Pupil Premium Statement 2016/2017

Our Vision:     Unlocking potential and transforming lives through exceptional education

Our Mission:   To deliver innovative and inspirational learning, enabling high achievement for all

Central to the mission and vision of The Malling School is the aim of realising the potential of every single pupil to achieve excellence. This means tackling and overcoming obstacles to achievement caused by material disadvantage and raising the attainment of those students in low-income families.

Specific Objectives:

Targeted additional support strategies resulting in every pupil, however financially disadvantaged, being able to:

• improve their levels of attainment and achievement
• close or exceed attainment gaps relative to school averages and/or national averages
• have full access to our curriculum
• access our extra-curricular provision

Pupil Premium explained:

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

 

Pupil Premium funding is a government grant that is given to schools to help them support those children that are the most disadvantaged.

In the 2016/17 financial year, all schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £935 for secondary-aged pupils

Schools also receive £1,900 for each pupil who:

  • has been in local authority care for 1 day or more
  • has been adopted from care
  • has left care under:
    • a special guardianship order
    • a residence order
    • a child arrangement order

In addition to this funding, schools will receive £300 for each pupil whose parents are Service Men or Women.

All schools are required to report on the amount of funding received, how this is being used, and the impact of any work completed.

2011 – 2016: Summary of impact of Pupil Premium Grant funding at The Malling School:

New headline performance data published by the DfE will be shown as a Progress 8 score.  TMS headline data has been published using this method for the last two years.  A score of -0.5 is the floor standard, as stated by the DfE.  The Table 1 below shows the Progress 8 attainment gap between our disadvantaged and non-disadvantaged pupils.

Table 1:

Academic year

Disadvantaged P8 score

Non-disadvantaged P8 score

TMS P8 gap between Disadvantaged and Non- Disadvantaged pupils achieving 5+A*-C GCSES including English and Maths

2014-2015*

-0.19

+0.26

-0.45

2015-2016**

-0.38

+0.09

-0.47

*validated RAISEonline

**unvalidated RAISEonline

Performance data shows the gap between Disadvantaged and Non-Disadvantaged pupils at The Malling School achieving 5+A*-C GCSES including English and Maths has fluctuated between disadvantaged and non-disadvantaged pupils over a 5 year period (Table 2) but performed above Kent average and National average.

Table 2:

Academic year

TMS % gap between Disadvantaged and Non-Disadvantaged pupils achieving 5+A*-C GCSES including English and Maths

Kent % gap between Disadvantaged and Non-Disadvantaged pupils achieving 5+A*-C GCSES including English and Maths (figures in brackets are NA)

2010-11

-25

-

2011-12

-21

-

2012-13

-8

-33

2013-14

-0

-34 (27)

2014-15

-20

-34 (-26)

2015-16**

-26

-34 (-27)

 

The range of intervention and support that is in place at TMS for pupils who qualify for PPG funding, among others, is listed below:

  • COOL Mint; Duke of Edinburgh Bronze and Silver Award; Careers Education, Information, Advice and Guidance (CEIAG) Officer; Learning Support Transition; KS2-3 Transition Officer; Curriculum Support; Achievement for All; School Counsellor; 1:Few tuition; Vice Principal and Guidance Manager; Hardship Fund; Alternative Curriculum; Minority Communities Achievement Service (MCAS); Educational Psychology Services; Music lessons subsidy; After-school and Saturday morning revision sessions;; Partners in Excellence Club (PiXL); Learning Support Assistants; Attendance Officer; Summer School.

The above interventions are funded by the PPG allocation.  The proportion of the total funding varies depending on the intervention.

The amount of funding that TMS receives through the Pupil Premium Grant (PPG) funding is listed below:

Academic Year

Amount of PPG funding

2011-12

£78,494

2012-13

£139,508

2013-14

£179,340

2014-15

£186,759

2015-16

£171,285

2016-2017

(up to 31st March of financial year)

£104,105

 

Evaluation of outcomes for pupils in 2015/16

Expenditure was as below:

Pupil premium received for the academic year was £174,277; related to 28% of pupils on roll. Year 7 catch up premium received was £14,500

Description

Amount 2015-16

Amount Sept 2016 to Mar 2017

Detail

Impact*

Counsellor

£12,240

£7,140

To provide specialised emotional support for vulnerable pupils so that they can access education and achieve at least expected levels of progress

Moderate impact

PP Champion

£20,000

£14,000

To allocate the responsibility of Pupil Premium to a Senior member of staff to ensure all pupils eligible for PPG funding are identified, monitored and tracked with regards to their academic progress and receive appropriate social, emotional and academic support

Moderate impact

Guidance Manager

£27,777

£18,000

To ensure all vulnerable pupils, among others, receive appropriate social, emotional and academic support.

 

 

Moderate impact

 

Description

Amount 2015-16

Amount Sept 2016 to Mar 2017

Detail

Impact*

 

 

Hardship Fund

£500

£292

To ensure all vulnerable pupils are able to access curriculum activities through means such as providing school uniform. Also extra-curricular activities such as Duke of Edinburgh Award Scheme registration fees and specialist equipment is provided.

High impact

Alternative Curriculum

£24,178

£14,104

To achieve consistent performance for identified pupils to ensure they make at least expected levels of progress and reduce levels of exclusion and/or improve attendance

High impact

ISSK

£1,500

£0

Inclusion Support Service Kent (ISSK) is a service which provides specialist support, training, advice, coaching and mentoring to schools, settings and professionals working with children, young people and communities.  The main focus is on raising the achievement and improving the engagement, wellbeing and inclusion of vulnerable learners specifically Minority Ethnic pupils, Gypsies, Roma or Travellers and those with English as an additional language (EAL), some of whom are PPG funded pupils

Low impact

EP services

£3,300

£1,925

To provide specialised emotional support for vulnerable pupils so that they can access education and achieve at least expected levels of progress

Moderate impact

Music lessons subsidy

£858

£501

That the subsidy of music lessons results in at least expected levels of progress for pupils involved

High impact

Holiday Revision sessions

£5,000

£2,917

To achieve consistent performance for identified pupils, vulnerable pupils among them, to ensure they make at least expected levels of progress by attending extensive support/revision sessions run in the October, Easter and May school holidays

Moderate impact

PiXL

£3,200

£1,867

To ensure appropriate academic and curriculum initiatives are implemented to ensure all vulnerable pupils, among other, make or exceed expected progress

High impact

4Matrix

£269

£157

Web based IT package that allows the SDH, DHs, Data Manager and MLs to input data, track progress and monitor impact of teaching and intervention

High impact

Attendance Officer

£6,038

£3,522

Job role for non-teaching member of staff to work closely with the DH responsible for attendance in order to ensure that all pupils and groups of pupils meet expected % of attendance throughout the school year, vulnerable pupil groups among them

Moderate impact

Transition Class

£26,068

£15,206

To create a small class of Y7 pupils who have well-below average attainment having not made expected progress by the end of KS2, vulnerable pupils among them, in order to ensure appropriate academic and curriculum provision for these pupils to either meet, make or exceed expected progress

High impact

 

Description

Amount 2015-16

Amount Sept 2016 to Mar 2017

Detail

Impact*

Accelerated Reader

£4,368

£2,548

To increase the number of hours that pupils were reading and to raise the Reading Ages (RA) of pupils

High impact

Numeracy Support

£7,395

£4,313

To achieve consistent performance for pupils in KS3 who did not make expected progress in Year 7/8 and/or were well-below NA levels of attainment

Moderate impact

Literacy Support

£4,174

£2,435

To achieve consistent performance for pupils in KS3 bottom sets who did not make expected progress in Year 7/8 and/or were well-below NA levels of attainment

Moderate impact

MINTclass

£1,250

£0

Web based ICT package that allows staff to create bespoke seating plans for their classes.  It displays all pupils and their key data, including all pupils who qualify for PPG and funding

Low impact

Careers Advisor

£12,000

£7,000

Provision of an experienced, knowledgeable and professional careers advisor who interviews all KS4/5 pupils with regards to their career ambitions and available options in order to prevent pupils from becoming NEET

High impact

Data Manager

£7,000

£4,083

Job role for non-teaching member of staff to work closely with the SDH responsible for standards and achievement to input, compile and distribute pupil/subject data on a regular basis to the HT, SDH, DHs, MLs and all other staff so that impact of teaching and intervention can be monitored

High impact

White Rocks Farm

£1,500

£1,500

Alternative curriculum course designed to provide a bespoke education for vulnerable pupils with severe educational needs so they can achieve a L1/2 qualification in vocational subjects that motivate them

High impact

ECDL

£2,000

£1,000

European Computer Driving Licence course delivered to vulnerable learners who are at risk of not achieving 5+ A*-C GCSE grades that results in the pupils achieving a L2 Pass (minimum Grade C) and acquiring practical, work-based ICT skills involving Microsoft Office applications.

High impact

Summer School

£3,000

-

To subsidise the provision for Summer School so that pupils who attended made at least expected point progress throughout Year 7 and eased their transition from KS2 into KS3 so they were happier and more settled upon their arrival at TMS

Moderate impact

Show My Homework

£1,036

£1,036

Web based IT package that allows the HT, SDH, DHs and MLs to monitor the distribution of homework and ensure it is relevant and making an impact on the progress of pupils, vulnerable learners among them

Moderate impact

 

Description

Amount 2015-16

Amount Sept 2016 to Mar 2017

Detail

Impact*

Construction Course

-

£7,000

Alternative curriculum course designed to provide a bespoke education for hard-to-reach vulnerable pupils so they can achieve a L1/2 qualification in vocational subjects that motivate them

On-going evaluation.  Initial impact is high due to improved attendance and reduced BfL referrals and exclusions for pupils involved.

 

Total Spend

£174,651

£105,150

PPG Allocation

£174,277

£104,105

School Contribution

£374

£1,045

 

*When analysing the impact, quantitative data was used where and when possible.  This was calculated by taking the average difference between two scores (based on TMS Points or GCSE grades) over a period of time and dividing it by the variation in that difference, based on the process used by the EEF and The Sutton Trust.  Attendance and behaviour data was also used.   This method was used whenever TMS points/GCSE grades was appropriate and possible to use.  Where quantitative data was not available a decision was made based on professional discretion after conversations were held between all relevant staff.
 

The interventions that had low impact (ISSK and MINTclass) have been withdrawn from the next financial year’s funding allocation.  They will be replaced by number 3 and 4 from the proposed list below.  The funding allocated to these interventions will be £500 and £1000, respectively.  A funding proposal has been made based on the list below in order to narrow the attainment gap between our disadvantaged and non-disadvantaged pupils and to ensure that this gap remains narrower than both the national and Kent average.

  1. Family Liaison Officer
  2. Extension of 1:1 and/or 1:Few hours support
  3. Development of Homework Club
  4. Whole staff Meaningful Feedback CPD
  5. Review of marking policy
  6. New technology
  7. SAM Learning

Our most recent unvalidated attendance figures (%) for those pupils who have been eligible for PPG funding is set out below:

 

Year 7

Year 8

Year 9

Year 10

Year 11

TMS average

National average

All pupils

96.8

94.9

94.7

93.8

93.1

94.7

95.7

Non-PP

97.9

95.4

95.3

94.1

94.9

95.5

95.7

PP

90.1

92.8

92.8

92.5

88.3

91.3

92.5

Gap

6.7

2.1

1.9

1.3

4.8

3.4

3.2

 

Pupils who fall below the school minimum attendance requirement (95%) are identified and monitored through the TMS attendance tracker scheme which is overseen by our Attendance Officer and Deputy Headteacher responsible for attendance. In 2015/16 the national average figure for PP pupils was 92.5, a figure which was exceeded by TMS PP pupils in Year 8, 9 and 10.

  • Attainment and Achievement headline figures for pupils eligible for PPG funding (26 pupils in total) in 2015/16 are:

Attainment figures (% 5+ A*- C inc English and Maths)

 

TMS 2015

TMS 2016

All pupils

30

43

Non-PP

35

49

PP

15

23

Gap

20

26

 

Expected progress figures:

Comparison of previous performance between Disadvantaged and Non-Disadvantaged pupils

 

2012

2013

2014

2015

2016

(T1)

2016

(T5)

2016

(FINAL)

% gap between GCSE (5+ inc En&Ma) results of disadvantaged and non-disadvantaged pupils

-21

-8

0

-20

-31

-24

-26

% of disadvantaged pupils making expected progress in English

-

80

64

57

43

52

52

% of Non- disadvantaged pupils making expected progress in English

 

89

75

62

49

69

73

% of disadvantaged pupils making expected progress in Maths

-

50

33

42

34

37

37

% of Non- disadvantaged pupils making expected progress in Maths

 

63

43

51

67

63

63

 

At The Malling School the % of pupils who have been in receipt of PPG funding at any point in the last 6 years (Ever6) is 28%.  Pupils will access these aspects of additional provision on the basis of their individual needs. This means that many pupils will benefit from more than one aspect of additional support.

The profile of this group is:

Year group

Number of current PP pupils

% current PP

Number of Ever6 PP pupils

% Ever6 PP

7

3

3%

23

16%

8

23

19%

49

36%

9

27

22%

46

31%

10

21

20%

39

29%

11

11

12%

24

26%