Lewis Pupil Premium
Pupil Premium is an amount of money allocated to disadvantaged children in order to close the achievement gap.
The government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the inequalities between children eligible for free school meals (FSM), looked after children & service children and other pupils.
Three categories of pupils are eligible
- Pupils recorded as ‘ever 6 FSM’ (pupils who are or have been eligible for FSM at any point during their 6 years of Primary school education)
- Looked after children and those children who have been adopted from care
- Children of Service personnel
Pupils who are eligible for the pupil premium need to be aged 4 and over, in year groups to year 11 in a maintained school. Children in Nursery and Pre-Schools who meet the criteria are eligible for Early Years Pupil Premium.
Pupil Premium is allocated straight to our school and it is clearly identifiable. Schools and Academies are free to spend the Pupil Premium as they feel is appropriate. The government thinks that schools are best placed to assess what additional provision should be made for individual pupils within their responsibility. However, all schools and academies are held to account for how they have used additional funding to support pupils from low-income families and in care. We are required to report and publicise our disadvantaged strategy annually, including how the money has been spent and what impact has been made on the achievements of pupils as a result of the funding.
Barriers to Achievement
Children entitled to free school meals encompass the full spectrum of needs and backgrounds in the school community, including white and minority pupils, looked after children, most able pupils and those with special educational needs (SEN). Consequently, the barriers and challenges that disadvantaged pupils face can be complex and varied- there is no single difficulty faced by all. Barriers can lie within schools, with learners and their families. It is, therefore, important to analyse where pupils have multiple barriers to learning to ensure a good, deep understanding of children and their families.
Other barriers to achievement can be if pupils have suffered early trauma and experience on-going attachment issues- this includes pupils with behavioural development. Some pupils may have medical conditions which can impact on attendance and thus learning.
How Will the Impact be Measured
We monitor attainment and progress on a termly basis through pupil progress meetings which will inform next steps for learning, lesson observation, book looks and learning walk. We then intervene to address individual learning needs. The gap between our disadvantaged attaining more or are on track with the rest of their peers. Teachers will use evidenced based interventions- before and after impact.
How Successful Schools Raise the Attainment of Disadvantaged Pupils
- Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.
- Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their end-of-key-stage assessments
- Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours.
- Focus on outcomes for individual pupils rather than on providing strategies.
- Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and Teaching Assistants, rather than using additional staff who do not know the pupils well.
- Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points.
- Have clear, responsive leadership: setting ever higher aspirations and devolving
- Address behaviour and attendance and invest in individualised problem-solving and emotional support.
(From DfE publication: Supporting the attainment of disadvantaged pupils: articulating success and good practice Research report November 2015)
Current Pupil Premium funding for 2018-2019 in the secondary phase at Lewis Court is £356,235. There are 381 eligible pupils in the secondary phase.
Uses of Pupil Premium Funding
- Accelerating the progress of disadvantaged students is a key component of all priority plans.
- The performance of these students is scrutinised in leadership and departmental meetings through analysing data from their recent assessment, learning walks and observations and talking to those students.
- Identified disadvantaged students who are in danger of falling behind in Year 10 and 11 by providing extra English and Maths intervention lessons
- Providing the Learning Resource Centre (LRC) with extended hours (8am – 5pm in the KS4 site, and 9am – 3pm in the KS3 site) that are staffed to offer support and a productive working environment for students
- For those disadvantaged students with SEND there is a regular lunchtime homework club to give them support with their homework, so they don’t fall behind
- A dedicated KS4 admin assistant who monitors attendance, parents’ evening attendance helps the work of the KS4 team monitor, track and intervene where necessary
- An extensive tie-up with Lewisham LA for their Education Welfare Officer (EWO) who can instigate home visits and monitor attendance issues of disadvantaged students. The EWO is also able to make referral to social care.
- As part of each departments budget commitments they offer free revision guides for pupil premium students during their GCSE studies
- A range of motivational speakers aimed at disadvantaged students such as Action Jackson
We employ two LSAs (one full time, one part time) who are working in the inclusion department and are trained specifically in dyslexia support and mental health awareness. - An LSA who has established the young carers club which offers a place to share emotions and seek support for their own wellbeing
- Pupil premium students are offered trips to support their learning – for example the English and
- Drama department took those students to see Shakespeare at the Globe Theatre
- Careers intervention programme designed by our National Award-Winning Careers Advisor aimed at preparing disadvantaged students for transitions into Year 10 and Year 12. Disadvantaged pupils have access to extended personalised careers interviews, a careers fair and world of work trips that raise aspirations
- Three members of the teaching staff attended Challenge the Gap training where outcomes were filtered to all staff through Professional Learning every Monday after school.
- From September we use Saturday intervention sessions which allow targeted students to be invited to school. We cover all subjects and offer a work space in the library just in case students want somewhere to work.
Impact of Pupil Premium Funding
- Disadvantaged pupils benefit by attending Lewis Court as they perform at least in line with, and in many cases above, pupils in other schools across the country
- 59.7% of disadvantaged students at Lewis Court achieved 9-4 in English Language and 66.1% in English Literature. This was above the national average for all students
Current Pupil Premium Spend (2018-2019) Total Allocation- £356,235
|
Area |
Description |
Cost |
Intended Impact |
|
Improving Teacher Programme (each term) |
Teachers with a high percentage of PP students are given priority to attend courses such as the Improving Teacher Programme. |
£25,000 |
Quality of teaching is one of the best ways to improve outcomes and ensure progress for PP students. This programme supports teachers for at least Good or Outstanding lesson outcomes |
|
Outstanding Teacher Programme
|
This course gives good and outstanding teachers a higher skill level with strategies to be consistently and sustainably outstanding. |
£15,000 |
This supports the vision that every lesson is good or outstanding at Lewis Court to benefit all students. The school focus on PP students is part of this plan when observing lessons. It also helps share best practice around the school. |
|
Careers Intervention and Support Programme |
Continue to deliver on careers education where vulnerable students have been given priority for career interviews, a careers fair and world of work trips that raise aspirations |
£50,000 |
0% NEET students |
|
SULSA Programme
|
Time for outstanding leaders to design and deliver a 5-day programme for Middle Leaders of underperforming departments. This training programme includes mentoring from a head teacher and a full day on improving quality teaching and learning and how best track student progress. |
£10,000 |
Middle leaders can develop their own departments and focus on core groups through every Key Stage such as disadvantaged students. |
|
Booster Classes for English and Maths
|
The HOY11 identifies and prioritises PP students to attend booster maths and English classes in timetabled lessons |
£50,000 |
Improved outcomes at GCSE English and Maths where students can make above average progress |
|
Enrichment Activities Programme
|
A well-established enrichment programme ranging from Choir to the Combined Cadet Force (CCF) |
£12,000 |
Offering a range of activities enables disadvantaged students to try out new skills and talents that they may not otherwise be able to utilise. Support for disadvantaged students is available should they need specific equipment such as instruments. |
|
Attendance Support and Monitoring
|
Working in collaboration with Lewisham – Lesley Chatfield (Lewisham Attendance Officer) supports our drive for regular attendance. Working alongside the Assistant Principals, Heads of Year and School Admin team – as well as wider social services – the attendance officer identifies strategies to improve attendance and highlights support available for disadvantaged families, |
£18,000 |
Reduce the absence rate of PP students to a minimum of 96% |
|
Learning Resource Centre
|
The LRC is well stocked with a range of literature, textbooks, videos and computer access. The Pepys site LRC is open from 8am to 5pm whilst the Jerningham site is from 9am to 3pm. In addition, the Pepys site is available for study during Saturday revision time. |
£50,000 |
Improve access to PP students of support. The LRC is well stocked where students can borrow textbooks and revision guides – as well as use the computers or a quiet work space. |
|
Homework Club
|
Every lunchtime there is a homework club where students can go and get some support with their homework. This is run by the SEN department. |
£5,000 |
Where students may not get as much support to complete homework – this offers a place where they know there is someone there to support them should they need it. |
|
Music Specialism |
Pupil Premium students are encouraged to learn a musical instrument. Music lessons are provided free of charge and there is a wide selection of instruments available for loan |
£12,000 |
To encourage a student to engage in music regardless of their ability to pay for music lessons or expensive music instruments. |
|
Revision Guides and Support |
Each department provides PP students with their own revision guide or workbook for use at home |
£2,500 |
Improve outcomes for disadvantaged students by providing extra resources |
| Saturday Intervention | Sessions target specific students - with a PP focus - to catch up coursework in Open subjects, or revision/exam practice for other subjects. | £45,000 | To ensure that PP students are given opportunity outisde of the classroom to work with their teacher, alongside weekday sessions too. |
Previous Pupil Premium Statement (2017-2018)
| Area | Description | Cost | Intended Impact |
|
Improving Teacher Programme run each term |
Teachers with a high percentage of Pupil Premium students given priority to attend course. A total of 17 teachers attended this 5 day training course run by facilitators in our school. | £10,000 | Teachers quality of teaching grade improves and the quality of learning for the students is impacted showing progress. |
|
Outstanding Teacher Programme run twice a year |
Teachers with a high percentage of Pupil Premium students given priority to attend course. A total of 16 teachers attended this 8 day course. | £10,000 | The teachers on the course disseminate the information end ensure an impact is seen throughout the whole college and wider federation. |
| SULSA programme | Time for outstanding leaders to design and deliver a 5 day training programme for Middle Leaders of underperforming departments. This training programme includes mentoring from a head teacher and a full day on improving the quality of teaching and learning and how to track student progress. | £10,000 | Following the course all Middle leaders are fully prepared to plan and deliver an outstanding curriculum fit for a fully inclusive education for our students that should be sustained and deliver improvements on outcomes and progress. |
|
Reduced timetable for 3 Lead Practioners in core subjects |
Tasked with raising achievement and progress of disadvantaged students | £60,000 | Pupil premium gap is closed |
|
Challenge the Gap group at year 9 |
Staff are involved in a programme from the Challenge partners group to solely look at how to close the gap for disadvantaged students | £10,000 | Whereas last year the low ability band had made negative progress, this year the low ability band should make the most progress |
|
Booster classes for English |
Saturday English tuition for Pupil Premium Students | £3,000 | Improvement shown in English |
|
Enrichment activities programme |
Co-ordinated by an Enrichment Activities Co-ordinator, our students have access to over 100 enrichment activities which help to increase their cultural capital | £7,000 | Enrichment Activities Coordinator tasked with reporting on impact next academic year |
|
Attendance is monitored to ensure all students are above 96% |
Admin structure to monitor and maximise attendance |
£25,000 | Whole school attendance stays above National |
|
Careers Intervention Programme |
Designed by our National Award Winning Careers Advisor. Vulnerable students given priority to attend extended personalised careers interviews, a careers fair and world of work trips that raise aspirations | £60,000 | 0% NEET. |
|
Extra lessons for students in years 10 and 11 |
A tailor-made curriculum that includes extra English and Maths lessons for disadvantaged students in danger of falling behind in years 10 and 11 | £15,000 | English and Maths results at GCSE are improved |
|
Raising cultural capital of students |
Free theatre trips for disadvantaged students to help increase cultural capital and understanding of texts or plays studied at Key Stage 3 and Key Stage 4 | £5000 | English results at GCSE are improved |
|
Learning Resource Centre open to all students |
Staffed from 8:00 – 17:00 every day. Accelerated reading programme introduced in Key Stage 3 by librarians |
£55,000 | The number of no homework sanctions over the academic year are reduced for Pupil Premium students |
| Homework club | Supervised homework club that runs at the end of each school provides students with a quiet environment to work | £5,000 | The number of no homework sanctions over the academic year reduced for Pupil Premium students |
