-pp – 7.1

Year 11

PP – 7.2, Non-pp – 7.3

PP – 7.4, Non-pp – 7.3

 

3

Our assessments (including wellbeing survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as anxiety, depression (diagnosed by medical professionals) and low self-esteem. This is partly driven by concern about catching up lost learning and exams/future prospects, and the lack of enrichment opportunities due to the pandemic. These challenges affect disadvantaged pupils, including their attainment.

4

  1. families are less likely to be able to support costs associated with extra-curricular and or off site activities-limiting PP pupils’ access to cultural capital – including careers advice and guidance.

5

PP pupils are more likely to be further behind following C19 school closures because of a lack of resources such as internet, devices, parental time and educational opportunities. The lack of face to face teaching and learning has had a detrimental effect on progress.

Intended outcomes

 

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Improved attainment among disadvantaged pupils across the Maths and English at the end of KS4.

2022 KS4 outcomes will show that disadvantaged pupils achieve:

  • Attainment 8 scores in Maths and English that match non-PP pupils.
  • Attainment 8 scores in English Language match English Literature

To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged.

Sustained high levels of wellbeing demonstrated by:

  • qualitative data from pupil voice, pupil and parent surveys and teacher observations.
  • a significant increase in participation in enrichment activities, particularly among disadvantaged pupils.
  • Use of Classcharts wellbeing module and positive behaviour points leading to school rewards.
  • Access to counselling provided by school counsellor.  
  1. ensure that disadvantaged pupils receive opportunities to learn off site and develop cultural capital alongside their peers.

Disadvantaged pupils attend curriculum enrichment trips and Year 7 Conwy Residential and Year 9 School Camp. Music lessons funded. Aspiration activities to provide careers advice and guidance.

  1. ensure that disadvantaged pupils have access to technology in order to access the full curriculum resources.

 

Laptops and wifi access provided.

Activity in this academic year

 

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching

Budgeted cost: £68,872

Activity

Evidence that supports this approach

Challenge number(s) addressed

  1. Additional staffing in English to provide capacity to focus on the key skills required for GCSE English Language Papers 1 and 2 – specifically concentrating on section B of both papers in order to improve assessment scores. These skills will also be embedded across KS3 and the English curriculum map will be developed with literacy as a key focus

 

  1. Smaller class sizes at KS4 as a result of additional staffing.

 

 

  1. EEF research on literacy across the school – with specific guidance on breaking down complex writing tasks (a feature of the section B assessment questions) with recommendation 4 of the guidance being adopted. Lessons demonstrate this practice in action.

 

 

 

 

 

 

 

  1. EEF research states that:  Smaller classes only impact upon learning if the reduced numbers allow teachers to teach differently – for example, having higher quality interactions with pupils

1

  1. 4Matrix data captures used to identify underachievement in Maths and target groups established in order to provide additional teaching support and diagnostic analysis of assessment tasks (question level analysis) used to identify which mathematical principles require further teaching.

3. EEF research on mastery learning states that: A high level of success should be required before pupils move on to new content – it is crucial to monitor and communicate pupil progress and to provide additional support for pupils that take longer to reach the required level of knowledge.

2

  1. Classcharts and Provision Map software used to enable teaching staff to reward pupil attainment and to have disadvantaged pupil information through support plans and passports identified. Data rich seating plans allows teachers to provide targeted in class interventions in a more personalized way.

4. EEF research on individualised instruction states that: Individualised instruction can be an effective approach to increasing pupil attainment.

1,2

  1. Literacy resources purchased in English to enable disadvantaged to fully access courses taught and KS3 reading texts provided to all pupils to encourage confidence in reading. Curriculum lesson sequencing priorities tier 2 and 3 language to support literacy throughout the school.

5. EEF guidance on literacy in the secondary school states: Disciplinary literacy is an approach to improving literacy across the curriculum. It recognises that literacy skills are both general and subject specific, emphasising the value of supporting teachers of every subject to teach pupils how to read, write and communicate effectively

1

 

Targeted academic support

Budgeted cost: £14,985

Activity

Evidence that supports this approach

Challenge number(s) addressed

  1. Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic (Maths and English). A significant proportion of the pupils who receive tutoring will be disadvantaged – Y7, Y9 and Y11 pupils targeted.
  1. EEF research states that: Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs. Diagnostic assessment can be used to assess the best way to target support.

 

1,2

 

Wider strategies

Budgeted cost: Education Resources and Additional Support £36,083; IT Provision Support £12,400; Counselling £15,000; Residential and trip support  – Total: £49,983

Activity

Evidence that supports this approach

Challenge number(s) addressed

  1. Purchase of standardised diagnostic assessment package (Lucid) to assess pupil needs and Nasen SEND testing to support all pupils who may require some form of additional support both in the classroom and via tutoring.

 

  1. Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction – Evidence here

 

1,2

  1. School Counsellor in post to support pupils wellbeing – this includes disadvantaged pupils and other vulnerable pupils identified as needing intervention. Attendance Officer in post to support pupils and families who experience attendance challenges.

2. DFE guidance on wellbeing in schools states: Taking a coordinated and evidence-informed approach to mental health and wellbeing in schools and colleges leads to improved pupil and pupil emotional health and wellbeing which can help readiness to learn.

3

  1. Provide laptops and devices to disadvantaged pupils.

 

3. DFE EdTech survey demonstrated that access to devices and the ability to access resources online is a major barrier to learning:

 

5

  1. Support for extra-curricular – such as music tuition, curriculum trips, school residentials, participation on the DofE scheme.

4. EEF research states: Outdoor adventure learning approaches vary widely. A potential mechanism for impacting pupil outcomes might be through the development of non-cognitive skills such as resilience, self-confidence and motivation.

 

4

  1. Provision of opportunities to support pupils in accessing appropriate careers education and guidance.

5. DfE guidance on the importance of Careers guidance states: High quality careers education and guidance in school or college is critical to young people’s futures. It helps to prepare them for the workplace by providing a clear understanding of the world of work including the routes to jobs and careers that they might find engaging and rewarding. Through encounters with employers, further and higher education institution it will raise pupil awareness of the world of work and study and enable them to make informed choices about pathways, improve their life opportunities and contribute to a productive and successful economy.  It supports them to acquire the self-development and career management skills they need to achieve positive employment destinations. The COVID-19 pandemic has had an unprecedented impact on the economy, education and the opportunities open to students.

4

 

Total budgeted cost: £ 133,840

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, the outcomes based on TAGs referred to in this review have been taken from the FFT. Their data set is derived from those schools that uploaded their TAGs – this constitutes over 1,700 schools and almost 300,000 pupils. Therefore the progress measures reported are a fair reflection of the progress made by our pupils.

 

Teaching priorities 2020-21

Measure

Activity

Outcomes Based on TAGs

 

Priority 1 – English

Develop pupils’ literacy abilities in order to achieve progress in English in line with FFT targets.

Our internal assessment data demonstrated that the performance of disadvantaged pupils was positive in all 3 priority areas. Data from FFT shows this:

  • PP pupils achieved an overall progress score of +0.69 (Non-PP +0.45)

FFT data for the subject areas targeted:

 

Priority 2 – Maths

Enable PP pupils to meet or exceed their FFT targets in mathematics assessments, and terminal examinations at GCSE.

 

Subject

PP

Non-PP

 

English Language

+0.74

+0.64

 

Priority 3 - Science

Support PP pupils in science to ensure that scientific principles are fully understood and grasped at each Key Stage.

English Literature

+0.90

+0.41

 

Mathematics

+0.35

+0.17

 

Biology

+0.09

+0.13

 

Barriers to learning these priorities address

As a result of marginal gaps in APS in Maths and English, and a gap in dual science - Pupils having a secure knowledge base in core subjects as a result of disruptions to learning.

Chemistry

+0.17

+0.12

 

Physics

+0.10

-0.10

 

 

Targeted academic support 2020-21

 

Measure

Activity

Outcomes

Priority 1 – Academic Mentoring

Academic mentor assigned to PP pupils working with small groups – delivering specific English, Maths and Science lessons across years 7-9.

 

Academic mentoring provided to years 10-11 via small group tuition provided by subject specialists.

Two teaching staff delivered mentoring to identified pupils – Science and English.

Sessions were delivered during school time and additional hour long interventions after school.

Attendance was interrupted due to covid isolations, however, delivery of mentoring sessions continued online via Google Classroom.

Priority 2 – Access to IT provision

PP pupils provided with IT equipment to enable access to Google Classroom, teaching resources and school software packages such as GSCEPOD, Office 365 and core subject specific packages (Kerboodle to provide pupils with GCSE support materials).

A total of 47 laptops were deployed to PP pupils.

 

Google Classroom was rolled out to both staff and pupils to enable access to lessons online and to teaching and learning resources.

 

Wider strategies 2020-21

Measure

Activity

Outcomes

Priority 1 – Uniform provision

Ensure that disadvantaged pupils are provided SGS badged uniform items and PE kit in light of DfE guidance review on the cost of school uniform https://www.gov.uk/government/publications/cost-of-school-uniforms/cost-of-school-uniforms

Uniform and PE kit provided for disadvantaged pupils.

Priority 2 – Curriculum based trips and enrichment

Enable PP pupils to take part in all curriculum based trips and also extra-curricular experiences where possible – Year 7 residential, active learning trips and the DofE Award.

Covid disruption meant that the opportunity for pupils to engage in extra-curricular activities was curtailed.

This will be addressed in 2021-22 as extra-curricular opportunities will be reinstated.

 

 

 

Pupil Premium Strategy 2020-21

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