‘The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.’ (DFE 2012).
Schools are given additional funding for every student on their roll who is:
This additional funding has been allocated to every school due to national figures which show that this group does not achieve as well as their peers. The funding is therefore to support schools to address this issue.
Schools are free to spend the Pupil Premium as they see fit. There is no requirement for this money to be spent on individual students simply because they fall into this category. It is expected, however, that the funding will be used to support, as necessary, students in this group and other lower-income families so that this group makes the same progress as their peers
The main barriers to educational achievement faced by our disadvantaged students include:
External barriers |
Internal Barriers |
|
|
No two students have the same needs and while many of our PP students do not face any of these challenges, some face many or all of them.
|
2017-18 |
2018-19 |
2019-20 |
2020-2021 |
Students in school |
325 | 450 | 575 | 665 |
Proportion of disadvantaged students |
17% | 13% | 15% | 15% |
Pupil premium allocation |
£60,828 |
£68,872 | £76500 | £75000 |
The school uses this funding to provide the support structures for those students that need additional help in order to achieve success in line with school and national expectations.
We take this approach because we know there are three fundamental strands to the process of supporting these students to improve their engagement with education:
It is important to note that it should not be assumed that all students eligible for pupil premium will need some or all of this support.
It is likely that there will be students who will be making excellent progress already, and who will need minimal if any support as a result.
Each student has individual needs and therefore may be supported by initiatives targeting any combination of the three broad areas: attendance, engagement and learning.
The school tracks the progress of all students, including students in this particular group. Success will be evidence that shows that students in this group are making progress in line with all others. We do this using assessment data from all subject areas as well as checks on the development of reading and spelling. We also compare their progress against their peers in the school and nationally, so that we can judge the impact of our work in this broader context.
|
2018 |
2019 |
Progress 8 |
n/a | n/a |
Ebacc entry |
n/a | n/a |
Attainment 8 |
n/a | n/a |
% Grade 5+ in English and maths |
n/a | n/a |
In 2019, our Year 10 cohort all took GCSE Religious Studies. The outcomes were:
All students | Disadvantaged (PP) (11 Students) | |
---|---|---|
% 9-7 | 47 | 9 |
% 9-5 | 82 | 54.5 |
% 9-4 | 86 | 54.5 |
% 9-1 | 99 | 100 |
Aim |
Target |
Target date |
Progress 8 |
Achieve national average for Progress 8 for all pupils |
Sept 21 |
Attainment 8 |
Achieve national average for attainment for all pupils |
Sept 21 |
% Grade 5+ in English and maths |
Achieve average English and maths 5+ scores for similar schools |
Sept 21 |
% Grade 4+ in English and maths |
Achieve average English and maths 5+ scores for similar schools |
Sept 21 |
Other |
Improve attendance to national average |
Sept 21 |
Ebacc entry |
Better national average EBacc Entry for all pupils |
Sept 21 |
Priority / Initiative |
Detail / Rationale |
Projected spending |
Attendance officer time |
To improve the attendance at school of disadvantaged students. |
£6,400 |
Additional Education Welfare Service time |
To improve the attendance at school of persistently absent disadvantaged students. |
£4,700 |
Priority / Initiative |
Detail / Rationale |
Projected spending |
Inclusion staff |
To provide safeguarding, mental health and emotional support both directly and in partnership with external agencies to enable students to engage effectively in school |
£27,500 £15,400 |
Emotional support worker |
NHS initiative to provide qualified mental health staff in school to support individual students |
£5,000 |
Specific additional support |
For individual high needs disadvantaged students requiring alternative provision |
£1,500 |
Senior Staff Designated Roles |
Designated person for looked after children, SENCO contribution, safeguarding contribution |
£8,000 £8,000 |
Miscellaneous other expenditure |
Welfare contributions to individuals towards the cost of uniform and key school trips |
£2,500 |
Priority / Initiative |
Detail / Rationale |
Projected spending |
Closing the gap in maths |
Provision of bespoke learning materials to support students with specific difficulties accessing key aspects of numeracy and mathematics (specific reference to concrete, pictorial and abstract resources) |
£8,000 |
Literacy |
Whole school training and development of supporting materials and teaching strategies |
£2,000 |
Priority / Initiative |
Detail / Rationale |
Projected spending |
Literacy screening and recovery programme |
To ensure that students unable to access the curriculum because of reading and writing needs are supported to do so |
£1,000 for screening £6,000 recovery programme |
College provision |
Construction course for students not served appropriately by GCSE options available for founding year group. |
£10,000 |
Aim |
Target |
Outcome |
Progress 8 |
n/a |
|
Attainment 8 |
n/a |
|
% Grade 5+ in English and maths |
n/a |
|
% Grade 4+ in English and maths |
n/a |
|
Other |
n/a |
|
Ebacc entry |
n/a |
|
In 2019, our Year 10 cohort all took GCSE Religious Studies. The outcomes were:
All students | Disadvantaged (PP) (11 Students) | |
---|---|---|
% 9-7 | 47 | 9 |
% 9-5 | 82 | 54.5 |
% 9-4 | 86 | 54.5 |
% 9-1 | 99 | 100 |
Priority / Initiative |
Detail / Rationale |
Spend |
Attendance officer time |
To improve the attendance at school of disadvantaged students. | £6,400 |
Evaluation |
||
Additional Education Welfare Service time |
To improve the attendance at school of persistently absent disadvantaged students. |
£4,700 |
Evaluation |
|
Priority / Initiative |
Detail / Rationale |
Spend |
Inclusion staff |
To provide safeguarding, mental health and emotional support both directly and in partnership with external agencies to enable students to engage effectively in school |
£27,500 £15,400 |
Evaluation |
||
Emotional support worker |
NHS initiative to provide qualified mental health staff in school to support individual students Additional Educational Psychology time to assess needs of and support provision for disadvantaged Other programmes/subscriptions (DASH, WAIT III, CTOPP, TOMAL SDMT) |
£5,000 £2,800 £1,700 |
Evaluation |
||
Specific additional support |
For individual high needs disadvantaged students requiring alternative provision | £500 |
Evaluation |
||
Senior Staff Designated Roles |
Designated person for looked after children, SENCO contribution, safeguarding contribution |
£8,000 £8,000 |
Evaluation |
|
|
Miscellaneous other expenditure | Welfare contributions to individuals towards the cost of uniform and key school trips | £850 |
Evaluation |
|
Priority / Initiative |
Detail / Rationale |
Spend |
Staff Training: Learning needs |
ELSA, Dyslexia | £1,600 |
Evaluation |
||
Staff Training: Emotional needs |
Whole staff training on attachment disorder and LGBTQ+ inclusion | £1,000 |
Evaluation |
Significant impact; EISS lead states that Turing House School has an impressive approach to attachment difficulties and is an attachment friendly school. Students recognise that Turing House is a school that welcomes and celebrates diversity; they are able to confidently be themselves. There are minimal incidences of homophobia. |
Priority / Initiative |
Detail / Rationale |
Spend |
Literacy screening and recovery programme
|
To ensure that students unable to access the curriculum because of reading and writing needs are supported to do so |
£1,000 for screening £6,000 recovery programme |
Evaluation |
Students with lower reading and spelling ages have had regular evidenced based intervention to accelerate their literacy progress | |
Numeracy |
Improved numeracy and maths interventions across the school; increased in-class support and purchase and implementation of NumberShark |
£600 |
Evaluation |
Maths progress has improved in KS4 |
|
College provision |
Construction course for students not served appropriately by GCSE options available for founding year group. |
£10,000 |
Evaluation |
Students taking part in this course have experienced success and are on track to pass their qualification. They were able to sell good quality items they had made at a school fair, showing obvious pride in their woodwork and the positive response they received to their work. |
Next Review
We will next review the effectiveness of our spending of pupil premium in March 2021.