Pupil Premium Spending
Information about what we achieved in 2018/19
The pupil premium funding for 2018/19 was £188,870 and we had 220 eligible students.
The barriers identified were:
· The attendance of PP students
· Overall progress in open element subjects
· Overall literacy
· The attainment in mathematics and English focusing on a strong pass (grade 9-5)
In 2018-19 we focused on ensuring that attainment for the disadvantaged students remained strong in English and mathematics - the % of disadvantaged students attaining a grade 5 in these subjects was a priority for us. The progress for disadvantaged students did increase within the area of English to +0.002. Our basics measure of 5+ was very strong in English, at 65.4%, (51.2 in 1718) and our 4+ measure was also strong in both core subjects, with a combined 61.5% (53.7 in 1718). 4+ in maths came in at 65.4%, up 7% from last year’s 58.5%; although we experienced a drop in the 5+ measure.
Ebacc progress overall also remained positive, continuing last year’s trend, though dropped slightly on last year’s figures. Value added in science (0.227) remained positive. Progress in the open element however took a slight decrease – this therefore remains a focus for 19-20.
All figures are for the 26 students who followed a mainstream curriculum.
In 18-19 we continued to spend the majority of our funding on English and Maths. This ensured that our year 11 students achieved the grades to enable them to progress throughout the curriculum and on to post 16, training and employment. We also gave attention to improving the literacy and numeracy levels of students in the foundation curriculum, which ensured that they built the skills in readiness for GCSE courses. We continued to ensure disadvantaged students made strong progress in the EBacc subjects.
In summary, our focus areas for 2018-19 were:
· Continuing to improve the attendance of disadvantaged students so that it closely matched that of all students nationally.
· Ensuring disadvantaged students achieved well across the curriculum, with a particular focus on progress in the Open element.
· Continuing to improve the attainment in the basics for disadvantaged students with a focus on securing strong pass grades (5+). Middle ability pupil premium students made the least progress across the curriculum in 17-18. In the 18-19 cohort, middle ability pupils formed the largest number of students (15). Ensuring that this cohort attained well in the core should lead to an increase in progress across the curriculum.
· Working to improve the predicted progress data for the Higher ability pupil premium students within school
· Ensuring the most vulnerable students had the daily support they needed to help them to get the most out of school and counter the multiple deprivations they often have.
In 2018-19 we succeeded in these areas:
· Attendance of disadvantaged students closely matches that of FSM6 nationally and we have a smaller in school variance between PP and non-PP attendance than national data, which shows a gap of 3.6% between FSM6 and non-FSM pupils (4.5% - 8.1% of sessions missed - taken from most recent government data available). At Redhill, this gap is 3.1% and our PP pupil data stands at 8.6% of sessions missed. This is down from 8.8% last year and we have a stable 3 year trend.
· Basics score at a grade 5 + for pupil premium was over 40% in English
· Permanent exclusions were maintained from the low figures in 2017-18 and significantly below national averages for previous years (just 1 pupil). FTE during 2018/2019 were 34 (2.7% of total pupils) - 20 Non-PP / 14
PP. Although this is an increase of 6 from 2017/2018, prior to this we had seen a 4 year decrease in the number of FTE year-on-year. This figure is still well-below the national average for PP FTEs (6.7% vs 13.2%).
· Disadvantaged students move onto appropriate education, employment or training opportunities after they leave us – 100% of our PP pupils have a post-16 destination, from internal data analysis.
· Middle ability students improved in progress in the core areas, achieving -0.399 in maths and -0.089 in English, compared to -0.4 and -0.168 in 1718.
· Higher ability students achieving a 5+ in English increased by 6.7%, showing an uplift in literacy levels.
We are currently in the process of creating our action plan for 2019-20.
Pupil Premium Contacts
If you wish to discuss Pupil Premium support at Redhill school either contact Mrs E Mills (Finance Assistant) or Mrs C Wakefield (Assistant Head Teacher)