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Pupil Premium

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What is Pupil Premium?

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

Pupil premium funding is available to:

  • local-authority-maintained schools, including:
    • special schools (for children with special educational needs or disabilities)
    • pupil referral units (PRUs - for children who can’t go to a mainstream school)
  • academies and free schools, including
    • special academies (for children with special educational needs or disabilities)
    • alternative provision (AP) academies (for children who can’t go to a mainstream school)
  • voluntary-sector alternative provision (AP), with local authority agreement
  • non-maintained special schools (NMSS - schools for children with special educational needs that the Secretary of State for Education has approved under section 342 of the Education Act 1996)

 

Pupil Premium grant – 2017/18

Our allocation for the 2016/2017 financial year was £423,555. This year 2017/18 our allocation is £451,082.00.

As of October 2017, 49.4% of our cohort were eligible for the pupil premium grant.

In the 2017 to 2018 financial year, schools receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

 £935 for pupils in year 7 to year 11

Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order

 

If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £1,900 rate.

Children who have been in local-authority care for 1 day or more also attract £1,900 of pupil premium funding. Funding for these pupils is managed by the virtual school head (VSH) in the local authority that looks after the child.

Parents: If your child has been adopted from care on or after 30 December 2005 left care under a Special Guardianship Order on or after 30 December 2005, a Residence Order on or after 14 October 1991 please let us know.  The information will be treated in strictest confidence but will enable us to provide more for your child.

 

Pupil Premium at Babington – our values and ethos

Closing the gap is central to everything we do at Babington.  We have a moral commitment to ensure that our students from disadvantaged backgrounds have the support to accelerate their progress to achieve their full potential.  We are continuing to build upon our previous success this year, strengthening our PP offer whilst also taking an active role in supporting other schools in their efforts to narrow the gap; presenting at conferences and delivering bespoke NTG sessions to schools.  Our principal was designated a Specialist Leader in Education in May 2017 with a primary focus upon closing gaps.

Our whole school approach includes all staff having a ‘Closing the Gap’ appraisal objective.  This ensures that all staff understand and take responsibility for planning and delivering strategies to close gaps in lessons, outstanding teaching being at the core of our closing the gap provision. This year’s prescribed appraisal target has a particular focus on the progress of boys in particular.  To support teachers to achieve student progress targets all teaching staff also complete class context booklets for each group which include detailed information about the strategies they will use in the classroom to close the gap.  Our CPD whole school CPD programme focusses upon sharing principles and strategies, driven by research about cognitive education/thinking skills, which can be applied to all contexts which gives further support to our drive to close the gaps.   Teaching and Learning Communities (TLCs) are the interface of all CPD opportunities, TLCs ensure that the appraisal process is ‘live’ and meaningful throughout the year, student progress and outcomes are at the centre of everything we do, by facilitating timely review and reflection of targets in a collaborative and supportive setting. ‘I can…’ profiles are used to stimulate discussion and debate at all TLC meetings.

We have developed the ‘Babington way for Effective Feedback’ which is now an embedded part of our feedback policy and is written in to schemes of learning which aims to develop formalised language whilst ensuring all students receive outstanding feedback.  Teachers are trained in meta-cognition strategies and use these in lessons. These strategies have been developed following reviewing the Sutton Trust Toolkit. We are a research rich school and as such pride ourselves in staff taking part in active research within the academy. 

In addition to those whole school strategies mentioned, we have countless strategies/initiatives in place to ensure each of our students get what ‘they’ need to succeed.  Our strategies can be split into three areas; raising aspirations, improving confidence/self-esteem and academic strategies. These initiatives, whilst being aimed at our PP cohort, also have a direct impact on all of our students with the aim of raising the bar, e.g. ‘Dare to Dream’ raising aspirations work and ‘Find your Talent’ programme.  To target our upper ability students we have developed a Genius2 Programme which includes the teaching of Mandarin during form time via live link to Beijing, chess, etiquette and classical music sessions. 

For a full breakdown of the strategies in place at Babington please take a look at ‘The Babington Toolkit’ attached. You will also find attached the outline for the spend of PP funding this academic year which outlines projected impact alongside the funding allocated to each of the initiatives.

 

Impact of the Pupil Premium grant at Babington

Historical Impact:

Over the past six years our strategies to close the gap have had a massive impact.  Our historical impact, considering old headline measures, our strategies saw an eradication of the 5+ A*-C (with EM) attainment gap between our PP cohort and their Non-PP counterparts. The gap stood at 17% (2011) and closed rapidly, the 2016 results showed that our PP cohort outperform their Non-PP counterparts with a +6% gap. 53% of our PP cohort achieved 5 A*-C with EM in 2016.  Our work to close the gap at Babington has had national recognition.  We were awarded the secondary school regional Pupil Premium Award in 2013 and this was presented to us by the then Rt. Hon. Nick Clegg, Deputy Prime Minister. 

2017 Impact:

Basics: The headlines below highlight that this year, with the introduction of the reformed GCSEs in English Literature, English Language and maths we have had a slight reversal of our normal trend for PP students to outperform their Non-PP counterparts.  As a response to this we are investing in the ‘My tutor’ programme this academic year and developing a ‘match’ team to ensure that we eradicate the gap this academic year. You will note from Table 2 that PP students outperformed all students in the 9-4 measure. 

Table 1: Basics

PP

EM 9-5

EM 9-4

N

22.1%

41.9%

Y

17.3%

41.3%

Overall

20%

42%

 

Table 2: English and maths

PP

EN 9-5

MA 9-5

EN 9-4

MA 9-4

N

33.7%

29.1%

50.0%

46.5%

Y

33.3%

26.7%

62.7%

50.7%

OVERALL

33.5%

28.0%

55.9%

48.4%

 

Attainment 8: As in 2016, PP students A8 is higher than non-PP although the gap is very small. This is a reversal from 2015 when shadow data showed non-PP students had a higher A8 score therefore highlights the closing of the attainment gap.  When considering the attainment 8 scores it is important to know the context of the 2017 cohort.  Overall APS on entry was only 24.9 (ROL 2016 24.4 sig-, 4.1 below average).  Table3 highlights the breakdown of the scores.

Table 3: Attainment 8

PP

Cohort size

Attainment 8 score

N

86

33.7

Y

75

34.9

Overall

 

34.3

 

Progress 8: The PP gap is larger than last year at 0.55, compared to 0.22. This can be explained by the complexity of the circumstances surrounding the students with low P8 scores and a disproportionate number of them were PP. For example, considering the bottom 10 students for P8 performance 8 were PP students. Without these 10 students overall P8 would be +0.27 and PP P8 would be +0.14. It should also be noted that PP girls P8 is 0.11 but PP boys P8 is -0.36.

 

NB. Please be aware that the data presented is unvalidated and will be updated once validated data has been released.

Current tracking data for year 11

Closing the gap remains a high priority for us at Babington given the context of the college and that 49.4% of our cohort are eligible for the PP grant.  A particular focus for this academic year will be closing the P8 gap for boys, in particular white British boys and a continued focus on the performance of our most able disadvantaged students.  We are also re-shaping our Raising Achievement Board to target improvement in P8 scores and close the P8 gap for PP students.  A further development is the introduction or Rapid Impact Plans (RIPs) for students with low P8 scores.  Currently our year 11 PP cohort are tracking to outperform the all students figure in the following headline measures; EM 5+, EM 4+, Attainment 8, entries achieving 9/8/A*.  Tracking highlights that there is still a P8 gap to close.