PUPIL PREMIUM WEBSITE STATEMENT
Additional funding has been provided to schools in England and this is known as the Pupil Premium Grant (PPG). This should be used to “raise the attainment of disadvantaged pupils and close the gap between them and their peers.” (Department of Education, February 2014). At The Hollins we strive to ensure that every student is given the best possible support to enable them to reach their full potential, therefore the PPG has a particular resonance with the ethos and culture at The Hollins. The pupil premium has allowed us to fully fund as well as subsidise particular areas in school which has provided our more disadvantaged students with the scope to improve their learning opportunities, whilst on many occasions letting us improve provision for other students who do not qualify for pupil premium.
In 2013/14 the additional funding amounted to £197,100 and helped the school to provide:
- Employment of two proven specialist Pastoral Support Managers who help manage day to day welfare and pastoral care so that the students affected are able to access the curriculum and continue to make progress despite their circumstances (partial: £28,652).
- Provision for 1-to-1 support with a particular focus on English and maths (partial: £45,000).
- Purchase of individually tailored college courses for those students for whom the curriculum or expectations are not appropriate (£10,000).
- Literacy boxes to raise awareness and support the development of literacy skills across the curriculum (£5,000).
- Employment of an in-school counselling service to support the management of complex needs (partial: £10,345).
- A subsidy for peripatetic music lessons so that these are affordable with special allowance made for students eligible for free school meals (£1350).
- Additional funding provided for the employment of an Attendance Improvement Worker which has resulted in an overall improvement in attendance (partial: £6,600).
- Employment of an Extended Services manager who delivers subsidised extra-curricular activities with extra allowance made for students deemed to be disadvantaged (£42,190).
For the year 2014/15, the indicative PPG is £218,155. We plan to continue with the strategies listed and in addition are planning to provide:
- A more cohesive mentoring scheme led by a member of staff, ensuring that the more disadvantaged students are given extra personalised support, plus associated budget (£3,000).
- Additional CEIAG (Careers Education, Information And Guidance) to ensure that aspirations are raised appropriately (partial: £8,006).
- Intervention monitoring, with a named member of staff who will monitor this, to ensure that all of the aforementioned activities do actually have an impact on the achievement, well-being, self-esteem and confidence of the PP students (£500).
- A parental engagement plan that will aim to break down any barriers of parental-school communication (£1,000).
- A PP focus within our transition process with our main feeder primary schools (£2,000).
- A PP trip account to ensure that financial constraints do not prevent our more disadvantaged students from being exposed to the same experiences as other students (£5,000).
|Year 11: Indicator (using data from RAISEonline for 2011-2014. Definition of FSM for this purpose is the same as RAISE – those pupils eligible for the Pupil Premium under the ‘Ever 6’ measure. CLA and service children in later section).
– means NPP is higher than PP; + means PP is higher than NPP.
|2011 gap between PP and NPP||2012 gap between PP and NPP||2013 gap between PP and NPP||2014 gap between PP and NPP (unvalidated)|
|Attainment – 5+ A*-C passes including English and mathematics||-32.0||-14.0||-29.0||-23.0|
|Attainment – average points score in English||-5.4||-6.4||-7.7||-4.4|
|Attainment – average points score in mathematics||-8.4||-6.2||-8.0||-5.7|
|Attainment – average points score (best eight GCSEs only)||-68.9||-59.1||-85.1||-54.2|
|Attainment – average points score (best eight GCSEs including equivalents)||-46.0||-49.0||-78.8||-46.4|
|Progress – expected progress in English||-8.0||-22.0||-29.0||-26.0|
|Progress – more than expected progress in English||–||–||-20.0||-22.0|
|Progress – expected progress in mathematics||-25.0||-4.0||-17.0||-11.0|
|Progress – more than expected progress in mathematics||–||–||-26.0||-16.0|
|Progress – value-added score||-13.8||-47.3||-66.2||-25.1|
|Persistent absence (FSM, >15+% sessions)||+18.4||+12.8||+6.6|
|Fixed-term exclusions (FSM)||+15.8||+15.6||+8.6|
- A bidding system whereby staff can bid for funds in order to raise achievement of both PP and non-PP students (£open).
We are showing steady improvements in terms of “closing the gap” between our disadvantaged students and all other students as the following table shows.