Pupil Premium Vision 2021-22
Next review date June 30th 2022
To provide First Quality Teaching, support, opportunities and experiences that allow Pupil Premium students to meet and beat their academic potential.
Our Pupil Premium Philosophy
Our core aim is to improve the level of progress made by Pupil Premium students in their core subjects. We are aware that the greatest improvement needs to be made in Maths and Science. Therefore the actions we intend to take are determined by that aim.
The amount of funding from the Pupil Premium budget devoted to Maths and Science has been increased to allow for a greater number of strategies to take place that support Pupil Premium progress.
It is also vital that we improve the quality of teaching and learning that takes place in our classrooms.
Through Quality First Teaching Werneth aims to provide learning opportunities of the highest quality for all its pupils. All departments at Werneth School aim to deliver:
- Highly focused lessons with sharp objectives;
- High demands of pupil involvement and engagement with their learning;
- High levels interaction for all pupils;
- Appropriate use of teacher questioning, modeling and explaining;
- An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups;
- An expectation that pupils will accept responsibility for their own learning and work independently;
- Regular use of encouragement and authentic praise to engage and motivate pupils.
Our research has allowed us to formulate a set of principles to guide our use of the Pupil Premium. To this end we will:
- Ensure that the Pupil Premium is spent on the target group.
- Maintain high expectations of the target group.
- Thoroughly analyse which pupils are under-achieving and endeavor to work out why.
- Use evidence to allocate funding to big-impact strategies.
- Be relentless in our pursuit of high quality teaching, not interventions to compensate for poor teaching.
- Use achievement data to check interventions are effective and make adjustments where necessary.
- Have a Senior Leader with oversight of how Pupil Premium funding is being spent.
- Ensure that teachers know which pupils are eligible for Pupil Premium.
- Endeavor to demonstrate impact.
- Have a named governor who will oversee and challenge our use of the Pupil Premium.
Targets 2021-22
A: Increase the attendance of all PP students. To be in line with National Average (92%), or better.
B: Reduce the Persistent Absence figure for Pupil Premium students. To reach National Average, or better.
C: Achieve FFT Target in each Core subject.
D: Achieve FFT target in GCSE Subjects.
Maths | Target (as of Sept 21) | Current Sept 21 |
FFT (+5) | 42% | 15.9% (sept 21) |
ATT8 | 4.48 (FFT Sept 21) | 3.03 (Sept 20) |
Science (Comb Science GCSE) | Target (as of Sept 21) | Current (Sept 21) |
FFT(+5) | 29.4% | 23.5% |
ATT8 | 3.93 | 3.51 |
Use of Pupil Premium Funding
The Funding
January 2021
PP Allocation – £384,865.00 based on 403 on roll
Post LAC - £2,345 based on 1 on roll
PPG Service Children - £3,100 based on 10 on roll
There are guidelines for how to allocate the funding issued by the Department of Education which can be accessed here:
https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings
Our Pupil Premium Profile
Pupil Premium pupils as a percentage of the year group
Current Profile
As of Sept 2020 | Number of PP students | Percentage of Year Group |
Year 7 | 63 | 30% |
Year 8 | 106 | 41% |
Year 9 | 91 | 40% |
Year 10 | 72 | 35% |
Year 11 | 79 | 37% |
Percentage of pupils who currently receive free school meals
As of Sept 2020 | No. of FSM pupils | Percentage of Year Group |
Year 7 | 63 | 30% |
Year 8 | 77 | 30% |
Year 9 | 70 | 30% |
Year 10 | 59 | 29% |
Year 11 | 55 | 26% |
Did you know… just registering your child for Free School Meals means that the school will receive funding to provide extra support for your child?
Register now to make sure we don’t miss out!
Further information on how to access Free School Meals
Online application for Free School Meals
Year 11 GCSE Attainment (Class of 2019):
Measure |
2019 Result |
Target |
Att 8 | 27.58 | 35.7 |
Eng Att 8 | 6.69 | 7.4 |
Maths Att 8 | 5.23 | 7.35 |
Ebacc Att 8 | 6.94 | 10.31 |
Open Att 8 | 8.72 | 10.64 |
Eng 4+ | 40% | 61% |
Eng 5+ | 27% | 35% |
Eng 7+ | 7% | 4% |
Maths 4+ | 29% | 64% |
Maths 5+ | 11% | 28% |
Maths 7+ | 4% | 4% |
What are our Barriers?
Attendance
PP ’18-‘19 | |
Year 7 | 90.2% |
Year 8 | 91.8% |
Year 9 | 86.7% |
Year 10 | 86.8% |
Year 11 | 85.2% |
Behaviour
Our aim was to reduce the number of fixed term exclusions given to Pupil Premium students.
In 2017-2018 the percentage of PP students who were excluded was 3.2% of our whole school population.
In 2016-17 the percentage of PP students who were excluded was 8.5%.
In 2015-16 the figure was 7.8%. This was a significant reduction from 14.6% in 2015-16. The figures from 2016-17, although showing a slight rise, are demonstrating a three year positive trend.
Deprivation
Our in-house research has shown that approximately 60% of our students are experiencing some form of deprivation. This clearly includes a number of students who are not identified as Pupil Premium.
The types of deprivation that we have evidenced are:
Health, behaviour, drug & alcohol, young carer, single parent, poverty, hard to reach parents, location, lack of transport, crime, in care and social services involvement.
As a school we aim to support each of our students that experiences these forms of deprivation and remove the barriers that they face.
How we intend to spend the 2019-20 Allocation
Attendance
Werneth School recognises that addressing poor attendance is our key priority in supporting vulnerable students. We therefore:
- aim to improve the attendance of PP students and the target is to achieve the National Average figure for PP students.
- aim to reduce Persistent Absence of PP students to meet National Average. National Figure specifies FSM rather than PP.
The aim is that our Persistent Absence figure for FSM in the Academic year 2019-20 is at 23% or lower. Our PP figure should be lower than 23%.
Persistent Absence:
National Average (FSM 2018): 23%
Persistent Absence | 2017 | 2018 | 2019 |
FSM | 36.5% | 41% | 37% |
PP | 28.8% | 33.25% | 32% |
Current Attendance figures (July ’19 compared to end of Spring 2 Term):
Year 11 | Year 10 | Year 9 | Year 8 | Year 7 |
84.8 % (down 0.8%) |
86.7% (down 0.6%) |
86.7% (down 0.6%) |
91.8 (down 0.1%) |
90.1 (down 0.6%) |
The average attendance figures for the last two years are as follows:
18-19 | 88.3% |
17-18 | 88.5% |
16-17 | 88.7% |
We believe we will successfully demonstrate an improvement towards our targets by utilising the PP budget to fund a team of people who will work together to focus on this priority area and in doing so support some of our most vulnerable students. This team will consist of:
- an Attendance Officer,
- the Year Inclusion Managers for each year group,
- a Family Support Worker who will shortly be appointed and will be tasked with home visits and outreach work to support the school engaging with “Hard to Reach Families”, plus
- advice and support from our “in-house” Social Worker as and when required.
This joined up approach should create a positive impact on our attendance figures as students with poor attendance, and high Persistent absence have their issues resolved and are supported back into school.
Attainment for All.
Our key aim is to improve attainment and progress in the Core Subjects. With that aim in mind the following strategies will be implemented in Maths;
- Small group tuition in Maths for PP students in Y10 & Y11.
- Ensure PP students are properly equipped for Maths lessons. This is so students can be fully engaged in all their Maths lessons, maximising the opportunities for them to reach their target grade.
- Intervention Form Tutor group for Maths. In Year 11 this is to support students to achieve target grades.
- STEM visits for enhancement and enrichment.
The target is for the PP Cohort to reach FFT and to reach Maths Att8 Score by July 2020.
Maths | Y11 Target (as of Sept ’19) | Y11 Current (Sept ’19) | Results 2019 |
FFT (+5) | 36% | 21.4% | 27% |
Att8 | 8.2 | 6.26 | 5.23 |
And the following strategies will be used in Science;
- Small group Tuition for PP students in Y10 & Y11. The aim is for students to achieve target grade in the Combined Science GCSE.
- Tassomi intervention group for Science.
- Intervention Form Tutor group for Science.
- Mentoring of Science students by PP Champion.
- PETXi Science days for 20 Class of 2020 PP students to boost motivation and engagement. Aim is for them to achieve target grade.
- Planned intervention activities for PP students using Revision books and Work Books. This will be done through the Graduate who will be delivering the tuition sessions.
- Transition groups in Y7 Science.
The target is for the PP cohort to achieve FFT for Grade 5+ by July 2020.
Science (Comb Science GCSE | Y11 Target (as of Sept ’19) | Y11 Current (Sept ’19) | Results 2019 |
FFT (+5) | 26% | 13% | 10% |
Att8 | 40.34 | 33.96 | 29.34 |
Non-Core departments will put strategies in place to support underachieving students and to remove barriers to progress.
Behaviour
PP Reflection Data June ‘19
Number of Referrals 155
Number of PP Referrals 103
PP 66.4% are PP
Number of Students Referred into Reflection 77
Number of PP Students Referred into Reflection 57
PP 74% of students in reflection
Internal Exclusion
34 Students referred in
27 PP students referred in
79.4% are PP students
43 Referrals
30 PP Referrals
69.7% are PP
We had experienced a decline in fixed term exclusions over a three year period, from 14% of PP students excluded in 2016 to 8% in 2018.
However, due to the change in school policy with managing fixed-term exclusions (as part of the new behaviour model), it is highly likely we will see an increase in the number of PP students receiving fixed term exclusions for the short-term future. Therefore, it is not relevant to compare current figures with previous years.
Our intention is to improve standards of behaviour amongst Pupil Premium students which will reduce the number of fixed-term exclusions over time and therefore help improve our attendance figures.
High Quality Teaching for All
The CPD programme in place for 2019-2020 identifies four areas to focus on. These are Literacy, Vulnerable groups, Gender and Most able.
Pupil Premium is a high priority in each of those groups. Our aim is to improve the literacy of Pupil Premium students, and the CPD programme being put in place will support this.
The majority of our vulnerable students are Pupil Premium students and the CPD programme will support teachers to develop and use strategies to improve attainment in Pupil Premium students.
The attainment of Pupil Premium boys is below that of girls and training will be delivered to support teachers to improve the attainment of Pupil Premium boys.
The gap between attainments of PP students compared to their target appears to be growing smaller with the Class of 2019. We are aiming to close that gap further and support our Most Able PP students to reach their target grades, and a key strand to doing this is the training delivered through CPD in the coming year.
Meet Individual Learning Needs
Funding will be used to provide access Education Psychologist referrals to help support issues around behaviour and learning issues of PP students in need.
We will ring fence funding for Wellbeing. This can be used to address issues such as uniform and transport as they emerge. We believe this will further our aim to improve attendance by ensuring that students are properly dressed and prepared for school.
Regular Pupil Voice activities will be conducted to understand the needs and views of our Stake holders which enable us to respond as appropriate.
Deploying staff effectively.
Year Inclusion Managers (YIMs) will strive to improve the PP attendance in their year groups. Also to reduce Persistent absence in their year groups. YIMs will take steps to remove barriers to attendance faced by Pupil Premium students.
The Year Achievement Leaders (YALs) will identify barriers to achievement within their year group and to take steps to remove these and unlock achievement.
We are considering our deployment of teaching staff. Our aim is to place the most effective teachers in front of specific targeted groups so that the students make the fastest possible progress.
8: Data Driven and responding to evidence.
Departments will evaluate their PP data on a termly basis to identify areas of weakness and underachievement. Departments will be able to access funding from the PP Budget to support strategies they wish to implement.
Attendance and Persistent absence will be monitored on a fortnightly basis to enable YIMs to tackle issues as they emerge.
The Behaviour data monitored weekly by YIMs to be able to tackle issues as they emerge.
9: Clear Responsive Leadership.
There is an Assistant Head Teacher for Pupil Premium who monitors the data for attainment and progress after each campaign. Any emerging issues can be identified and departments can be supported to address these issues and allow students to make progress.
Data & Intervention Calendar
Y11 | Half Term 1 | HT3 | HT5 | |||||||||
Ongoing support |
New data |
Intervention & support |
New Data |
GCSE Exams |
||||||||
|
HT2 |
|
HT4 |
|||||||||
Identify Areas for intervention |
Intervention and Support |
Identify Areas for intervention |
Intervention and Support |
Y10 |
Half Term 1 |
|
HT3 |
|
HT5 |
|
|||||||||||
Ongoing support |
New data |
|
Intervention & support |
New Data |
Intervention & support |
New Data |
|||||||||||
|
HT2 |
|
HT4 |
|
HT6 |
||||||||||||
Identify Areas for intervention |
Intervention and Support |
Identify Areas for intervention |
Intervention and Support |
Identify Areas for intervention |
Intervention and Support |
Y9 |
Half Term 1 |
|
HT3 |
|
HT5 |
|
|||||||
Intervention based on summer data |
|
Identify Areas for intervention |
Intervention and Support |
Identify Areas for intervention |
Intervention and Support |
||||||||
|
HT2 |
|
HT4 |
|
HT6 |
||||||||
Intervention and Support |
New Data |
Intervention & support |
New Data |
Intervention & support |
New Data |
he Assistant Head Teacher also monitors the data for attendance and Persistent absence. Together with the YIMs, emerging attendance issues will be identified and address.
The AHT for Behaviour regularly monitors behaviour data, including that for Pupil Premium students. Both the AHTs for Behaviour and Pupil Premium will be able to identify any emerging trends and lead the YIMs to addressing behaviour issues. Over time the
Pupil Voice activities should show improved attitudes to school from the Pupil Premium cohort.
The AHT for PP evaluates the spending from the PP budget and measures the Value for Money of spending. This reported back to the Governing Body and published online each year.
Proposed Spend 2019-20
Intervention |
Lead |
Cost |
Reason for Intervention: |
Core Aims |
Review |
Pupil Premium Champion on Leadership Team |
HT |
£29,700 |
Best Practice: Training provided across the school for all staff new to positions on awareness of Pupil Premium and narrowing the gap. |
All |
Campaign Assessment data |
PP Champion Maths |
GNo |
£5,727 |
Best Practice: |
C |
Campaign Assessment data |
PP Champion English |
GNo |
£5,727 |
Best Practice: |
C |
Campaign Assessment data |
PP Champion for four Faculties. Science/Humanties/ |
GNo |
£5,727 x 4 £22,900 |
Local Issue: |
C |
Campaign Assessment data |
Assistant Head Teacher - Pastoral Lead |
HT |
£36,814 |
Best Practice: |
All |
Campaign Assessment data |
Student Support Mentor |
ACo |
£14,936 |
Local issue: Best practice: |
A |
Attendance data. |
Year Intervention Manager Pupil Premium support. |
JDe |
£14,490 x5 |
Best Practice: |
A |
Attendance data |
Year Achievement Leaders |
PFo |
£3,066 x5 |
Best Practice: |
C |
Attainment data |
PARE Mentor |
ACo |
£18,900 |
Best Practice: |
A |
Student exclusion data. |
KS Strategic Lead for PP |
GNo |
£9,270 |
To track the attainment, progress and engagement of vulnerable students in Y7 & Y8. |
C |
|
Transition Mentor |
ACo |
£11,362 |
|
A |
|
Mental Health Lead |
|
£6,316 |
|
|
|
Aspire Co-ordinator |
DWi |
£5,652 |
Best Practice: |
All |
Aspire attendance data |
AHT Behaviour |
ACo |
£15,247 |
|
|
|
Pay for all PP Peripatetic Music Lessons. |
CBa |
£2,000 |
Best Practice: |
D |
Attendance to Music lessons. |
Educational Psychologist |
SKe |
£5,200 |
Best Practice & Local Issue: |
All |
Behaviour Data |
Transport Support costs for students who experience deprivation due to Location |
GNo |
£2000 |
Local Issue: |
All |
Attendance data. |
Purchase uniform for students in need |
GNo |
£2000 |
Best Practice & Local Issue: |
All |
Attendance Data |
Provide opportunities for departments to bid for funding to enable them to close emerging gaps. |
GNo |
£30,000 |
Best Practice: |
All |
The forms used to bid for funding. |
Educational Experiences outside of school. |
GNo |
£10,000 |
Best Practice: |
All |
Attainment data |
Improve T& L for PP students |
AFo |
£5,000 |
Best Practice: |
C |
Learning walks and lesson observation feedback. |
Maths support |
GKe |
£14,190 |
Best Practice: |
C |
ATL data |
Science support |
MBr |
£14,190 |
Best practice: |
C |
ATL data |
Science PET-Xi support Days |
MBr |
£8,700 |
Best Practice: To improve the quality of teaching and learning in Science. |
C |
Science Campaign & ATL Data |
Equipment |
GNo |
£5,000 |
Ensure students are properly equipped for lessons |
C |
ATL Data |
Current Total: £368,581 approximated spend.
Summer school funding
What is the Summer schools programme?
The Summer schools programme was set up in response to the impact that the coronavirus (COVID-19) pandemic had on pupils’ learning. The aim of the Summer school programme was to provide pupils with academic education and enrichment activities in order to mitigate the impact of lost learning, particularly with regard to reading and mathematics.
At Werneth School we aimed to ensure that our summer school programme was used by the pupils who would benefit most (Year 6 pupils making the transition to Year 7) In addition to providing support with English and maths, the funding was used to improve our Summer school programme, which offered an opportunity for pupils to enhance their learning and wellbeing through a range of activities, including team, music, drama and sports activities.
School details |
|
Name of school: |
Werneth School |
School type: |
Secondary |
Total number of pupils: |
208 in Year 6 transitioning to Year 7 |
Pupils eligible for FSM: |
88 |
Number of pupils who attended the Summer schools programme: |
113 |
Total number of absent pupils: |
0 |
Dates the Summer school took place: |
9th August – 13th August 2021 |
Number of days offered to pupils: |
5 |
Year group(s) which attended: |
Year 6 pupils making the transition to Year 7 |