Pupil Premium

Pupil Premium statement

We intend to have an impact on disadvantaged pupils’ learning, especially in relation to English and Maths.

Our rationale for spending is based on addressing the diverse needs or our highly mobile (300% + annual mobility) pupil population.  We do this through two main strands:

  • Increasing the capacity of our teachers to address pupil needs through additional training and resources
  • Mitigating individual or group pupil barriers to learning, as they arise

The effect of our spending is reported each year in the Head’s report to governors in each Autumn term.  The extract below #, from the pupil progress section, outlines the progress of disadvantaged pupils in relation to their peers, in terms of Maths and English measures given on admission and close to discharge from the hospitals.

Allocation for academic year 2020-21£14,182 (partially estimated)
Balance Brought forward from 2019-20£7,537
Planned expenditure for academic year 2020-21£21,664
Allocation for academic year 2019-20£11,165
 
Staff Training£903
Mitigating pupil barriers to learning£2,726
Total Expenditure academic year 2019-20£3,628

The WRAT (Wide Range Achievement Test) – is a published
psychometric assessment of literacy and numeracy functioning that
is given at the start and towards the end of the pupil’s admission. Parallel forms are used. This allows two tests of equivalent difficulty
containing different items to assess the value added by our
teaching. Being a standardised measure, it is possible to see the
effect of teaching and learning whilst taking into account the
expected changes due to age. Any increase in the standardised
score can be ascribed to the school. The average changes, over a
typical admission [for 2019-20] are:

In Maths Computation: +14 standard score points.
For disadvantaged pupils (looked after children and pupils eligible for the receipt of free school meals), typical progress was +16 standard score points.
This would be representative of progress from the low range to the average range (77 to 93).

In Word Reading: +10 standard score points.
For the disadvantaged pupils, typical progress was +11 standard score points.
This would be representative of progress from the low average to average range (89 to 99).

In Spelling: +11 standard score points.
For the disadvantaged pupils, typical progress was +14 standard score points.
This would be representative of progress from the low average range to the average range (86 to 100).

In Sentence Comprehension: +4 standard score points.
For the disadvantaged pupils, typical progress was +9 standard score points.
This would be representative of progress from the low average range to the average range (82 to 91).