Pupil Premium Statement

Pupil premium strategy statement (secondary)

1.    Summary information
School The Windsor Boys’ School
Academic Year 2017/18 Estimated PP budget £92,050 Date of most recent PP Review Sep 2017
Total number of pupils 845 Number of pupils eligible for PP 103 Date for next internal review of this strategy Sep 2018

 

2.  Current attainment
 

Disadvantaged (your school)

2016 Validated Raise

Disadvantaged other (national average) 2016 Validated Raise Boys national 2016 Validated Raise

Progress 8 Score English*

 

0.13 0.09 (all pupils, nationally) -0.24
Progress 8 Score Maths* 0.19 0.11 (all pupils, nationally) 0.06

Progress 8 Score average*

* 2016 values until 2017 data is released

-0.05 0.12 (all pupils, nationally) -0.12
3.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A.     Low prior attainment.
B.     Low levels of literacy and numeracy.
C.     Challenging social, emotional and behavioural needs.
External barriers (issues which also require action outside school, such as low attendance rates)
 D. Low attendance.

 

4.  Desired outcomes (desired outcomes and how they will be measured) Success criteria
A.    

Increased attainment overall for disadvantaged pupils.

 

 

 

Higher overall progress 8 score for disadvantaged pupils than in 2016/17.

No gap between overall progress 8 for disadvantaged pupils at TWBS and other pupils (boys) nationally.

B.     Increased attainment for disadvantaged pupils in maths and English.

Higher progress 8 scores for English and maths for disadvantaged pupils than 2016/17.

No gap between progress 8 scores in English and maths for disadvantaged pupils at TWBS and other pupils (boys) nationally.

 

C.     Improved behaviour for learning and engagement with school.

Reduction in the % of disadvantaged pupils in 2016/17 who receive 1 or more fixed term exclusions.

Reduction in the % of disadvantaged pupils in 2016/17 who receive 1 or more internal isolation.

Overall attitude to learning scores for disadvantaged pupils in line with other TWBS pupils.

 

D.     Increased levels of attendance for disadvantaged pupils.

Higher % attendance for disadvantaged pupils than in 2016/17.

Lower % of persistent absentees who are disadvantaged than in 2016/17.

Overall rates of attendance and persistent absenteeism for disadvantaged pupils in line with other TWBS pupils.

 

 

5.  Planned expenditure
·         Academic year 2017/18
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Progress 8 score for disadvantaged pupils in line with other pupils (boys) nationally. Appointment of senior leader with overall responsibility for co-ordinating a range of strategies that will improve the progress of disadvantaged pupils. Having a lead focus will enable all key staff to be informed about disadvantaged students with senior leader having responsibility for gap closure. Whilst it is an all staff responsibility, having somebody accountable for it means that it is a constant focus.

Senior Leader will oversee meetings between faculties and pastoral team to ensure progress of disadvantaged students is monitored and impact is measured.

Progress measures will be checked after each review to ensure students are meeting expectations, and intervention put into place for those that are not.

RC

This will be a KPI throughout the year but monitored alongside progress review cycles. Regular meetings set up to monitor subject areas and response to data an agenda item in SLT meetings moving forwards.

 

Progress in maths and English for disadvantaged pupils in line with national average for other pupils (boys). Employment of leading teachers in English and maths to co-ordinate strategies and track progress in department and share best practice across the school.

Since creation of these posts, gaps have closed in both subjects. Much work has been done by lead practitioners on marking and feedback (across the school).

EEF Evidence Strength 3/5

Regular review of pupil progress through progress review cycle.

Key tracking of underperforming students and interventions available to ensure that they are achieving in line or exceeding expectations. Regular meetings between key staff to ensure progress being focused on.

CB

DS

Throughout the year in line with the progress review cycle.

Pastoral team targeted to monitor outcomes of disadvantaged pupils.

 

Total budgeted cost £33,000

 

   ii.   Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Progress in maths and English for disadvantaged pupils in line with national average for other pupils

Small group teaching based on identification of those who need intervention.

Diagnosis, therapy and testing sessions put into place and becoming systematic.

With English and maths having more importance for all students, and at the same time the implementation of a new specification, it is clear to focus on these subjects.

EEF Evidence Strength 2/5

Monitoring of progress of targeted pupils; formally through progress review cycle and informally through meetings with lead TA.

Faculty lead for disadvantaged students created so they are the champion. This is to inform SLT lead of developments and implement changes.

EG

Throughout the year in line with the progress review cycle. Students will then be selected/deselected based on need and results of intervention.

 

 

 

Disadvantaged students are given guidance for options choices and are given first choice of option A meeting between each disadvantaged student and a member of SLT to discuss attainment, aspiration and then guidance given on suitability of options. Once confirmed, these options will be provided.

Disadvantaged students are often not the first to respond to letters and emails, so securing their choices early will mean they don’t miss out.

Raising aspiration amongst disadvantaged students will enable options to be discussed.

EEF Evidence Strength 1/5.

List of disadvantaged students provided by SLT to data team to ensure they are first.

SLT lead to meet all disadvantaged students and track outcomes.

RC After initial option choices have been made in the spring term.
Total budgeted cost £12,500

 

 iii.   Other approaches
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improved behaviour and engagement with school. 1 to 1 and small group support from interventions manager.

A number of disadvantaged students arrive at the school with low aspiration, and poor behaviour from the middle school system. The early intervention allows this to be monitored, tracked and improved.

EEF Evidence Strength 4/5.

Through weekly pastoral panel meetings.

Analysis of attitude to learning and progress/attainment data.

 

KS

The weekly panel meetings involve a number of different stakeholders. The issues are then dealt with by the appropriate team. The progress review cycle will demonstrate improvements in affected students and be monitored by staff lead.

 

Increased attendance and well-being of disadvantaged pupils.

1 to 1 support of learning mentor.

Monitoring of attendance of disadvantaged pupils and intervention where necessary by attendance officer.

The number of persistent absentees is higher than other students within in the school. Therefore having someone track and chase these students should increase the attendance of these pupils.

Through weekly pastoral panel meetings.

Analysis of attendance and persistent absenteeism data.

Home school link worker employed to visit homes and ensure pupils are present.

LM

 

EW

 

RC

Pastoral panel minutes are released weekly and will identify the students who have attendance issues. Attendance reports to be reported half termly.

 

Provide opportunity for independent study.

Subscription to SAM Learning

Access to Pixl Maths App, Pixl English App, and a number of subject specific resources.

Pupil sign up to these initiatives is low for disadvantaged students. Therefore ensuring they have access to these, and are regularly using them, will ensure work is being done outside the classroom.

EEF Evidence Strength 3/5.

Monitoring of engagement with SAM learning through online reports.

Students/Parents will be given list of resources and the interaction of these is trackable via internal data. Response and engagement will be overseen by senior leader.

RC

As each of the resources is launched and implemented the senior lead will review the usage statistics and meet with the disadvantaged students to promote usage.

 

Total budgeted cost £46,550

 

6.  Review of expenditure
Previous Academic Year 2016/17
    i.   Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost
Progress 8 score for disadvantaged pupils in line with other pupils nationally. SLT lead School overall progress 8 score for disadvantaged pupils is -0.05. Average progress 8 for all boys nationally is -0.12 so TWBS is above this. Progress 8 for all other pupils is 0.12 so there is still work to be done.

P8 for disadvantaged students was better than that of boys nationally. Whilst this is a strength, we need to ensure this work continues. Progress 8 score in the open bucket is below 0. In the English, maths and Ebacc buckets it is above 0 so progress in bucket 3 subjects needs careful monitoring moving forwards. The SLT lead will continue.

 

£6,948
Progress in maths and English for disadvantaged pupils in line with national average for other pupils Lead practioners in English and maths

Average progress 8 for non-disadvantaged pupils nationally in English is 0.09 compared with school disadvantaged pupil score of 0.13.

Average progress 8 for non-disadvantaged pupils nationally in maths is 0.11 compared with school disadvantaged score of 0.19.

This has been a successful strategy overall and we will definitely continue with it.

Focus needed on disadvantaged pupils in English and maths with middle prior attainment at Key Stage 2 as this was the starting point where a gap remains. Close analysis needed of why this happened and intervention to prevent it happening in the future.

 

£18,056

 

   ii.   Targeted support
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost
Accelerated progress in literacy.

Creation of non-language class.

1 to 1 literacy support.

The gap between chronological age and reading age closed. This has been discontinued in year 10 due to timetabling constraints. There is a year 9 literacy support group enabling extra interventions to be taking place. £5,591
Progress in maths and English for disadvantaged pupils in line with national average for other pupils Small group teaching based on identification of those who need intervention.

Average progress 8 for non-disadvantaged pupils nationally in English is 0.09 compared with school disadvantaged pupil score of 0.13.

Average progress 8 for non-disadvantaged pupils nationally in maths is 0.11 compared with school disadvantaged score of 0.19.

We will continue to use this strategy. Lead practitioners in both subjects are responsible for identifying students who need intervention. This will be trackable and results discussed in faculty wide meetings. Use of the older 6th form students to help teach and monitor is being used. £2,614

 

 iii.   Other approaches
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost
Increased attendance and well-being of disadvantaged pupils.

1 to 1 support of learning mentor.

Monitoring of attendance of disadvantaged pupils and intervention where necessary by attendance officer.

 

Only 1 disadvantaged pupil didn’t sit a full suite of GCSE exams; focusing on functional skills English and maths instead.

Persistent absence of disadvantaged pupils was 22% compared with 18% of all pupils.

 

 

 

 

 

 

We will continue to use this strategy. Identification of the specific support and involvement of external agencies could be highlighted more clearly on the pastoral panel minutes.

An attendance officer was employed to monitor the disadvantaged pupils. This has continued. Where issues arise, a wider pastoral group is tasked with investigating the situation and ensuring the pupils needs and well-being are being looked after.

£31,275
Improved behaviour and engagement with school.

1 to 1 and small group support from interventions manager.

Pivotal training programme for all staff.

Alternative provision and educational psychology service fee.

One permanent exclusion for a disadvantaged student.

22% of FTE were for disadvantaged students.

Pivotal was useful to an extent and some aspects of this have been continued in house. The number of permanent exclusions fell. Interventions manager ensured that disadvantaged students were on track in coursework and behaved in lessons so that work could be complete and progress made.

£15,667

 

 

£3,302

 

£761

Improve opportunities for independent learning. Subscription to SAM learning.

34% of year 11 disadvantaged pupils engaged extensively.

45% of year 11 disadvantaged pupils engaged less extensively.

21% of year 11 disadvantaged pupils didn’t engage with SAMlearning at all.

 

Excellent benefits with year 11 disadvantaged pupils in the run up to exams but usage much lower earlier in the year and also by other year groups so need to review this.

Also need to create an action plan to engage reluctant pupils.

£2,470
Disadvantage student increased attitude to learning Focus 5 competition

40 students in year 11 chosen to compete in houses. Competition within boys a proven improvement.

6 week competition to increase progress in subject areas.

14 disadvantaged students improved overall than the 26 non disadvantaged students.

The students enjoy the competition and take part with enthusiasm. Subject teachers and tutors are engaged and provides focus for all students in addition to teaching.

We will continue this strategy but provide further focus on the subject areas most required rather than all subject areas.

£0

 

7.    Additional detail

Summary of analysis of 2017 exam results for disadvantaged pupils:

 

Table 1 shows data from the 2017 exam outcomes for disadvantaged pupils at TWBS and compares their achievement and progress with the achievement of other pupils (i.e. not disadvantaged) nationally (2016 data used for this as 2017 national not available yet).

Disadvantaged Pupils TWBS

National Other (2017)

(both genders) *awaiting results

Key Stage 2 Average Point Score

26.97

(4B average)

 
Number of students 34
% achieving 5 A*-C with English and Maths (4-9) 47
% achieving 5 A*-C with English and Maths (5-9)  21
% achieving 4-9 in English 65
% achieving 5-9 in English  41
% achieving 4-9 in maths 56
% achieving 5-9 in maths  21
Attainment 8 3.72
Progress 8 TBC
% achieving Ebacc 9

 

Table 1

Table 2 shows some three year trends.

 

Measure 2017 2016 2015
Value added ‘score’ for disadvantaged pupils 964 998 988
Gap between value added score for disadvantaged and other pupils (all TWBS) -21 -13 -29
Average Capped 8 points score for disadvantaged pupils 279 288 277
Progress 8 score for disadvantaged pupils TBC 0.04 -0.16
Gap between Progress 8 score for disadvantaged pupils and other pupils TBC -0.13 -0.49