Pupil Premium Strategy 2018/2019 – 2020/2021

(Updated Feb 2020 – Awaiting Governor Approval)

Pupil Premium is specific funding issued by the government to address the current underlying inequalities between students eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the students who need it most.

 

Pupil Premium is a government initiative designed to target resources on those students deemed to be from a disadvantaged background. Specifically the Pupil Premium money is provided for those students who have been on FSM at any point over the past 6 years (Ever 6) or those students who have been looked after continuously for at least 6 months (CLA). For this financial statement the Pupil Premium has a value of £935 per eligible student (FSM/Ever 6) and £1900 for CLA students or Post looked after children (LAC). There is also a smaller provision of £300 made for those students who have a parent in the armed services. It is not dictated how the Pupil premium money should be spent, it is the responsibility of individual schools to manage, but what is clear is that the money should be used to promote strategies which narrow the attainment gap between the highest and lowest achieving students.

 

The Pupil Premium funding has been and is being spent on initiatives and support set up to narrow the gaps between the highest and lowest achievers, which captures a large proportion of our Pupil Premium students. The initiatives invested in at Hanson are academic, pastoral and welfare based and Hanson’s approach is that of attendance being paramount, engagement and progress being essential followed by extra curricular activities being desirable.

This report highlights how the funding has been used and the impact that this has had, as well as highlighting what plans are in place for future spending.

School Overview

School Name Hanson School
Pupils in School 1636
Proportion of disadvantaged pupils 42.54%
Pupil premium allocation this academic year £533,224
Academic year or years covered by statement 2018/2019 – 2020/2021
Publish date September 2019
Review Date September 2020
Statement authorised by Richard Woods
Pupil Premium Lead Scott Delves-Holmes
Governor Lead

 

Hanson Context 

Hanson School is a large secondary school situated in the heart of Swain House estate, our main catchment areas consist of Swain House Estate, Thorpe Edge Estate, Ravenscliffe Estate and Undercliffe (BD2, BD10 and BD3).  The number of students on roll that are in receipt of student premium is much higher than the national average.

Barriers to Learning and Justification for Chosen Strands

The attainment gap between students from deprived backgrounds and their more affluent peers is well documented through all stages of education. After prior attainment, poverty is the single most important factor in predicting a child’s future life chances. Even the highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by the end of the Key Stage 1 (KS1) and the likelihood of a pupil eligible for FSM achieving the expected levels of progress are one third those of non-FSM student. The gap continues to widen through secondary education and persists into higher education. The Government therefore believes that making additional funds available to schools will give the poorest children who achieve less well a better start in life. At Hanson, the largest barriers for our disadvantaged students are those of poor attendance, lack of engagement in learning and with regard to future aspiration, lack of parental support and poor behavioural choices. Our carefully selected areas of focus reflect these barriers and focus on removing them.

Hanson Pupil Premium Numbers 2019/20

 

Year Group Cohort Size Pupil Premium in Cohort Proportion of Cohort
7 284 134 47.18%
8 288 148 51.39%
9 287 128 44.60%
10 265 111 41.89%
11 260 119 45.77%
12 134 32 23.88%
13 118 24 20.34%
Total 1636 696 42.54%
     
National average 14.1% (based on FSM)

 

Disadvantaged pupil performance overview for year 2018/19

  Hanson Bradford National
Progress 8 -1.16 -0.01 -0.03
Ebacc entry 8% 41% 37%
Attainment 8 27.29 42.4 44.7
Percentage of grade 5+ in English and maths 14% 35% 40%
(Data taken from: https://www.compare-school-performance.service.gov.uk/schools-by-type?step=default&table=schools&region=380&la-name=bradford&geographic=la&for=secondary)

Costings

All costings associated with staffing for pupil premium funding have been calculated as a proportion of actual salaries.  Costings are directly proportionate to the number of students in receipt of pupil premium and no single salary is paid for through pupil premium spend.  All additional responsibilities for pupil premium associated tasks have been devised as a direct result of staffing restructures to ensure that pupil premium spend is used effectively and maximises the opportunities for our disadvantaged students.

Pupil Premium Plan

Desired OutcomesChosen Action/ApproachReview Points
To ensure the management and responsibilities for pupil premium is fit for purpose and impacts positively on disadvantaged pupils in receipt of additional funding

Increased capacity within the Senior Leadership team to plan, coordinate and distribute pupil premium funding appropriately to ensure the monitoring, tracking and analysis of spend is impacting positively. An external review to be used to verify the planned spend to ensure Hanson coordinates and plans this effectively

Calendared assessment points for all year groups throughout the year.

Estimated spend: £9,000
Reading, writing and maths for KS3 students in receipt of pupil premium will be much higher and improved, showing a closure of the gap between pupil premium and non-pupil premium students.

Additional staffing of HLTA’s within the English and maths departments to allow for smaller class sizes and facilitate more bespoke, personalised interventions within these areas. (roughly £14,830.20)

Additional responsibilities and TLR with reading coordinator to facilitate effective monitoring of progress for disadvantaged students in the area of literacy and catch-up. (roughly £8,218.20)

An increased capacity to focus on transition to ensure knowledge of all disadvantaged students is clear and known prior to their arrival at Hanson and to support the interventions used to help close the gap and allow progress of these students, supporting the use of catch-up interventions and communications within this area. (roughly £9,726.50)

Progress assessed at each DC, employment and use of HLTA’s to be reviewed annually

Calendared assessment points for all year groups throughout the year.

Increased capacity to be reviewed after transition work to feed into next years planning to ensure efficiency and effectiveness

Estimated spend: £32,775
To ensure the progress 8 score for disadvantaged students is the same, as their non-disadvantaged peers

Increased capacity within the leadership team to allow for the continuation of the mentoring scheme for all year 11 students. Termly updates on the mentoring tracker used to inform teaching colleagues of the progress disadvantaged students are making and this will feed into the relentless focus of all department interventions to ensure that disadvantaged students make the same or better progress than their non-disadvantaged peers. This increased capacity is also to be used to embed effective engagement, lead on student voice to ensure the views and opinions of disadvantaged students are sought and to support the engagement of parents and students at events such as parent consultation evenings, open evening etc. (roughly £9,726.50).

Additional admin capacity to support in the creation and deployment of underperformance tables for each individual faculty area to effectively support the monitoring and intervening of underperforming disadvantaged students. This provision is to effectively support the pastoral systems newly in place to ensure all staff members have a relentless drive in supporting our disadvantaged students. (roughly £4,486.28)

Funding for revision and examination preparation in addition to that given throughout the school day. After school, weekend and holiday sessions delivered to a personalised high standard for selected disadvantaged students and spend to cover payment for colleagues delivering sessions and refreshments for students in attendance (roughly £40,000).

Daily after school provision to encourage disadvantaged students to work independently in a calm and safe environment where specialist staff are at hand to support. (roughly £4,000).

The allocation of the “Achievement Fund” to ensure that disadvantaged students are not placed at a financial disadvantage when resources are needed, such as revision guides. Access to this fund is via application only. (roughly £25,000)

Additional leadership capacity to the pastoral team to increase the effectiveness and outcomes for disadvantaged students through the additional roles of KS3 and KS4 Directors. These roles increased capacities will support the pastoral teams in ensuring progress and attainment of all disadvantaged students is exemplary alongside providing all pastoral support needed – a relentless focus on academic progress and attainment. (roughly £41,328)

Termly review and monitoring of the mentoring scheme to ensure effectiveness and roles and responsibilities to be reviewed termly to ensure student voice and active participation at consultation and open evenings increases and is effective.

Calendared assessment points for all year groups throughout the year and continual dialogue on a weekly basis through the use of link meetings

To be reviewed half termly in the lead up to exams to ensure effectiveness and active participation.

Estimated spend: £124,540
Raised aspirations for disadvantaged students. To ensure ambitions for all students are supported relentlessly with a specific focus on students in receipt of pupil premium.

The allocation of additional careers advice to offer impartial guidance to all disadvantaged students. All Yr11 students will be interviewed by a member of leadership team. (roughly £8,000)

Extensive support through increased capacity will be given to students who submit both post 16 and post 18 applications with personalised pastoral support for all disadvantaged students remaining throughout Hanson’s sixth form provision. (roughly £28,202.44).

Peripatetic music lessons are offered to all pupil premium students throughout KS3 and to those who opt to take GCSE music lessons in KS4 to actively improve engagement, enjoyment and love of learning. Applications must be completed to access this resource. (roughly £3,333).

“Pupil Premium Trip Fund” allocated to support the encouragement of disadvantaged students attending extra curricular activities, trips and residentials. Applications completed by staff member proposing trip and submissions reviewed regularly by SLT. (roughly £50,000).

‘Bursary Bid Fund’ to encourage subject specific support within department areas to increase participation and engagement to help progress of disadvantaged students. Applications completed by staff member and submissions reviewed regularly by SLT. (roughly £18,000)

Summer school funding to support effective transition and engagement in liaison with youth support services to actively seek the participation and ‘buy-in’ from Yr6 disadvantaged students prior to their commencement at Hanson. Funding covers most of the costs for staffing, venues, activities and meals/beverages for the full duration of the summer school period. (roughly £30,000).

Termly reviews to ensure guidance is progressing and purposeful. Transitional aspects to be reviewed annually to inform best practise for next academic year

Calendared assessment points for all year groups throughout the year.

Termly monitoring of participation and spend to ensure effective use of peripatetic lessons

Regular monitoring throughout the year by senior leaders to ensure ALL spend actively involves disadvantaged students in external trips.

Regular monitoring throughout the year by senior leaders to ensure ALL spend actively engages disadvantaged students within all subject areas.

Annual review to reflect and evaluate effectiveness to feed into following year for best practise.

Estimated spend: £137,535
Disadvantaged students are well supported in all areas including those outside of academia. Wellbeing support for disadvantaged students will be outstanding.

‘Emergency fund’ to support disadvantaged students in emergencies to support families financially with features such as uniform vouchers and/or items of uniform and purchasing of essential equipment for school. (roughly £20,000).

Providing school lunches and home support with food for interim periods whilst relevant agencies resolve needs and support individual circumstances (roughly £2,000).

‘Time to Talk’ (TTT) support within school to provide emotional support to disadvantaged students by a youth support worker for 10hours per week across two days for the full academic year (roughly £10,000).

Funding allocated to CLA students is ring-fenced for specific support through tuition, specific resources and requests made through PEP and LAC reviews (roughly £20,900). Regular monitoring throughout the year by senior leaders to ensure ALL spend is accounted for and appropriate.

Regular monitoring throughout the year by senior leaders to ensure ALL spend is accounted for and appropriate.

Termly review to monitor use and participation

Regular monitoring throughout the year by Assistant Headteacher (SEND and CP) in liaison with social workers and LAC team.

Estimated spend: £52,900
Positive Discipline. School statistics show that disadvantaged students are more likely to be absent, excluded or misbehave. Desired outcome is to ensure the gap is narrowed, if not closed, for all attendance and behavioural instances between disadvantaged and non disadvantaged students.

Positive Discipline. School statistics show that disadvantaged students are more likely to be absent, excluded or misbehave. Desired outcome is to ensure the gap is narrowed, if not closed, for all attendance and behavioural instances between disadvantaged and non disadvantaged students. The Positive discipline system is in use and is evolving to meet the needs of our most vulnerable students to ensure they are fully engaged and make the most from their learning – this is overseen by two SLT members (roughly £21,700).

Weekly review meeting to discuss alternative provisions, managed moves, attendance and NEET students to ensure all stakeholders are held to account. A relentless drive to improve the behaviour and attendance of disadvantaged students will be used to close the observed gap in student’s attendance. (roughly £2,584).

Regular communications with alternative provisions will be used to effectively monitor and support disadvantaged students being educated off site and the broadened staffing of the Child Protection team are to support with the engagement of families and external services when appropriate to reintegrate, catch-up and allow students in receipt of pupil premium to make progress. (roughly £4,486.28).

Expansion and re-structure of the pastoral team throughout all year groups will be used to effectively support and meet the needs of all disadvantaged students. Pastoral staff roles expanded to support progress, attainment and wellbeing and administration support is also provided to ensure no single student is missed and all progress is closely monitored by all. (roughly £38,541).

HSLO provision to be expanded by a further two members to focus on the relentless drive to increase attendance and punctuality of pupil premium students (roughly £13,075).

Employment of family support officer to be used to support disadvantaged students in receipt of pupil premium when they are in school. The provision is to support the reintegration and engagement of pupils back into school and mentor/coach them to make the right choices and decisions once in school. (roughly £12,505.20)

An increased capacity with the senior attendance officer has also been deployed to support the roles of the HSLO’s and the assistant head of behaviour and attendance to provide additional scope for monitoring, tracking and analysing trends within the pupil premium cohort to ensure rigour is applied in making all disadvantaged attends attend and engage (roughly £8,677).

Attendance incentives are to be used effectively to support the attendance of disadvantaged students. Reward trips take place to reward positive attendance and marked improved attendance. Fines and legal proceedings will be instigated where required to improve attendance. (roughly £8,000).

The leasing of a new school mini bus will be deployed specifically to improve the attendance of our disadvantaged students. HSLO’s will support with the manning of the bus to ensure all students not accounted for in school are visited and brought into school – cohorts for this provision are solely focused on disadvantaged groups (roughly £4,800). pupil premium funding

Constant reviews throughout the year to ensure effectiveness and purposeful impact.

Provisions and progress reviewed weekly within meetings

Constant reviews throughout the year to ensure effectiveness of provisions

Calendared assessment points for all year groups throughout the year.

Provisions and progress reviewed weekly within meetings to monitor attendance of disadvantaged students

Calendared assessment points for all year groups throughout the year.

Calendared assessment points for all year groups throughout the year.

Half termly to ensure incentives are effective and impactful on attendance and engagement

Termly review to ensure use and priorities are focused on pupils in receipt of pupil premium funding

Estimated spend: £114,368
To support disadvantaged students, across areas of cognition and learning, to ensure that they are appropriately supported and any possible learning barriers are removed. Disadvantaged students will be supported beyond the classroom, where appropriate by specialist services, to ensure every chance of success.

Support services through teams such as the Educational Psychologist and the Learning and Cognition team to help support the needs of our most vulnerable students within aspects of their learning and inform teaching to meet needs, support progress and close the gap (roughly £8,000).

Nominal contribution towards schools site licenses such as ‘My Maths’, ‘CPOMS’, ‘Show my Homework’, ‘G&L Assessments etc. to support academic needs and wellbeing (roughly £2,000).

Access arrangements support to help remove barriers to learning through use of specialist assessor in line with JCQ regulations for our disadvantaged students (roughly £7,000).

Employment of 2 additional learning support assistants to support the needs of our most vulnerable pupils within class and throughout interventions to support literacy and numeracy progress. (roughly £10,037.26).

Regular reflection and use of services throughout the year to ensure support and guidance is in place.

Annual review for use and access to feed into next academic year.

Half termly monitoring to ensure disadvantaged pupils are supported in removing their learning barriers.

Annual review to justify additional staffing to ensure staff members are impacting on disadvantaged student progress.

Estimated spend: £37,037
To ensure that all students attend school well fed, cared for and ready for learningIn addition to the spending outlined above, 447 students on roll at Hanson are in receipt of free school meals and Hanson strive to ensure that these students are provided with a healthy, well-balanced, warm meal every day (£2.35 x 447 students x 5 days per week x 39 weeks in academic year).Annually by SLT
Estimated spend: £204,838
Total Estimated Spend: £712,993
Total Allocation: £533,224