Pupil Premium

Pupil Premium

Pupil Premium

Pupil Premium funding is provided to support children who are entitled to free school meals, have been in receipt of free school meals in the last 6 years, are children of service personnel, cared for children, children who are adopted from care or have special guardianship.

The funding is provided to help these children to make progress in school and to fulfil their potential academically and socially and emotionally.

At Malbank we take care to ensure that this fund is being used to have a positive impact on progress by carrying out regular and robust reviews of the interventions that are put into place.

Planned use of Pupil Premium 2015 - 2016

Key Stage 3 Pupil Premium Review November 2015

Actual Spend 2015 - 2016

Interim Impact 2015 - 2016

Impact of Pupil Premium funding 2015-16

Planned Pupil Premium spend 2016-17 

Actual Pupil Premium spend 2016-17

Impact of Pupil Premium funding 2016/17

Planned Pupil Premium spend 2017-18

2017-18 Pupil Premium Actual Spend

Impact of Pupil Premium Funding 2017-18 

Pupil Premium Peer review - April 2018

Planned Pupil Premium spend 2018-19

 The initial Pupil Premium allocation is £159885. There was a carry forward of £4889 from 2017-18. Therefore the Pupil Premium budget for 2018-19 is £164774

 

Contribution to additional staffing non- teaching eg Subject specific teaching assistants.

£71000

Contribution to additional curriculum support eg Nurture programme

£37474

Contribution to additional support eg Progress Managers

£52500

Contribution to Literacy and Numeracy interventions

£2300

Contribution to educational visits

£1000

Contribution towards uniform

£500

Total spend

£164774

Strategy Statement September 2018

Strategy Statement January 2019

Following a review of the achievement of our Disadvantaged students, the school has identified the barriers facing Disadvantaged pupils at Malbank. These can be summarised as;

1. Key Pupil Premium Sub Groups - namely Cared for Children; PP pupils from hard to reach families and middle ability PP pupils.

2. Developing resilience and character education for PP pupils

3. PP pupil's achievement in maths and science

4. PP pupil's achievement in key subjects in the ‘open basket', especially linked to literacy issues and their responses to high value questions which require extended answers.

5. Attendance of Disadvantaged students

To help remove these barriers the following strategies will be employed.

 

Identified barrier

Strategy / Action

Intended impact

Who?

Cost?

Monitoring strategies

1. Key Pupil Premium Sub Groups - namely Cared for Children; PP pupils from hard to reach families and middle ability PP pupils.

 

Continue to embed Doddle and DTT as teaching & learning  assessment tools.

 

 

 

 

 

Staff awareness of the individual students in the sub groups will be raised regularly to ensure they are ‘known' and their needs are met.

 

An NLE will lead INSET at the Teaching and Learning conference to share how to best support disadvantaged pupils and subgroups within this cohort. Horsforth quadrants will be devised.

Yr 11 Cared for Children will be mentored and their PEP's will be led by JME.

 

 


Progress managers will engage targeted hard to reach families in termly structured meetings following the ‘signs of safety' model. Conduct home visits where appropriate.

 

All stakeholders will know what areas of development are so that appropriate interventions by the student, class teacher and curriculum leader can be put into place to support progress.

 

Appropriate support will be put into place so that students achieve and their A8 and P8 is in line with their aspirational targets.

 

Targeted support can be put into place in Curriculum areas by subject teachers and by pastoral teams. All staff will have clear accountability.

 





Cared for children feel supported and targeted interventions are put into place quickly to support progress and remove any barriers to their development.

Families will engage better and students will be better supported outside of the classroom to make progress. FSM attendance will improve.

JDH

 

 

 

 

 

 


JME/ Progress managers/ CL's

 

 

 

 

Richard Middlebrook - NLE

 

 

 

 






JME

Progress Managers

Class teachers

 

 

 

 

 

Progress Managers/Heads of School / JME

N/A

 

 

 

 

 

 


N/A

 

 

 

 


SSIF fund to finance

 

 

 

 






Dependant on intervention - to be agreed at PEP meetings with the Virtual School

 

 

Time for individual meetings

Weekly lesson focus
Lesson snapshots
Lesson observations
Critical friend
Data Analysis
Impact team meetings
Feedback from students and carers.


STAR meetings

School Improvement Committee meetings

 

 

 

 

Records of Visit

SSIF steering group meetings.

 

2.Developing resilience and character education for PP pupils

 

Leadership portfolio for Character education across the school. Implement the ‘Learning Journey' initiative.

 

 

Continue with the Prince William award scheme / Adelaide outreach. Support the new Inclusion mentor and Inclusion Manager

Improved self-awareness and resilience leading to better outcomes. Students are more accountable for their development.

 

Personalised intervention will help to support students well-being and self-awareness. Outcomes will improve.

 

AXR / Students / Form Tutors.

 

 

 

 

 

Key Stage teams / JME

5 periods a fortnight + capitation = £

 

 

 

 

 

£4500 from 2017-18 budget.

Doddle

Critical friend meetings

Data analysis

Student voice

Attendance data

Lesson Monitor and BfL analysis

School Improvement Committee meetings

 

3.PP pupils' achievement in maths and science

 

Confidence group in Science for an identified cohort of disadvantaged girls to support their progress and self-belief.

 

SSIF - Maths initiative

 

Resilience will improve and students will feel more confident going into exams - outcomes will improve.

 

Strategies from the initiative will be employed to improve T&L in maths and improve outcomes.

MJS / SKL

 

 

 

 

 

RAB and the Maths team

£50 for sundries

 

 

 

 

 

Funded by SSIF

Data analysis

Doddle

Student voice

Critical Friend meetings

Lesson observations

Lesson snapshot

Work scrutinies

School Improvement Committee meetings

 

4.PP pupils' achievement in key subjects in the ‘open basket', especially linked to literacy issues and their responses to high value questions which require extended answers.

Whole school literacy focus on 6+ mark questions

 

 

 

Feedback LSA to focus on open bucket subject areas in 121 sessions with disadvantaged students.

Students will access all areas of exam papers to the best of their ability and performance will improve in this key area.

 

Students will feel more confident in these curriculum areas and will make better progress

SLT and CL's

N/A

Results analysis

Work Scrutinies

Critical friend meetings

Student voice

School Improvement Committee meetings

 

Attendance of disadvantaged students

Rigorous monitoring of the attendance of this special interest group and personalised interventions put into place. Mentors will support this work with hard to reach families. Appropriate rewards will be used.

Attendance of Disadvantaged students will not be a barrier to progress.

Heads of Lower and Upper School

£100 for rewards

Grade 6 mentor sessions

Fortnightly attendance data scrutiny.

Strategy Statement Interim Review February 2019