Reading School Pupil Premium Statement
The Pupil Premium, funding for which is additional to main school funding, is a crucial way of addressing inequalities by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Reading School aims to maximise the achievement of vulnerable boys in our care. The Pupil Premium was introduced in April 2011 to provide additional support for children who are looked after and those from low income families, including those eligible for Free School Meals. We believe that interventions should have a positive, meaningful impact. It is important to be able to track the spending of the additional funding and also be in a position to evaluate the effectiveness of measures that have been put in place regarding the improvement of outcomes. We encourage parents to register their child as eligible for Free School Meals so that the maximum Pupil Premium entitlement is correctly allocated.
The Service Child Premium is a strand of the Pupil Premium paid to schools in respect of pupils whose parents are currently serving in the armed forces. As a member of the State Boarding Schools Association we are actively involved in promoting the importance of the education of Service children.
According to the Department for Education schools have the freedom to spend the funding as they see fit based upon their knowledge of pupil needs - ‘Schools will decide how to use the Pupil Premium as they are best placed to assess what additional provision be made for individual pupils.’
What we believe in
At Reading School we believe in narrowing the educational attainment gap.
- We want all our boys to fulfil their talent. We want Reading School students to maximise their opportunities not lose them.
- We believe that there is a priority to unlock the potential of those pupils entitled to Free School Meals (FSM) and subsequently narrow the gap between those entitled to Free School Meals and their peers.
- We aim to accelerate the progress of pupils eligible for FSM in order to narrow the attainment gap. Strategies can also be used to address other gaps.
- We aim to be single-minded in narrowing gaps through the use of data to identify gaps and to make them visible. Therefore we seek to pinpoint Reading School pupils at risk of underperforming and challenge those whose progress needs to accelerate.
- Narrowing the gap champion take time to understand the needs of each pupil and use their professional judgement to consider what works best for vulnerable pupils and apply it consistently and relentlessly – for the good of the individual.
- We aim to intervene effectively, track progress and change approach where necessary.
- We aim to listen to pupils and engage them in dialogue regarding their attitudes to learning.
- We aim to develop effective ways of engaging both pupils and their parents.
- Crucially we do not accept excuses and seek to evaluate, celebrate and share success.
- We communicate the vision of narrowing the gap and provide the drive and commitment necessary to motivate.
- We should listen to pupils and create a culture where success is expected, values such as integrity and being ‘Ready for Learning’ are articulated.
- We believe that all should share the Reading School learning culture of ‘Excellence, Integrity and Leadership.’ There should be no shadow cultures at Reading School.
- We should maintain a consistent focus on the key underachieving group of FSM pupils at Reading School.
- We seek to develop a tracking system that provides regular, accurate feedback on the progress of pupils that helps to shape provision
- We aim to create effective links between Key Stage 3, Key Stage 4 and the Sixth Form so that transition is effective, including pupil information.
The pupil premium is allocated to children from low income families who are known to be eligible for free school meals, children looked after for more than sixth months, those eligible for free school meals at any point in the last six years (Ever 6 Free School Meals measure) and for children of service personnel.
For 2011/2012 Reading School was allocated: £1869 in three tranches £322.50, £496.50 and £1,050.00
For 2012/2013 Reading School was allocated: £5607 in four tranches :
July 2012 £1050.00
September 2012 £1050.00
December 2012 £1753.50
April 2013 £1753.50
In July 2013 we received the first tranche of the 2013-4 Pupil Premium - £2025.00 and a further £2025.00 in September 2013.The allocation for 2013-2014 is based on pupils on roll in January 2013 and the FSM history. £8100 has been allocated for 2013-14 covering a total of nine pupils aged 11-16.
It should be noted that the Pupil Premium is paid in the government financial year (April-March) and we account for it in the Academy financial year (September to August). In 2012-13 1.5% of or pupils were defined as being eligible for the Pupil Premium using data from January 2012 and FSM history on all school Censuses since 2006, known as Ever 6. The number of service children are not provided at school level due to data protection issues. Reading School is accountable for how we use the additional funding to support pupils from low income families and the other target groups stated above. The DfE performance tables show the achievement of pupils who attract the pupil premium.
We believe that successful spending should lead to rising standards, the narrowing of the achievement gap and the broadening of opportunities for the most disadvantaged pupils at Reading School. It is important that we consider how well we are spending our allocation of the pupil premium funding and also consider how we could spend it more effectively so that achievement groups are narrowed and indeed ultimately closed. The following details of expenditure show that the strategies and activities focus on the needs and aspirations of our focused Pupil Premium cohort and that Reading School has been mindful of the need to prioritise and target expenditure which exceeded the total allocated in 2012-13 and allocated £8100 for 2013-14.
In 2012-13 Reading School prioritised the use of the £5607 Pupil Premium funding and interventions, provision and a range of activities have been supported with allocations from the funding including:
- Learning and Teaching staffing support in Key Stage 4 with specific reference to English and English Literature Cost £2752
- Provision of learning materials to improve achievement in reading and extended writing with a particular focus on Key Stage 3 £500
- Provision of Counsellor Cost £3350
The principles for spending are linked to our aim to ensure teaching and learning opportunities meet the needs of all pupils at Reading School and we ensure that appropriate provision is made for pupils who belong to vulnerable groups. We aim to improve opportunities and accelerate progress. Some of our initiatives may have a positive impact simultaneously on pupils not necessarily eligible for the pupil premium for instance additional support in English lessons at Key Stage 4 and additional pastoral provision focusing on mentoring and counselling support.
Planned for the 2013-14 year the £8100 Pupil Premium funding will focus on the following strategies, actions and interventions:
- Support of ‘Learning Mentor’ at Key Stage 4 to maximise achievement of target group in core curriculum areas. Cost £2800 (two lesson per 10 day cycle)
- Support in GCSE English and GCSE English Literature focusing on supporting and challenging Reading boys eligible for Pupil Premium funding including children of service personnel as appropriate. Cost £2752 ( staffing costs two lessons per 10 day cycle)
- Provision of 1-to-1 coaching in Core Subject e.g. Chemistry. Cost £1214
- Provision of improved data analysis systems e.g. 4Matrix to strengthen monitoring of the performance of Pupil Premium pupils and SIMS Discover. Cost £900
- Increased provision of opportunities for FSM pupils to participate in activities relating to Spiritual Moral Social and Cultural education as illustrated by the Extra-Curricular Programme 2013-14 publication e.g. Duke of Edinburgh Award Cost £500
- Developing opportunities for FSM pupils to participate in Student Leadership programmes including the School Council e.g. SSAT accredited student leadership programme and the Duke of Edinburgh Award scheme in Year 10. Cost £300 for SSAT Student programme, £160 for Language materials at Key Stage 4.
- Set up and Production costs of Student Alert Booklet (September 2013) Cost £120
- Provision of School Counsellor £1000
Vulnerable pupils and narrowing the gap
Know the gaps
An Assistant Headteacher, Mr T Harris is responsible for the analysis of the data to identify target groups of underperforming, disadvantaged, vulnerable pupils, children looked after and minority ethnic groups.
Historic data is utilised to identify patterns/trends and that require intervention in relation to groups, teachers, examination courses or subjects.
The patterns are tested against live data, linked to the tracking of pupils in Reading School now.
Analysis is drilled down to groups and indeed individual pupils in order to facilitate and target action for improvement with a focus on narrowing the gap.
Actions taken September 2013
- Analysis data to be clear which groups have underachieved (by FSM, subject, year, SEN, ethnicity, teacher) and identify a review of live tracking for similar groups currently in Reading School
- Evaluation of results of analysis, thereby identifying and discussing potential causes and effects with Heads of Department and Pastoral Leaders
- Increase visibility and sharpen focus – Identify specific progress groups and individuals, ensuring that every teacher knows and can tell which pupils are eligible for FSM and especially those who need to accelerate their progress if gaps are to be narrowed
Further work needs to be undertaken to ensure that:
- All staff at Reading School need to be aware of gaps and the responsibility and accountability for narrowing them. Action taken – Protocols produced by Assistant Headteacher responsible for Key Stage 3, Miss Capon September 2013
- Engage and empower governors – governors should be informed of the data analysis linked to the SEF and support and challenge the data provided by Senior Leadership. Action – Chair of Governors nominated ‘Pupil Premium Governor’
Narrowing the gap(s)
At Reading School we believe in explicit, focused action in this crucial stage following identification of targeted pupils.
The nurturing of a climate that focuses on narrowing the gap can be achieved through the following actions:
1. Emphasise the fact that effective action to narrowing the gaps commences with learning and progress in lessons
- Employ the best teachers to support pupils with the lowest attainment
- Expect teachers to know the vulnerable pupils well and plan to maximise the progress of FSM and SEND
- Ensure Senior Leaders monitor more regularly the quality of teaching and the impact of intervention
2. Identify, allocate, manage and evaluate support for targeted pupils.
- There should be an overview of interventions so that they are aligned, appropriate and effective
- Recognise literacy barriers faced by some disadvantaged pupils at Reading School linked to thinking skills and the use of academic language
3. Engage FSM and vulnerable Reading School pupils through establishing a purposeful dialogue so that they know what is expected of them and what motivates and interests them.
4. Engage governors through the identification of a governor to lead on Pupil Premium and Narrowing the Gap and sharing information and practice with governors.
5. Build relationships with parents/carers of target pupils so that they are engaged and seek to provide role models for pupils as appropriate.
6. Develop a culture of ‘no excuses’ that maintains high expectations and demands success, defines non-negotiable standards of behaviour and ensures that staff model behaviour that promotes a culture of mutual respect.
This stage celebrates success for individual Reading School boys, groups and for the School as a whole. Therefore, it provides an opportunity to consolidate success, reflect and subsequently plan ahead. Oral praise, certificates and the identification of details of the destinations of leavers are all components of celebrating success. Regarding Pupil Premium target groups these approaches help to raise aspirations and strengthen the perception of the value of education.
Actions to be undertaken
1. Identification and celebration of success of target group so that pupils are more confident and motivated to continue to narrow the gap.
2. Reading School reviews successful case studies including progress data, outcomes, student voice and feedback from observation where appropriate. This ensures that high value impact interventions are known, appreciated and understood and high expectations are strengthened.
We believe that successful spending should lead to rising standards, the narrowing of the achievement gap and the broadening of opportunities for the most disadvantaged pupils at Reading School. It is important that we consider how well we are spending our allocation of the pupil premium funding and also consider how we could spend it more effectively so that achievement groups are narrowed and indeed ultimately closed.
The Pupil Premium has funded activities and interventions that have had a positive impact on progress and attainment. Indeed, measures of progress, behaviour, attendance and attainment show that Reading School is meeting the needs of our FSM students. In addition, this positive impact is triangulated with the views of parents and pupils.
In 2012-13, Year 8 and 9 ‘pupil premium cohort’ were above the school average. In 2013-13, the Year 10 ‘pupil premium cohort’ were above the school average in terms of progress and attainment and in Year 13, A2 results for ‘pupil premium cohort’ were above the school average.
Reading School is accountable for how we use the additional funding to support pupils from low income families and the other target groups stated above. The DfE performance tables show the achievement of pupils who attract the pupil premium.