Page 1

Wallasey School

Reporting of Pupil Premium Funding 2013- 14

Reporting of Pupil Premium Funding

Page 1


Key Principle of Pupil Premium: 

To narrow the disadvantage gap by addressing inequalities and raising the attainment and attendance of those pupils in low-income families.

We expect to see specific, strategic, targeted additional support to enable all pupils, regardless of financial disadvantage, to be able to:     

Improve their levels of attainment and progress Improve their levels of attendance Close attainment gap relative to school averages Have full access to our curriculum Have access to our extra-curricular provision

Impact on Wallasey School For the financial year 2013-14, Wallasey School received a total of £317,700 and this money is being received in regular monthly instalments via the Local Authority. These funds are in addition to the main school budget (the general annual grant). An addition grant (Year 7 Catch Up premium) of £13,500 was also given to school in February 2013 and this was carried over into the financial year 2013-14. In the main, the funding was used / will be used to support the following interventions: Area of Expenditure Booster Classes i2i Programme (support for borderline C/D students) Consultant Support: SEN restructure and training Consultant Support: Sixth Form restructure and training Careers Programme (including obtaining Bronze Independent Advice & Guidance Award) SEN Independent Advice & Guidance (as per SEN Code of Practice) SLA with Connexions Re-branding of Attendance Officer role Breakfast Club (free breakfast) Subsidised school trips Lexia Software Additional teacher: Maths Additional teacher: English Subsidised Music Tuition Re-branding of Assessment Manager role (lead on Lexia) TA (Literacy) TA (English) TA (Maths) Year Managers (x5) Appointment of ICE Manager TOTAL

Reporting of Pupil Premium Funding

Amount £7,500.00 £4,500.00 £10,000.00 £10,000.00 £10,000.00 £10,000.00 £25,000.00 £3,000.00 £3,000.00 £15,000.00 £35,000.00 £35,000.00 £2,500.00 £35,000.00 £3,500.00 £24,000.00 £16,000.00 £120,000.00 £24,000.00 £393,000.00

Page 2


It should be noted that in order for us to fulfil our specific needs, as detailed above, the school is utilising other funding from our main school grant to support the interventions mentioned. Booster Classes / i2i Programme A comprehensive programme targeting under performance of SEN and FSM students ran throughout the year for identified students within Years 10, 11, 12 and 13 and was pivotal in targeting improvements and exam preparedness. Sessions took place on Saturdays as well as during holiday periods and were evaluated by both staff and students. Further detail can be scrutinised in documentation held by HR. Consultant Support: SEN & Sixth Form Restructure and Training The School’s self-evaluation identified concerns within the above areas and used the services of an external well-established consultant to work with key staff. This resulted in a restructure within both areas, discreet and whole school training as well as targeted intervention work with students, teachers and teaching assistants. Development plans are in place for both areas which are gaining in strength and direction due to the capacity building of staff. Impact for students within the Sixth Form has led to increased attainment, increased retention and increased recruitment. Impact for students within SEN has resulted in targeted support and enhanced deployment of teaching assistant services. Significant training was put in place to support and update both teaching staff and SEN staff on best inclusive practice within the classroom. Careers Programme The school has engaged the services of a Careers Specialist who has been tasked to work with key year groups in order to provide motivation, direction and guidance towards career pathways across Key Stages 3, 4 and 5. In addition, Connexions are involved in all SEN transition meetings across each Key Stage, as per the SEN code of practice. Re-branding of Attendance Officer The School’s self-evaluation identified serious concern with regards to increased absences, as well as identifying non-typical sub-group absenteeism. Both whole school attendance and persistent absenteeism rates were above the national average and increasing. As a result, the school re-branded the role of Attendance Officer with a specific focus on raising attendance rates, reducing persistent absenteeism and increasing punctuality to school. Early indications are that this has had a positive impact on raising attendance – see CB for specific data.

Reporting of Pupil Premium Funding

Page 3


Breakfast Club In September 2013, the School re-introduced the concept of a Breakfast Club; whilst this is still in its infancy feedback tells us that this is addressing a community need. Subsidised School Trips The School has allowed all students to take part in engagement activities / school trips (including supporting the Duke of Edinburgh Scheme), irrespective of affordability. This initiative has ensured all students are able to access the engagement curriculum. Lexia Software The primary focus of deployment of these funds is to support a powerful computerbased literacy programme (Lexia). Students are extracted from lessons and are guided in their learning through the deployment of an Assessment Manager who now leads on this initiative (see AJH for progress details). Additional Teacher: Mathematics This initiative has allowed targeted support for individuals and sub-groups of students ensuring under-performance is challenged at each data point. The impact of this has seen attainment rates in Mathematics rise above the national average. Additional Teacher: English This post has enabled a number of initiatives to be undertaken. As well as supporting the English Department in general, it has meant that staff have more time to target literacy both on whole school basis as well as by sub-group. Again the impact of this can be seen in progress rates above the national average. Subsidised Music Tuition This initiative has allowed all students, irrespective of disadvantage, to engage in music tuition either in small groups or on an individual basis. This programme has helped with self-esteem and confidence for a number of students and in particular has been transformational in the inclusion of other students. This programme has also had a positive knock on effect on attendance. Re-branding of Assessment Manager The School’s self-evaluation identified a weakness in the collection of assessment data. This post addressed those issues by:     

Establishing processes to collect data at all Key Stages Acquiring a programme which enabled the analysis of data to be more accurate Empowering staff to become more analytical Identifying gaps in progress which triggered intervention Raising rates of progress for many subjects above the national average

Reporting of Pupil Premium Funding

Page 4


The post holder has been instrumental in leading the Lexia provision, as well as coordinating intervention mentoring and identifying under-achievement, particularly at Key Stage 5. Teaching Assistants (Literacy, English & Mathematics) This initiative has built the capacity of the above TAs to support targeted intervention for identified students within those subject areas. Their work is inclusive, strategic and is targeted to build the self-esteem and confidence of those students. Year Managers (x5) This initiative is part of a restructure within the school’s inclusive provision and has impacted directly on attendance, behaviour and progress in learning. These posts have been particularly successful because post holders are not teachers and are dedicated to building positive relationships with students, their families and the school. They work proactively, alongside Progress Leaders, to ensure inclusion in learning for all students. Appointment of ICE Manager This initiative is part of a restructure within the school’s inclusive provision and has impacted directly on attendance, behaviour and progress in learning, especially for our BESD students. ICE provision allows students, who find the classroom environment difficult, the space and time to work supportively and inclusively within subject curriculum provision. Whilst still in its infancy, data suggests that progress in learning is better maintained as a result of the support given by specialist staff working within this unit. ================================================================

Year 7 Catch Up Premium The Government has also identified funding to support the progress of pupils in Year 7 joining the school with below the expected level of attainment (Level 4) in English and Mathematics. As detailed above, in the current financial year, this amounted to ÂŁ13,500.

Reporting of Pupil Premium Funding

Page 5

Pupil premium report september 2013