Statement on Pupil Premium
The Pupil Premium is government allocated resource for children identified as potentially vulnerable to support their academic progress and general well-being in order to ensure that all pupils achieve to their potential. There are frequently underlying inequalities between children eligible for free school meals (FSM) and their more advantaged peers and the pupil premium is designed to ensure that funding is available to tackle disadvantage and reach the children who need it most. The Pupil Premium was introduced in April 2011 and is allocated to schools to work with students who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.
It has been 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 students within their responsibility.
Wyvern College has allocated Pupil Premium funds since 2011-12 to a wide range of interventions to support the learning of our students, however the focus has remained on high quality classroom practice. Interventions are allocated following thorough analysis of progress data and exploration from the curriculum and pastoral teams to explore why this is the case. This allocation is ring-fenced with a clear budget holder to ensure that it is always spent on the eligible students and focused on raising attainment. In order to maintain the importance of this area within the school a member of the governing body has been allocated responsibility for pupil premium and Performance management targets have included the progress of Pupil Premium learners and an explicit measure.
Since 2011 these interventions have included (not exhaustive):
- 1:1 teacher led and TA led support, particularly in core subjects, undertaken by the member of staff most skilled in delivering the intervention
- Group size reduction
- The employment of a Parent Support Advisor to work closely with parents and their son, liaising with all aspects of school life
- The deployment of a Pastoral coordinator and Pastoral support staff
- Small group support across a range of curriculum subjects
- Student resources for or practical subjects
- Revision guides for examination students
- Student academic mentoring and coaching
- After school Intervention for students across a wide range of curriculum subjects
- Alternative curriculum to support individual needs.
- Transition support for students applying to colleges and 16+ further education
- Additional Science, Engineering, ASDAN, Learning support and Food Technology classroom equipment
- Additional ICT equipment and subject software for students mathematics
- Compass Centre for interventions for students at risk of receiving a fixed term exclusion or those who are not making adequate levels of progress and need additional interventions
- Key stage 4 transition and engagement programme (extended work experience)
- Lunchtime classes
- Secondment of a senior leader with a focus on the most able, and within that group the most able disadvantaged
- Focus on high quality feedback for disadvantaged learners
- Clear intervention for attendance and other barriers to learning
All interventions are reviewed using achievement data regularly to evaluate their impact and respond accordingly
New measures have been included in the performance tables that capture the achievement of those pupils covered by the Pupil Premium.
From September 2012, schools are also required to publish online information about how the premium has been used.
Between 2014 and 2015 the Pupil Premium gap was closed down to 26.3% down from 42.1%
|5 A*C Measures||2014 %||2015 Results||2015 PP Target FFt D||2015 PP||2016 %||2016 FFT 20 Targets %|
|Students with 5 x A*-C||48||52.8||42.9||38.1||
|Students with 5 x A*-C GCSE ONLY||38.7||43.1||42.9||19||54.5||72.7|
|Students with 5 x A*-C inc English & Maths||41.3||47.2||38.1||28.6||36.4||72.7|
|Students with 5 x A*-C inc English & Maths GCSE ONLY||36||40.3||38.1||19||36.4||72.7|
|Students with 5 x A*-C inc English, Maths & Science||33.3||41.7||38.1||28.6||27.3||72.7|
|Students with 5 x A*-C inc Science||36||52.8||45.8||33||40.9||72.7|
Our positive trend is also reflected in disadvantaged students 5A*-CEM score
|2014 results||2015 results||2016 predictions|
|Non disadvantaged students||50||54||54.4|
|National average Disadvantaged||36||36|
|National Gap (RAISE)||26||27|
*using aspirational FFt 20 targets only 5 students failed to achieve 5A*-CEM who were targeted to do so.
Pupil premium strategy for the year 2016-17
Throughout this academic year we will continue to use successful strategies from previous and focus on high quality first teaching and intervention within the classroom for all students, with a clear focus on those in receipt of Pupil Premium funding. However for this academic year we have allocated the funding to secure an additional maths teacher and 0.6 English teacher to reduce class sizes and provide 1:1 and small group intervention for disadvantaged pupil who are not making the expected progress. This is supported as effective deployment of funds from historic success at Wyvern as well as research from the Sutton Trust and the OFSTED report on The Pupil Premium; how schools are spending their funding successfully to maximise achievement.
Year 7 numeracy catch up money is used to provide 1:1 intervention with a fully qualified maths teacher for students that arrive in the school without a secondary ready level of maths.
For more information on Pupil Premium please access the Department for Education Website via: