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Pupil Premium

The aim of the Pupil Premium Grant (PPG) is twofold: to raise the attainment of the disadvantaged students of all abilities to reach their potential and to support children and young people with parents in the regular armed forces.

Pupil Premium Grant per student for 2016-17 is;

  • Looked-after children (LAC) defined in the Children Act 1989 as one who is in care of, or provided with accommodation by, an English local authority: £1,900
  • Students in years 7 to 11 recorded as Ever 6 FSM: £935
  • Service children £300

The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities for the financial year beginning 1 April 2016.

PPG provides funding for two policies:

  • raising the attainment of disadvantaged pupils of all abilities to reach their potential
  • supporting children and young people with parents in the regular armed forces

Ever 6 FSM

There is often some confusion about what the PPG means for students eligible for free school meals (FSM). Here’s confirmation from the DfE: ‘The pupil premium for 2016 to 2017 included pupils recorded in the January 2016 census who were known to have been eligible for free school meals since May 2010, as well as those first known to be eligible at January 2016.

Background Southend YMCA Community School has seen an increasing number of our students requiring the intervention/support of external services. The school currently has 18% (9 students) who receive additional support from Early Help Family Support Services (EHFSA).  This has risen from 14% last academic year. An increasing number of students referred via virtual schools (we are currently working with 4 virtual schools). The number of students eligible for Free School Meals has decreased by 6%, however the number of students eligible for pupil premium funding has increased from 50% to 56% this academic year).

  • Number of children receiving Free School Meals; 22 students 44%
  • Number of children eligible for Pupil Premium; 26 students 52%

Southend YMCA Community School recognises the evidence that shows economically disadvantaged Students perform less well on average than non-disadvantaged pupils, at all levels of school education; furthermore, economically disadvantaged pupils are also associated with slower progress compared to their peers with the same level of attainment. With 52% of our students eligible for this funding the appropriate interventions have been implemented within 2016-2017 to address and close the attainment gap.

Southend YMCA Community School sets clear aspirational targets for the pupil premium allocation within the school. All interventions are strategically planned in conjunction with our school governors. Governors are able, through careful monitoring and evaluation, to demonstrate the impact of each aspect of their spending on the outcomes for students at our school. School governors are involved in the making decisions about pupil premium spending and challenging the way in which it was allocated.

  • The Budget – School Governors have carefully ring fenced the funding so that the target group of students receive the appropriate allocation of funding targeted to their needs. The school MIS provides a robust audit trail for where the funding has been spent
  • Eligibility – eligibility for the Pupil Premium is not confused with low ability, and is focused on supporting our disadvantaged students to achieve the highest levels, reaching or exceeding their potential
  • Analysing Data – The headteacher is held to account at full governor meetings in terms of thoroughly analysing the performance of student’s achievement, particularly within English and Mathematics. Achievement data is frequently analysed and reports are provided regularly to school governors. Ensuring effective management of interventions and techniques so that timely adjustments are sought to make certain the desired impact upon learning and progress is made
  • A whole school approach is taken with respect to the achievement of students in receipt of pupil premium grant. All staff, both teaching and non-teaching, understood the importance of ensuring that all day-to-day teaching meets the needs of each student, this is reflected within the staff performance management targets. Reducing the opportunity to rely on interventions to compensate for teaching that is less than good and shifting the focus to  accelerating their progress within the classroom setting
  • Raising the profile of students eligible for free school meals is fundamental in raising attainment. Staff meet monthly to review the achievement data surrounding disadvantaged students, strategically reviewing the progress and outcomes for this group of students

How we spent the grant?

Crucially Southend YMCA Community School is concentrating on the core areas of literacy and numeracy to break down the main barriers to accessing the curriculum. In addition the interventions focus on the key stages of a child’s development in their school career, emotional literacy.

  • Strong Careers information, advice and guidance careers education, information and advice is very strong. Careers advice and experiences are carefully mapped and recorded for all disadvantaged students. Students receive a wide range of preparation activities for future life: work-related learning activities, access and support to vocational courses, one-to-one interviews, mock interviews, career fairs, workshops, seminars, taster days through to accompanied interviews. Southend YMCA Community School is confident that students are able to make informed decisions about their courses and choices and are well prepared for their future lives beyond 16. 2016/17 has seen the introduction of an impartial careers advisor to support the students in planning the transition post 16
  • Literacy and numeracy support – the development of good literacy and numeracy skills is a whole school focus. Standardised scores are collected for every student for reading, comprehension and maths. These are carefully tracked and monitored  (accelerated Reading Programme and Star Maths). For disadvantaged students with low literacy or numeracy levels additional support is implemented to aid the development of basic skills; one-to-one support, additional resources within the classroom such as a targeted LSA, after school club or a short intervention programme
  • Targeted Support – tailored individual support is provided across the curriculum and each student has SMART targets for emotional literacy. Positive Education Coaches are allocated to each student providing clear behaviour mentoring. Staff take responsibility for their designated students and determining the additional resources that students need in order for them to reach their potential
  • The full range of educational experiences – the school supports the wider curriculum and has provided support to all students ensuring students have access to broad educational experiences, such as individual challenges, competing in sporting, eating out, theatre workshops and events through to educational visits such as the Royal Courts of Justice
  • Good Attendance – Governors, staff, teachers, parents, carers and students understand the casual link between attendance and achievement. Attendance levels for all students are regularly monitored and evaluated. The school employs Southend Borough Council Attendance Officers to assist in raising attendance and ensuring early identification of issue and needs are actioned as early as possible.
  • Destination tracking is crucial in terms of setting the curriculum and also in terms of analysing the effectiveness of our Alternative Education provision. Students destinations are tracked at key points; planned destination
  • Inclusion – the school SENCo is charged with writing a one page profile for each student. This is a working document which identified the strengths, weaknesses, challenges and triggers for their learning and behaviour within the school. All staff access these to ensure their approach to teaching and learning reflects the individual needs of the students
  • Behaviour Interventions – The Education Endowment Foundation research indicates that targeted interventions for those diagnosed or at-risk of emotional or behavioural disorders produce the greatest effects. With 100% of our students being referred to the due to behaviour issues targeting interventions feature highly but are not utilized in isolation.
    A range of behaviour interventions have been identified;
  1. Universal interventions which seek to improve behaviour and have been delivered within the classroom setting; behaviour management strategies
  2. Specialised interventions which are targeted at students with either behavioural issues or behaviour and academic problems. Evidence suggests that behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours. Behaviour interventions have been implemented through our mentoring programme, which seek to improve attainment by reducing challenging behaviour; including aggression, violence, bullying, substance abuse and general anti-social activities
  • Short term interventions include 1-3 month programme based around report cards and short term mentoring
  • Mid- term interventions include 3-6 month programme weekly mentoring sessions with individual and tailored goal setting for each subject and emotional literacy
  • Long term interventions include 6-18 month long programme twice weekly mentoring sessions and where appropriate the provision of outside agency interventions
  1. Whole-school strategies have been effective in developing a positive school ethos and improving discipline which has also aided greater engagement in learning. SLT manage the level of negative behaviour referrals and take action in the first instance
  1. Parental involvement approaches such as parental involvement have reported (by the Education Endowment Foundation) improvements in school ethos or discipline. As such parental engagement is a key feature within the school and a huge amount of work has been undertaken in establishing, building and sustaining positive relationships with the student’s families. Parents’ evenings have been facilitated within the student’s home where barriers prevent attending the school. Constant parental liaison with regards to positive and negative behaviours is clearly reported on a regular basis. Empowering the parents to contribute actively to their students’ education through a range of mechanisms; parents evening, feedback forms, education campaigns through to completing surveys
  1. Whole-School Continued Professional Development to address a consistent approach to tackling and addressing behaviour; including training for teaching and exploring anger management, and employing restorative practice between the students and sometimes their families
  • Aspirational Interventions
    Aspirations are about what children and young people hope to achieve for themselves in the future. Raising aspirations is often believed to be an effective way to motivate pupils to work harder so as to achieve the steps necessary for later success. The school has implemented Positive Education Coaches; each student has a designated member of staff to work with one-to-one including exploring the students aspirations

A number of approaches to raising aspirations have been implemented:

  1. Focusing on parents and families through work by teachers, and learning mentors; seeking to improve learners’ self-esteem, self-efficacy or self-belief, or to develop motivation and engagement.
  2. Duty Rota providing suitable opportunities for the students to work through issues or challenges that they face (often outside the curriculum) which present as barriers to learning. This intervention is generally provided on a one-2-one basis.

What was the impact of the school’s Pupil Premium Grant 2016-17?

  • 100% of students at Southend YMCA Community School access the GCSE curriculum including Maths and English
  • 100% of Year 11 students were entered for their GCSE’s including Maths and English
  • The September baseline assessments demonstrate 100% of students have a reading age below that of their chronological age .The Accelerated Reading programme has seen a significant increase in reading ages
  • Introduction of the Positive Education Coaches; Mentoring Programme has enable students to receive more targeted intervention from external specialist services such as mental health support, self-harming counselling through to anger management; consequently increasing attendance
  • School Counselling Service has proved successful in terms of students accessing the provision to discuss issues that may have prevented the student from attending school in the past; aiding and increasing attendance for some students
  • Practical work with families has assisted in helping families to get their child to school every day on time, improved information about the importance of attendance and more motivating rewards has seen students with poor attendance historically attain and sustain a more healthy attendance record
  • Alternative Timetables have been introduced for students that are experiencing difficulties. These difficulties would have previously presented as barriers to learning within the day, by providing alternatives outside the core day, the students have been given the opportunity to remain on target academically while receiving additional pastoral support; all aiding them back to attend the regular timetable
  • The nurture base Step-Up was implemented in September 2016. Step-Up provision aimed to provide a bespoke programme tailored to meet the needs of students that were finding it difficult to remain within the classroom environment; this provision was reviewed in December 2016 and the provision adapted to a more targeted provision through the introduction of life coaching
  • Widening participation – increased after School Clubs; particularly around numeracy, literacy and emotional literacy curriculum(s)
  • Appointed a named Governor for Pupil Premium; 2016-17 Ron Wright

Academic year 2017-18: How is Southend YMCA Community School intending to spend the PP grant?

Southend YMCA Community School recognises the evidence that shows economically disadvantaged students perform less well on average than non-disadvantaged pupils, at all levels of school education; furthermore, economically disadvantaged pupils are also associated with slower progress compared to their peers with the same level of attainment. With  52% of our students eligible for this funding appropriate interventions have been implemented, trialled and continually reviewed since opening in 2013 all aiming to address and close the attainment gap.

  • Southend YMCA Community School has successfully recruited additional staff to support the development of the school and raise the achievement of our students. These include;
  1. Recruitment of additional Maths and English teachers
  1. Recruitment of a Life Coach/LSA
  1. 3.Recruitment of LSA’s
  1. Increase of school counselling provision
  • Implementation of the Pupil Welfare report within the Board Committee Meetings
  • Implement a more robust system for monitoring and reviewing Pupil Premium (MIS) such as Sims
  • Implement a bespoke programme to better analyse the data alongside pastoral issues, concerns or welfare issues
  • Appoint a named Governor for Pupil Premium; 2017-18
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