In this session we will aim to:

• Share the methodology behind Oriel High School’s use of Pupil Premium funding

• Share details of the interventions and approaches used at Oriel - what worked and what didn’t

• To provide ideas for strategies to aid your own focus on Pupil Premium students both in the classroom and beyond

• Identify how whole school improvement approaches can be influenced by what we do for this cohort

What is it about?

• Created to tackle ‘educational inequality’• Allocated to schools ‘in addition’ to their

budget• Funding to tackle disadvantage, reaches the

students that need it most• A good education is the key to improving life

chances

Data on Disadvantaged Students

• For the first time the data breaks down school performance for different ability groups and those from different socio-economic backgrounds.

• It shows that only a quarter of children, who are classed as having low attainment by age seven, go on to reach the expected level in English and maths, Level 4, by the time they leave primary school

Data on Disadvantaged Students

Percentage of pupils at the end of Key Stage 4 attaining five or more GCSEs grades A* to C including English and mathematics, by free school meals eligibility, 2005–13

Percentage of Key Stage 4 pupils eligible for free school meals attaining the GCSE benchmarkby secondary schools, in deciles from low to high proportions of pupils eligible for free school meals

Data based on 2012 Key Stage 4 validated data. Figures represent all open secondary schools that have had a published section 5 inspection as at 31 December 2012. Schools with percentage figures exactly on the decile boundary have been included in the lower decile.

KS4 outcomes 2013• 59.9% of all West Sussex children achieved 5+ A*-C including

English and Maths at the end of Key Stage 2. National Average was 60.6%

• 34% of FSM children achieved this. National Average is 41% • 19.6% of children who are looked after achieved this.• 45% of Pupil Premium children also have special educational

needs (SEN)

• Additional per pupil funding for PP– 2011-12£488 per pupil– 2012-13£623 per pupil– 2013-14£900 per pupil (+£53 primary)– 2014-15£935 (secondary) £1300 (primary)

£1900 (Looked after children)

• Total PP funding– 2011-12£625 million– 2012-13£1.25 billion– 2013-14£1.875 billion– 2014-15£2.5 billion

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Pupil Premium – The Funding

Oriel Context• Oriel has currently 149 (13%) eligible students in Yr7-11

on roll• We received circa £30k 2011/12 £75k 2012/13 £130k

2013/14 & £152k in 2014/15• 2015-16 = £161k ………….it has been a growing fund!Standards • 2011-12

– 30% PP cohort 5 A-C GCSEs incl E&M (39% N Avg)– 30% PP cohort made expected levels of progress in English

(54% N Avg)– 29% PP cohort made expected levels of progress in Maths

(51% N Avg)

Evidence from Ofsted: successful approaches

• PP funding ring-fenced to spend on target group • Maintained high expectations of target group• Thoroughly analysed which pupils were under-achieving + why• Used evidence to allocate funding to big-impact strategies• High quality teaching, not interventions to compensate for poor

teaching• Used achievement data to check interventions effective and made

adjustments where necessary• Highly trained support staff• Senior leader with oversight of how PP funding is being spent• Teachers know which pupils eligible for PP• Able to demonstrate impact• Involve governors

Moving Forward - 2013-14

• Senior Leaders taking greater ownership and having clear oversight of PP funding and its use.

• Strategy Agreed– Identification of Needs– Personalised approach to intervention

• ‘Team PP’ created– builds on existing strengths of OHS pastoral system– Deputy Pastoral Leaders – ‘know the students’– Regular Meetings, collaboration, sharing ideas

Identification of Needs• Deputy Pastoral Leaders meet with all PP students in their

community to discuss a range of aspects of their school life and progress

• Students given opportunities to talk about their strengths, concerns and how they think the school could support them.

• Barriers to success identified• Common themes used to plan interventions for groups. • All parents were contacted about PP and given the

opportunity to talk to school and suggest ideas that might support their son/daughter

ACTIVITYLuke and Hannah

• Study the two students and their contexts• Identify needs and potential barriers to

success• Suggest Interventions

Interventions

Group Interventions and ‘bespoke’ Interventions• 1:1 Tuition – Maths, English, Science• On line science tuition• Life Coaching• Laptops• Transport• Revision Resources• Mentoring• Enrichment – trips, clubs, music lessons

Impact and Evaluation

• Referral forms for all Interventions• Provision Map Writer

– Log entry points and success criteria– Record Interventions– Evaluate success against criteria

• Progress Updates– Go4Schools– Attendance

• Review of Intervention success– Learn from research and experience

Building on success

• Intervention Coordinator appointed• More structure, systems and rigour placed

around referral and evaluation• Mentoring – a developing initiative

OHS – Narrowing the Gap

Future Challenges

Any Questions?