PUPIL PREMIUM FUNDING AT CORLEY CENTRE:
Disadvantaged student funding (pupil premium funding) is a Government initiative designed to target additional resources towards those students deemed to be most at risk of underachievement. The funding is provided for those students eligible for free school meals at any time during the past 6 years (Ever6) and for students who have been looked after continuously for at least 6 months (CLA).
The purpose of the additional funding is for schools to target provision to raise attainment of disadvantaged students and to close the attainment gap between them and their peers.
The funding for looked after students (CLA) for Corley Centre is held within a ‘Virtual School’. Applications for funding are based on individual student need as identified in their Personal Education Plan (PEP).
The Department for Education states:
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.
|SCHOOL YEAR||TOTAL PUPIL PREMIUM FUNDING||NUMBER OF STUDENTS||% OF COHORT|
PROGRESS OF DISADVANTAGED STUDENTS AT CORLEY CENTRE:
KEY STAGE 3 PROGRESS IN ALL SUBJECTS FOR AUTUMN 2017: Table A below shows the current progress of all KS3 students compared to KS3 students in receipt of pupil premium funding. The * indicates where the progress of pupil premium students is better than or similar to the whole group of students. This indicates that in KS3, the progress of pupil premium students is currently in line with the rest of the cohort.
|WHOLE COHORT AUTUMN 1 2017|
|% Making at least Expected Progress||ENGLISH||MATHS||SCIENCE||PSHCE||ART||COMP||DRAMA||HUM.||MUSIC||PE||TECH.|
|YEAR 7 (17)||Baselining students (First data collection: Autumn 2)|
|YEAR 8 (12)||100||83||83||100||100||100||100||100||82||100||100|
|YEAR 9 (23)||85||90||80||85||100||100||85||100||100||100||100|
|KEY STAGE 3 (52)||90||87||81||91||100||100||90||100||94||100||100|
|PUPIL PREMIUM STUDENTS AUTUMN 1 2017|
|% Making at least Expected Progress||ENGLISH||MATHS||SCIENCE||PSHCE||ART||COMP||DRAMA||HUM.||MUSIC||PE||TECH.|
|YEAR 7||Baselining students (First data collection: Autumn 2)|
|YEAR 8 (9)||100*||78||89*||100*||78||89||100*||89||78||100*||100*|
|YEAR 9 (11)||80||100*||90*||90*||90||90||80||100*||70||90||100*|
|KEY STAGE 3 (20)||89*||89*||89*||95*||84||89||89*||95||74||95||100*|
|* Pupil premium students making better than or similar progress to the whole group of students|
KEY STAGE 4 PROGRESS IN CORE SUBJECTS 2017:
Table B shows that pupil premium students did not make quite the same progress as non-pupil premium students, although the variations refer to small numbers. Over time, the gap between the two groups of students is narrowing, as can be seen below, in Graph A.
|PERCENTAGE STUDENTS ATTAINING LEVELS OF PROGRESS IN CORE SUBJECTS 2017
(Student numbers in brackets)
|SUBJECT||LEVELS OF PROGRESS||ALL STUDENTS||PUPIL PREMIUM STUDENTS||NON-PUPIL PREMIUM STUDENTS||GCSE STUDENTS||PUPIL PREMIUM GCSE STUDENTS||NON-PUPIL PREMIUM GCSE STUDENTS|
|At least 4 levels||22||12||25||29||13||33|
|At least 3 levels||33||22||38||43||25||50|
|At least 2 levels||72||67||75||79||63||83|
|Less than 2 levels||27 (5)||33 (3)||25 (2)||21 (3)||37 (3)||17 (1)|
|At least 4 levels||6||–||13||6||–||20|
|At least 3 levels||39||13||63||44||22||80|
|At least 2 levels||83||63||100||88||78||100|
|Less than 2 levels||17 (3)||37 (3)||–||12 (2)||22 (2)||–|
|At least 4 levels||7||–||–||7||13||–|
|At least 3 levels||36||14||50||36||25||50|
|At least 2 levels||86||71||100||86||75||100|
|Less than 2 levels||14 (2)||29 (2)||–||14 (2)||25 (2)||–|
KEY STAGE 4 PROGRESS 2016 – 2017:
The table below shows the comparison between the progress of pupil premium students (FSM6) and non-pupil premium students (Not FSM6) for 2015, 2016 and 2017. The lines indicate that the gap between the progress of the two groups of students narrowed in 2017 compared with the previous year, with pupil premium students making the same progress as their peers. The grey line shows how our students compare with similar students nationally, using the FFT Aspire contextual value added tool.
DESTINATIONS OF PUPIL PREMIUM STUDENTS:
100% of all pupil premium students in the 2017 cohort have progressed to meaningful destinations of their choosing.
Due to small numbers, destinations cannot be listed, as individuals may be identifiable.
CORLEY CENTRE STRATEGY FOR ALLOCATION AND MONITORING OF PUPIL PREMIUM FUNDING:
Pupil Premium funding is allocated on an individual student basis and the impact monitored via the Intervention Cycle.
Half-termly data collections enable staff to analyse progress in a range of factors:
- Academic Progress
- Self-Management of Behaviour
- Approach to Learning
- Development of Personal Learning and Thinking Skills
- Participation in the wider curriculum
Data is analysed at an individual student level by senior leaders and mentors to identify areas of underachievement so that interventions can be targeted to address specific needs. Following a set period of intervention, reports are completed to identify the impact of the intervention and inform next steps.
SUMMARY OF PUPIL PREMIUM SPEND 2016-2017
|Number of Students||37|
The table below identifies the range of provision funded.
|AREA OF SPEND||AMOUNT OF FUNDING ALLOCATED||HOW STUDENTS ARE IDENTIFIED||DESCRIPTION/PURPOSE||IMPACT|
|Student Support Provision||£5998||Half-termly monitoring of progress, behaviour and approach to learning.||Targeted support for individual students within a nurturing environment, provided by specialist HLTAs||Students are more able to develop self-regulatory skills and reintegrate back into the classroom, which results in improved attendance in lessons, engagement in learning, improved progress and outcomes at the end of KS4.|
|Over-staffing of Year 7 English and Maths||£3353||All Year 7 students||Additional staffing allows for smaller English and Maths classes to provide a higher level of support||Students make more rapid progress in English and Maths so that by the end of Year 7 the vast majority are on target to make at least expected progress|
|Well-Being Intervention||£890||Strengths and Difficulties Questionnaire||Weekly 1-1 or small group sessions, for example Lego Therapy, Relaxation and Social Skills to improve student wellbeing, self-esteem, motivation and engagement in learning.||Students are more able to self-manage and identify strategies for improving their own wellbeing and behaviour. Improved attendance in lessons, engagement in learning, progress and outcomes at the end of KS4.|
|KS4 Learning Intervention||£8539.00||Half-termly tracking of progress towards GCSE target grades and forensic analysis of exam practice papers to identify gaps in learning.
All KS4 students
|Specific targeted 1-1 intervention in the core subjects, provided by specialist subject teachers and HLTAs, aimed at closing learning gaps. Additional learning resources to support intervention.
Exam support: each student has own personal invigilator who works with them throughout the whole of KS4 to develop ability to manage Access Arrangements. Exam breakfast/lunch to help settle students prior to each exam.
1-1 relaxation in the build up to exams
|Further progress towards GCSE target grades. Improved outcomes at the end of KS4. Reduced anxiety as additional preparation for challenges of external exams.
Exam anxiety managed to a point where the majority of students are able to enter the exam room and attempt the paper.
Improved GCSE outcomes at the end of KS4
Impact is seen in KS4 progress data with progress gaps between pupil premium and non-pupil premium students closing.
|KS3 Learning Intervention||£8114.00||Identified through half-termly progress monitoring||Specific targeted 1-1 intervention in the core subjects, provided by specialist subject teachers and HLTAs, aimed at closing learning gaps. Additional learning resources to support intervention.
|Students are more able to access learning in the classroom, which reduces anxiety and improves focus. More students subsequently make at least expected progress by the end of KS3 which impacts positively on student outcomes at the end of KS4. Impact is seen in KS3 and KS4 progress data with progress gaps between pupil premium and non-pupil premium students closing.|
|Dyslexia Support||£195||Dyslexia Profile||Targeted intervention for students identified as being dyslexic or having dyslexic tendencies, which impact on their progress||Students gain confidence in their ability to access learning within the classroom and make gains in their progress over time|
|Travel Training||£368||Discussion with individual students and parents.
|Enrichment activity to enable students to become independent travellers||Students develop independence, confidence and self-esteem by being able to travel between home and school and to work experience, as well as to college after leaving school|
|Debate Mate||£2535||Discussion with individual students and parents||Participation in national debating competition, with weekly coaching from university students and competition against mainstream schools||Students improve their social and communication skills, learn to debate appropriately and develop their views on world affairs in a competitive and supportive environment. Improved outcomes at the end of KS4 with increasing number of Debate Mate students exceeding target grades|
|Lunchtime and after school clubs||£2299||Discussion with individual students and parents||Opportunity to engage in a range of activities, develop social and communication skills, develop new interests and make friends||Improved relationships between students, which impacts positively on attainment and progress. Development of individual students’ interests and abilities. Contribution to positive school ethos. Development of leadership potential, as students take on responsibility, which may lead to running a club themselves.|
|Hypnotherapy||£576||Initially identified via Stages of Pastoral Support, followed by discussion with individual students and parents||6 week individualised course of Hypnotherapy/Relaxation Therapy aimed at identifying triggers for anxiety and providing students with strategies for self-management.||Improved wellbeing of individual students identified as needing a high level of support, which in turn impacts positively on individual outcomes at the end of KS4.|
|Educational visits||£483||Where financial hardship would otherwise cause family difficulty and possibly prevent student participation.||No student is excluded from taking part in an educational visit, including residential visits, due to family financial difficulties.||Ensures all students have equal opportunity and equal access to the wider curriculum|
|Family Support Worker||£325||FSWs in consultation with the Deputy Headteacher for Personal Development and Wellbeing||A range of support measures provided on an individual family basis in response to identified need||Improved emotional wellbeing and mental health which impacts positively on students’ ability to engage in learning|
|Work-Related Learning Courses||£920||Students identified via half termly monitoring of KS4 target grades, Stages of Pastoral Support and behaviour data.||A small number of students attend a Work-Related Learning course to support engagement in learning||Improved engagement in learning.
Improved outcomes for individual students at the end of KS4