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The Meridian School • Garden Walk • Royston • Hertfordshire • SG8 7JH

tel: 01763 242236      email: office.meridian@rsat.org.uk

 

 

 

Pupil Premium

Teaching

The Government introduced Pupil Premium with the aim of reducing the attainment gap between the highest and lowest achieving pupils nationally. The Pupil Premium is an additional grant allocated to schools based on the number of Looked After Children on roll and also the number of students entitled to Free School meals.
The school spends the Pupil Premium in a number of ways designed to support and accelerate the learning of disadvantaged students, in order that they meet or exceed expected progress. School leaders and governors decide how the funds can best be spent using advice from professional sources and training, analysis of the effectiveness of spending in previous years and knowledge of the particular students receiving funding and their needs.

 

Plans for spending of PPG (Pupil Premium Grant) 2016-2017

At Meridian school there is a relatively low number of disadvantaged students in comparison to national figures, for 2015-2016 the number of students in year 11 eligible for free school meals at any time over the past 6 years was 16.5% (13 students) in comparison to a national average of 29.3%. 

We carefully plan the use of these funds to support the needs of the individual students that join us, dependent on their needs.

The Pupil Premium is used to provide additional support for our disadvantaged students and will be spent in key strategic areas:

Raising achievement and attainment:

  • Class-based interventions
  • The use of accelerated reader to promote and increase literacy
  • Small group work and 1:1 work to support reading
  • Homework support
  • Support for in class activities where additional resources are required e.g. cooking materials and art equipment
  • Developing best practice in all teaching staff, along with awareness of using evidence-informed practice to have an impact on educational outcomes.

 
Extra-curricular events which promote confidence and build, maintain or increase aspirations

  • Opportunities to learn beyond the classroom to promote independence and confidence and to acquire new (transferable) skills
  • Access to educational visits and enrichment events (including specialist educational trips and motivational interventions e.g. Challenger group, D of E)
  • Access to after school clubs and sporting events e.g. funding for equipment and resources

 

Pastoral care and student well-being:

  • Nessie counselling, Music and Drama therapy for those referred
  • Daily support as needed from the form tutor, tutor group weekly activities including support for literacy.
  • PSHE activities to extend personal skills and self-esteem. Encouraging good attendance.
  • Homework support opportunities.
  • Uniform and learning equipment support.
  • Developing positive relationships with others which, for example, promotes confidence in team work
  • Developing positive and constructive relationships with parents/carers.
  • Careers and post 16 advice and guidance from our IAG officer and form tutors so that aspirations and ambitions are supported and encouraged.

 

Achievement, attainment and attendance are monitored and evaluated regularly by the team of Tutors, Senior Tutors, HoDs and SLT. The Assistant Headteacher is assigned as lead on use of PPG, with support from a designed PP Governor.

 Student profile 2016-2017 based on KS2 (Y6) prior attainment -

Disadvantaged profile - 23 FSM, 53 FSM6, (+ 1 SC). 0 LAC

Year

High Attainers

Middle Attainers

Low Attainers

No PA

Total

Year group size/ proportion

9

7

3

14

0

24

104/ 23%

10

6

14

15

0

35

117/ 30%

11

3

8

4

1

16

122/ 13%

Total

16

25

33

1

75

75/343

75/343 

%

21.33

33.33

44.0

1.33%

 

21.87%

 

FSM profile - 23 students

Year

High Attainers

Middle Attainers

Low Attainers

No PA

Total

Year group size/ proportion

9

2

1

5

0

8

104/ 7.7%

10

2

4

6

0

12

117/10.3%

11

1

1

1

0

3

122/ 2.5%

Total

5

6

12

0

23

75/343

23/343 

%

21.7

26.1

52.2

0

 

6.7%

 

 

 

 

Plans for PPG 2016-2017 - Proposed use of funds

 

Budget total 2016-17

£49,855

Item

Estimated amount of budget  £

Estimated
No of PP students involved

Impact

Accelerated reader and literacy projects

5000

All

Improved literacy and access to exam papers in all subjects.
Increased access to books of interest.

Attendance officer

5000

All

Increased attendance and parental engagement.

Well-being including counselling, music and drama therapy

5000

25

Improving self-confidence, strategies for dealing with emotions, improving attendance to school, reducing self-harm and isolation due to mental health issues.

Subject resources (in class)

1000

All

Full participation in all lessons, no barriers in accessing learning. Increased attainment.

Enrichment trips

2000

All

Increasing, maintaining or initiating aspirations for post-16 opportunities.

Challenger troop

5000

7

Improving self-confidence, strategies for dealing with emotions, improving attendance to school and behaviour in lessons due to disengagement and low aspiration.

Revision materials and equipment

1000

All

Full participation in all learning outside of school, no barriers in accessing learning due to lack of equipment. Increased attainment.

Basic provision - clothing and nutrition

500

3

Full participation in all learning due to basic needs being fulfilled (Maslow) of clothing, shelter, nutrition so that students are ready to learn and are in lessons.

Staffing (including mentoring) and staff CPD to improve quality of T&L

25000

All

The biggest impact on disadvantaged students is having excellent classroom teachers. Focus this year is excellent subject teaching for all as staff CPD.
Regular analysis and evaluation of PP/ non PP data by SLT/ST/HoDs/SENCo and meeting time designated to follow up with specific actions to improve attainment of individual PP students.
CPD for those leading on PP to ensure updated on latest evidence-based research.

Total

£49,500

 

 

Progress of disadvantaged students at Meridian 2016 and evaluation for future planning

The 2016 data for student progress shown above highlights how students with different prior attainment then progress at Meridian at Key Stage 4.  The distribution of blue/yellow data points indicates that the majority of disadvantaged students achieve in line with their non-disadvantaged peers. However, there is one anomaly in the data, a blue data point around 4.1 for Key stage 2 prior attainment that is and not surrounded by other data points. This one student did not sit any of their GCSE exams due to medical grounds.

 

It is clear from the table of progress that those students who attained a level 4 at Key Stage 2, progressed significantly less well that those who attained level 3 or 5. The data shows that the disadvantaged students who attained level 3 or 5 progressed significantly more than their non-disadvantaged peers. As a school with a relatively small cohort of disadvantaged students we will use this analysis to help us look at the planning of groups and allocation of teachers to the groups which contain the students with middle PA (L4) to try and close the gaps and increase the progress made by these students.

Accelerated Reader             
                                                  
Mid-Year AR analysis 2016-2017
 
The results are based on the difference in results between the first test in October and the latest testing at the end of January. (A 3.5-month period including half-term & Christmas break).


Gap (Disadvantaged to non-disadvantaged students) October 2016

1 year 2 months

Gap (Disadvantaged to non-disadvantaged students) January 2017

1 year 1month

Average increase over 3.5 months by disadvantaged students

5 months

Average increase over 3.5 months by non- disadvantaged students

4 months

71% of disadvantaged students made an improvement. 59% of advantaged students made an improvement or maintained the highest possible reading age.
Attendance
The school appointed an internal Attendance Officer (from January 2016) to support attendance, particularly of Disadvantaged Students. As seen in the data below, the school attendance for PP was raised in 2016 and we strive to maintain this improvement.  A key focus for the Year 2017 will now be to improve the attendance of those identified as FSM.

 

 

2015

2016

2017

B4 Yr 11 Exams

Year End

B4 Yr 11 Exams

Year End

B4 Yr 11 Exams

Year End

Whole School

94.09%

89.90%

94.63%

91.39%

94.54%

 

Pupil Premium

84.44%

89.16%

90.58%

87.87%

90.30%

 

Non Pupil Premium

90.74%

94.85%

95.46%

92.10%

95.89%

 

FSM

86.62%

82.34%

86.76%

84.97%

86.31%

 

Non FSM

94.51%

90.33%

95.15%

91.82%

95.52%

 


Details and analysis of the impact of Pupil Premium (Disadvantaged Student) Spend 2015 - 2016

 

Pupil Premium Analysis 2015/16

Student profile based on KS2 (Y6) prior attainment

Year

High Attainers

Middle Attainers

Low Attainers

9

3

17

5

10

3

9

4

11

2

10

1

Teaching Assistant Interventions
TA interventions focused on improving Core Skills in English and maths, using a mix of 1:1, small group and class interventions across Years 9 - 11. These were aimed at students working below target, in order to maximise progress.

Y9  75% of interventions resulted in students making progress from starting points, in 65% of interventions, increasing by a fine score (e.g. -2 to 2 or D- to D+).

Y10  79% of interventions resulted in students making progress from starting points. 38% of interventions increased by a fine score.

Y11  65% of interventions resulted in students making progress from starting points. 33% of interventions increased by a fine score.

 

Accelerated Reader                                                                  Y9                                 Y10

Gap (Disadvantaged to non-disadvantaged students) September 2015

1 year 2 months

1 year 4 months

Gap (Disadvantaged to non-disadvantaged students) June 2016

1 year 5 months*

1 year 2 months

Average increase over 9 months by Disadvantaged students

8 months

11 months

Average increase over 9 months by non- disadvantaged students

11 months*
(improved at faster rate than non-disadvantaged)

10 months

Average reading age data
Note - the mid-year reading test was changed by the provider and likely, therefore, to explain the reduced level of progress this year compared to previous years.
The gap in reading ages between Disadvantaged and non-Disadvantaged students closed in Y10 by 2 months, with an average increase in reading age of 11 months for Disadvantaged students over a 9 month period of the programme.
In Y9, the gap in reading ages between Disadvantaged and non-Disadvantaged students widened by 3 months. This was due to non-Disadvantaged students improving at a faster rate than Disadvantaged students over the 9 month period of the programme. Disadvantaged students improved by an average of 11 months (over 9 months) and Disadvantaged by an average of 8 months (over 9 months).

Pet-xi Tutorial Days
Disadvantaged students attended 4 full days of maths (and 1 English) intervention with external education specialists.  Progress was measured on each day by assessing confidence levels in attaining a C grade in each intervention theme/area at the start and the end of each day. Students improved confidence levels on all 5 days.
Some examples of student feedback:
‘Helps me understand’.
‘Helps me remember maths techniques’.
‘Some of the methods were ones I will use in exams’.

 

Start (mean) /5

End (mean) /5

Maths

2.8

4.1

English

2.3

4.2

Overall

2.7

4.1

 

Attendance
The school appointed an internal Attendance Officer (from January 2016) to support attendance, particularly of Disadvantaged Students. Students continued to be monitored in allocated Tutor groups with targeted, regular contact regarding attendance. Y9 students were a key focus. Of the 12 students in Y9 specifically monitored, 9 improved attendance.

January 2016  - end May 2016 
- overall improvement with Y9 group of 12:  12.36%
- improvement with Y9 group of 11 (removing 1 student with specific medical issue): 19.05%

Overall, attendance for Disadvantaged Students increased from 89.19% (2014-15) to 90.20% (2015-16).

Drama Therapy/Mentoring
13 students have been supported through a significant number of drama therapy/counselling sessions which have significantly reduced barriers to learning for these students.

37 students were supported with additional mentoring based around motivating them as learners throughout the year. A total of 351 additional mentoring sessions took place. The focus was on individual student need; some students met with the mentor once whilst others met with her up to 20 times.
In the summer term, students completed a survey to check how useful the mentoring had been. In the majority of cases, students felt it had kept them on track and helped to motivate them. They also fed back that they may have been less focused if they had not had additional mentoring.

Subject resources/trips
77 separate resources were provided in either Art, maths, science or Food Technology (or BTec) to support learning.

Y9 students were offered an opportunity to take part in a Cirdan sailing trip. Of the 21 students offered a place, 7 participated in the trip, building many skills such as determination, commitment, working as part of a team and resilience, all skills that can be used to increase motivation and confidence with attitudes to learning in the coming year.


Pupil Premium Spending 2015/16

Total Pupil Premium (PP) allocation available to spend in the school in 2015/16 is £46,555. The spending will be allocated as follows:


Pupil Premium Chart 2015/16

Teaching Assistant Support Accelerated Reader
Continuing successful provision
  • 1:1 Core subject and literacy interventions
  • In-class support with PP students
Continuing the provision from previous years which has proved successful in helping to close the gap in English

  • Licence, resources and allocated places for PP students in Years 9 and 10
  • Targeted to improve literacy and therefore access to the whole curriculum for PP students
  • Appropriate books and resources purchased for use with AR to improve reading age of PP students
Pet-xi Tutorial Days Subject-specific Resourcing
Expert provision shown to close the gap, specifically designed for DS students.
To provide a focus on Maths, identified as a priority area; to improve exam skills in English.

  • Six Maths focus days for years 9, 10 and 11
  • One Maths exam surgery for Year 11
  • One English exam surgery for Year 11
Continuing successful provision
  • Jamie Oliver BTec Y10 & Y11, GCSE Food
  • Books, materials and equipment:
    Art, Science, History, Maths, English, MFL, DofE
Improving Attendance Other Staff Costs
Tackling an identified priority
  • Strategies led by Senior Tutor
  • Drama Therapy / Counseling Provision
  • Mentoring to improve motivation and resilience

Pupil Premium Spending 2014/15

Total Pupil Premium (PP) allocation in the school year 2014/15 will be £39270. The spending will be allocated as follows:


Pupil Premium Chart 2014/15



Teaching Assistant Support Accelerated Reader
1:1 Core subject and literacy interventions
In-class support with PP students
Period 6 catch-up / closing the gap with PP students
Licence, resources and allocated places for PP students in Year 9 and 10
Targeted to improve literacy and therefore access to the whole curriculum for PP students
Appropriate books and resources purchased for use with AR to improve reading age of PP students
Effective monitoring of progress of PP students Subject-specific Resourcing
Blue sky provision map. Jamie Oliver BTec Y10 and Y11, GCSE Food
Books, materials, equipment:
Art, Science, History, Maths, English, MFL, DofE
Staff Training Other staff costs
CPD for Teaching Assistants and Pupil Premium champion. Drama therapy / counselling provision


Details and analysis of the impact of pupil premium spend:


Teaching Assistant Support


Following our research in 2013-14, we focused on TA interventions in English and Maths, using one-to-one, small group and in-class interventions across years 9-11. These were aimed at students working below target, in order to improve progress.

  • In Year 9, 112 interventions took place, 72% of which were successful (students made progress). When an intervention was not initially successful, a further intervention may have then taken place leading to the student making progress.
  • In Year 10, 98 interventions took place, 88% of which were successful.
  • In Year 11, 121 interventions took place, 74% of which were successful.


Accelerated Reader

Average reading age Data

Year 9 Year 10
Gap (PP to non-PP students) September 2014 14 months 13 months
Gap (PP to non-PP students) June 2015 13 months 9 months
Increase over 9 months, PP students 13 months 14 months
Increase over 9 months, non-PP students 12 months 11 months

The Gap in reading ages between PP and non-PP students has closed in both year groups in the 9 months of the programme: in year 10 the gap closed by 4 months, in year 9 the gap closed by one month with PP students improving their reading ages by 1 year 1 month. This should lead to improved access to the curriculum in all subjects.



Subject-specific resourcing

Jamie Oliver BTec:
This course is ideal for some PP students and funding is needed to provide equipment and resources (including food). Four cooking techniques and skills are taught and assessed on a scale of 0-10. The first group to follow the course finished in this year 11. All six PP students achieved a level 2 pass. The one PP student following the course in year 10 has made good progress. A new group, including some PP students, will start the course in 2015/16.



Staff Training

The school’s Pupil Premium champion attended a one-day course this year in order to be aware of the latest advice and ideas for supporting disadvantaged students.

A new teaching assistant was funded to study for NVQ level 3 to improve quality of provision.



Drama Therapy

Many PP students have been supported through a total of 41 sessions of drama therapy / counselling. These sessions significantly reduce the barriers to learning for these students.

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