Pupil Premium Grant

Academic Year 2020 - 2021

School lead: Lyndsay Roe Funding: £153 197

Pupil information:

Qualifying pupils for pupil premium	Free school meals (Current & Ever6)	Adopted from care	Children in care	Service families
Numbers involved	181	6	8	3

Barriers to Learning

In-school barriers
A	Literacy skills across all year groups required for a solid foundation for good progress in GCSE years
B	Basic numeracy skills across all year groups required as a foundation for good progress in GCSE years.
C	Disadvantaged students who are classed as ‘middle ability’ from their KS2 assessments making less progress by the end of KS4 than their peers
D	Disadvantaged students, particularly those eligible for free school meals, showing a lower “Learner Self Regard” than non-disadvantaged students
E	Substantial proportion of disadvantaged students (15%) also with Special Educational Needs.
External barriers
F	Attendance issues for small groups of pupils eligible for Pupil Premium having a detrimental effect on their academic progress (including medical issues that result in lower attendance for disadvantaged students).
G	Emotional instability – access to EHWB, as well as other significant external factors which require family support (often having knock in impact on attendance of disadvantaged students).
H	Social & Financial instability - access to equipment, uniform, revision materials, transport to school (sometimes resulting in lower attendance in disadvantaged students or lack of engagement with independent learning outside of school and hence not maximising progress).
I	Parental engagement

Targets for this Academic Year:

Further close the gap between disadvantaged and non-disadvantaged student outcomes.

Barriers addressed by target: A, B, C, D, E, G, H, I

Address issues that caused loss of learning during closure

Barriers addressed by target: A, D, E, G, H, I

Increase disadvantaged student attendance and engagement

Barriers addressed by target: D, F, G, H, I

Spending Plan:

Staffing costs with pedagogical development and sharing across the curriculum, with particular focus on literacy and numeracy.
Introduction of Staff Project Fund to aid in development and sharing of pedagogy
Funding to support students increase cultural capital by engaging with school trips and arts education
Funding for Family Support Worker
Family support for: uniform, lockers, equipment and resources, temporary transport issues and breakfast
Staffing costs associated with the National Tutoring Programme
External careers advisor costs
Costs for resources to be used for redeveloped InspireEd programme

Action plan:

Target	Description of support	Monitoring
Further close the gap between disadvantaged and non-disadvantaged student outcomes.	Family Support Worker available to work directly with disadvantaged families. Financial assistance for school trips to increase cultural capital and aspirations External Careers Advisor appointments for disadvantaged students Financial assistance for arts education including music tuition to increase cultural capital and aspirations Use of IT software to raise staff awareness of disadvantaged students Staff project fund launched to assist with purchasing resources for use with students National Tuition Programme used for small group and 1:1 tuition Staff CPD on Wednesday afternoons to enable discussion and development of pedagogy	Communication log Individual student records Student voice Parent voice Staff voice PASS survey analysis Reading age analysis PTM analysis Progress report analysis GCSE data analysis Learning walks/drop-ins Attendance data analysis Post-16 applications Audit of seating plans Analysis of staff project fund usage
Address issues that caused loss of learning during closure	Individual student barriers identified and addressed Access and referral to external, qualified counsellors Provision of resources to enable effective blended learning Application to Government initiative to provide ICT facilities to disadvantaged students in further blended learning situations	Communication log Individual student records Student voice PASS survey analysis Progress report analysis
Increase disadvantaged student attendance and engagement	Family Support Worker and Attendance Officer to work with families and EIPT to increase attendance Attendance incentives used to promote positive attendance Provision of breakfast/break snack for students entitled to free school meals Financial assistance for uniform, removing a barrier to attendance Re-designed InspireEd programme to be re-launched once Covid restrictions allow. The new programme will utilise activities from lockdown as a base for conversations focusing on aspirations and resilience	Communication log Individual student records PASS survey analysis Attendance data analysis Analysis of budget Sanctions analysis Student voice Form time learning walks

This plan will be reviewed annually.

Academic Year 2019 - 2020

School lead: Mark Grimsey Funding: £163,555

Pupil information:

Qualifying pupils for pupil premium	Free school meals (Current & Ever6)	Adopted from care	Children in care	Service families
Numbers involved	172	8	11	7

Spending Plan:

Staffing costs related to additional intervention in English, maths and science
Additional staffing costs to run InspirEd programme
Funding for Family Support Worker
Family support for: uniform, lockers, trips, equipment and resources, menstrual products, challenge residential, temporary transport issues and breakfasts

Targets for this Academic Year:

To continue to work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students
To improve the aspirations and outcomes of all ability students
To improve parental engagement, including attendance at parents’ evenings
To improve the attendance of disadvantaged students who are Persistent Absentees
To support the personal development of students, particularly around aspirations and resilience

Action plan:

Approach/resource	Description of support	Measuring Impact
Work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students	Additional 20 hours per fortnight intervention provision each to English, maths and science departments to focus on small groups with particular weaknesses Funded places for students to attend a school run residential revision weekend Collapsed timetable from Easter enabling extended revision crammers for all Year 11 students Targeted form time intervention programmes in English, maths and science at KS3. Creation of subject specialist Year 11 form groups for English, maths and science from Easter	Analysis of student results Summary: Due to students not sitting GCSE exams, analysis of outcomes is based on the grade the students were awarded in August 2020. The gap between disadvantaged and non-disadvantaged students has further narrowed, and the disadvantaged students results were almost equal to the school P8 figure for the previous year. Due to school closure, many of the intervention strategies that would have been used towards the end of the academic year were unable to happen.
To improve the aspirations and outcomes for all students	InspirEd programme to be delivered in school Year 8-10 residential to get to know students’ aspirations better and challenge them	Monitor student attendance at sessions Student voice Summary: Students in year 11 received a 1:1 appointment with an external careers advisor to discuss their aspirations and routes for post-16 study. Many students found this helpful when makling choices. InspireEd programme continued to run, however student uptake and attendance was low and the programme needs reconsidering for 2020-21. Students attending the challenge residential enjoyed the trip and benefited from the opportunity to challenge themselves, however as the trip targeted similar students to the year before it has been decided that it will now run every other year.
To improve parental engagement, including attendance at parents’ evenings	Parental information pack issued to all families showing entitlement and contacts Family Support Worker available at all parents’ evenings for private discussions	Student record system analysis Analysis of parents’ evening attendance Summary: Parent information packs are still issued to families and used to begin the conversation around the support available. Many parents take up the opportunities offered in the packs. The Family Support Worker has developed positive relationships with parents, empowering them to contact her for advice and support on a variety of issues. This has enabled early, student specific intervention to occur.
To improve the attendance of disadvantaged students who are Persistent Absentees	Use of Educational Welfare Officer 1 day per week Praise postcards for good attendance Targeted actions by Family Support Worker Free menstrual products	Home visits Regular monthly attendance reviews Action plans for individual students depending upon circumstances Summary: Educational Welfare Officer utilised to support attendance until March 2020. Specialist Attendance Officer appointed Sept 2019 and able to perform similar role. Disadvantaged student attendance on average 3% below that of non-disadvantaged students. Through our own service and that of the Government scheme, we offer free menstrual products to all students. During school closure however disadvantaged students attended more online lessons than their peers.
To support the personal development of students, particularly around aspirations and resilience	Deliver an internally developed, fully differentiated, InspirEd programme to students across all year groups. Regular senior mentoring meetings Daily breakfast club with the opportunity to discuss issues Family Support Worker available in school for student and parent drop in	Monitor student attendance at sessions Student voice Mentoring notes Student record system analysis Summary: InspireEd programme continued to run, however student uptake and attendance was low and the programme needs reconsidering for 2020-21. Senior Mentoring meetings did occur, however many students chose not to attend and student voice suggests that students did not engage fully with the process. The evidence to support mentoring both externally and internally has meant this programme will not be continuing in 2020-21. Many students took advantage of the breakfast club, improving their mindset for morning lessons. Due to current restrictions this is unable to continue at present, although students are still able to access their allowance at break time to help them maintain focus until lunch.

Case Studies:

Student A, a year 11 PP student, has always had a love of music and has benefitted from subsidised music tuition, enabling her to exceed her target in GCSE music. Lower in the school she struggled with confidence and had some issues with friendship groups. She attended the Challenge Residential in year 10 and engaged in the InspireEd programme, building her confidence and resilience. She was able to apply this resilience to her studies, and was motivated to achieve her full potential. In year 11 she had a 1:1 appointment with an external careers advisor to consider her future plans. She considered both 6^th form and college, but when she met or exceeded all her GCSE target grades decided to stay at Southfield to persue A Levels and BTecs. She is now considering her plans for when she finishes these courses.

Student B was a mid-year admission, who had moved across the country to live with a different parent. When she started at Southfield she didn’t know anyone and was nervous. We issued her with full uniform so she was able to start school as soon as possible on an equal footing with the other students. Throughout the year our Family Support Worker has provided support to both the student and her parent, particularly with regards to natural development and puberty in girls, empowering the parent to engage with the student. Student B attended the Govillon challenge residential, utilising the opportunity to make friendships within her peer group and enabling her to feel more settled with school. Student B is now a valued member of the school community, her attendance is high and she has made strong friendships within her peer group.

Academic Year 2018 - 2019

School lead: Mark Grimsey Funding: £140,720

Pupil information:

Qualifying pupils for pupil premium	Free school meals (Current & Ever6)	Adopted from care	Children in care	Service families
Numbers involved	178	7	9	4

Spending Plan:

Staffing costs related to additional intervention in English, maths and science
Additional staffing costs to run InspirEd programme
Funding for Family Support Worker
Family support for: uniform, lockers, trips, equipment and resources, menstrual products, challenge activities, temporary transport issues and breakfasts

Targets for this Academic Year:

To continue to work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students
To improve the aspirations and outcomes of all ability students
To improve parental engagement, including attendance at parents’ evenings
To improve the attendance of disadvantaged students who are Persistent Absentees
To support the personal development of students, particularly around aspirations and resilience

Action plan:

Approach/resource	Description of support	Measuring Impact
Work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students	Additional 20 hours per fortnight intervention provision each to English, maths and science departments to focus on small groups with particular weaknesses Funded places for students to attend a school run residential revision weekend Collapsed timetable from Easter enabling extended revision crammers for all Year 11 students Targeted form time intervention programmes in English, maths and science Creation of subject specialist Year 11 form groups for English, maths and science from Easter	Narrowed the GAP between disadvantaged and all pupils from over 1 grade to less than 0.75 25 out of 32 took subsidised places on the revision weekend for English, maths and science. Form groups selected and ran from Easter through to the end of the year. The gap narrowed compared to the previous year in terms of progress. The disadvantaged students arrived with an average KS2 score lower than the non-disadvantaged students. Student feedback from those who attended intervention forms and the revision weekend was very positive. Figures were skewed negatively by several late arriving mid-year admissions in year 11 and some persistent absentees.
To improve the aspirations and outcomes for all students	InspirEd programme to be delivered in school Year 8 trip/event to get to know students’ aspirations better Challenge events offered to all students	Monitor student attendance at sessions Student voice The InspirEd programme was developed and delivered to all year groups. The feedback from those who attended was very positive with higher uptake in Year 7 which will hopefully feed through into Year 8 next year. The Year 8 trip was replaced with a week-long residential for 24 students from years 8 to 10.This was a really successful week in terms of showing students that when things get tough, they can persevere through.It also increased their cultural capital greatly.
To improve parental engagement, including attendance at parents’ evenings	Parental information pack issued to all families showing entitlement and contacts Family Support Worker available at all parents’ evenings for private discussions	Student record system analysis Analysis of parents’ evening attendance Summary: The parent support worker has attended all parents’ evenings and built positive relationships with families. With a single point of call, parents are much more likely to make touch and discuss the situations that arise.
To improve the attendance of disadvantaged students who are Persistent Absentees	Praise postcards for good attendance Targeted actions by Family Support Worker Free menstrual products	Regular monthly attendance reviews Action plans for individual students depending upon circumstances Summary: During the year we used the services of a specialist 1 day per week to work on the attendance of our Persistent Absentees. This year the school Persistent Absentee rate has dropped from 11% down to 8%. Home visits for poor attendance Praise postcards were sent out at the end of each long term to congratulate high attendance and encourage others to improve their figures. Through our own service and that of Red Box, we offer free menstrual products to all students.
To support the personal development of students, particularly around aspirations and resilience	Deliver an internally developed, fully differentiated, InspirEd programme to students across all year groups. Regular senior mentoring meetings Daily breakfast club with the opportunity to discuss issues Family Support Worker available in school for student and parent drop in	Monitor student attendance at sessions Student voice Mentoring notes Student record system analysis Summary: All of the support planned was delivered and had a positive impact. Senior mentoring allowed 1 to 1 conversations with monthly action plans to support the PP students. The Family Support worker has built up excellent relationships with the students at breakfast club and in many cases with their families too through home contact or parents’ evenings. Those attending InspirEd sessions felt they were really worthwhile however the challenge is to get a higher uptake in the upper school.

Case Studies:

Study 1

Student A, a Year 9 student who receive PP funding and who also is on the Special Needs register was invited on to a residential for a week. During the residential, the student managed to take part in a full range of outward bound activities as well as a range of social and life skills. The student’s confidence was greatly improved and her eyes were opened to a world well beyond her normal sphere of everyday life. The opportunity to have these experiences has enabled the student to write and verbalise about a much wider range of experiences. The social skills gained through this experience has set the student up much better to cope with group work and life in general.

Study 2

Students in Year 10 who study GCSE PE are offered the opportunity to go away on a short residential to improve their rock climbing skills. These skills are then assessed against the GCSE criteria and go towards their final grade. Students who would not necessarily be able to afford this, and thus gain lower GCSE PE grades, are financially supported and encouraged to take up this opportunity. Those who attended gained very high assessment grades for the Rock Climbing element of their GCSE.

Pupil Premium Grant

Academic Year 2017 - 2018

School lead: Mark Grimsey Funding: £134,120

Pupil information:

Qualifying pupils for pupil premium	Free school meals (Current & Ever6)	Adopted from care	Children in care	Service families
Numbers involved	155	5	3	4

Spending Plan:

Staffing costs related to additional intervention in English, maths and science
External Organisation to run TalentEd programme
Funding for staff in the Student Support Team
Family support for: uniform, trips, equipment and resources, private tutoring, transport and breakfasts

Targets for this Academic Year:

To continue to work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students
To improve the aspirations and outcomes of high ability students
To improve parental engagement, including attendance at parents’ evenings
To improve the attendance of disadvantaged students who are Persistent Absentees
To support the personal development of students, particularly around mental health and resilience

Action plan:

Approach/resource	Description of support	Measuring Impact
Work towards narrowing the gap in achievement between disadvantaged and non-disadvantaged students	Additional 20 hours per fortnight intervention provision each to English, maths and science departments to focus on small groups with particular weaknesses Funded places for students to attend a school run residential revision weekend Collapsed timetable from Easter enabling extended revision crammers for all Year 11 students Targeted form time intervention programmes in English, maths and science Creation of subject specialist Year 11 form groups for English, maths and science from Easter	Students meeting or exceeding their targets 63.2% for non-disadvantaged and 57.6% for disadvantaged. Non-disadvantaged APS = 5.58, disadvantaged APS = 4.09 60% met or exceeded their target in Eng Lang 55% met or exceeded their target in Eng Lit 65% met or exceeded their target in Maths 82% met or exceeded their target in Combined Science All students invited and encouraged to attend. Places funded on Revision Weekend for FSM students Year 7, 8 and 9 form time interventions run by Heads of English, maths and Science Y11 specialist form groups run from Easter by Heads of English, maths and Science Summary: There was some significant success with certain students, however, making an impact with all was a challenge due to persistence absentees.
To improve the aspirations and outcomes of high ability students	Run a TalentEd programme for selected Year 9 and Year 10 students Programme ran for 21 weeks with 8 places for Year 9 and 8 places for Year 10	Student voice – majority of students enjoyed the programme. Some activities not differentiated enough between year groups Staff voice – improvements in behaviour and attitude noted Summary: The programme was good and met the needs of those who attended mostly, however, the length of the course and the same materials used for Year 9 and Year 10 has led us to implement our own “improved” version.
To improve parental engagement, including attendance at parents’ evenings	Phone calls, letters, emails to parents in advance of parents’ evenings. Non-attendance followed up by School lead. Improved communication logging by Student Services team and other staff	Family Support Worker employed. In regular contact with students and parents Offering appointments at all parents’ evenings in future Summary: The need to be in such regular contact with parents and students has led to the employment of a Family Support Worker who is already making a significant impact for the students.
To improve the attendance of disadvantaged students who are Persistent Absentees	Weekly meetings for the Student Support Team to improve coordination of information Timetabled line management meetings for Student Support Team members Implementation of colour coded attendance percentages on parental reports. Parental letter appropriate to student attendance percentage sent home.	Family Support Worker now taking the lead on disadvantaged student attendance Colour coded reports issued for attendance Praise postcards for great attendance Three extreme cases in Year 11 where no impact on attendance Summary: The Family Support Worker is already making regular contact with parents and students to get them in to school.
To support the personal development of students, particularly around mental health and resilience	Appropriate sessions on Personal Development days TalentEd programme Senior Mentoring	Custom activities on Year 8 Personal Development Day for disadvantaged students. TalentEd programme completed Senior Leader mentoring once per month for Year 11 Summary: All of these actions made a positive difference and will be continued with even greater work done on the content of the activities.

Case Studies:

Study 1

Student A, a Year 11 on Free School Meals, had Senior Mentoring on a monthly basis. She mentioned that she did not feel confident in English and would like to be in an intervention class. PP money funded additional revision guides for her. She spent time working independently as she was withdrawn from Religious Education by parental request. Checking the timetable, there was suitable English intervention on at the time of her independent study so the mentor arranged through the English Curriculum Leader to attend the intervention sessions. With target grades of 4 for both English Language and Literature, the student achieved a grade 4 in Language and a grade 5 in Literature.

Study 2

A disadvantaged student in Year 11 had poor attendance. The student lived in a different town and was highly anxious about travelling alone on public transport. Her family situation was difficult. Through discussions with the student and family, a range of measures were put in place to ensure the student attended as many days as possible in school and that she completed all her examinations. The measures involved, taxis, collection by staff, regular communication to identify where the student was staying and support with uniform. The actions here ensured the student completed all 8 qualifications and although she did not achieve her target grades, she passed all of them and this has allowed her to progress on to a college course of her choice.

Study 3

A year 9 student was in the TalentEd group. She regularly attended the after school sessions and took part fully in the discussions and activities. Staff commented on how the student’s attitude towards school had changed from being very negative and troublesome in normal lessons to being much more positive with her regularly staying after school. The student enjoyed having an external tutor to discuss issues with and also commented that her achievements included “to show my thoughts on a certain topic and be more confident with my ideas to back them up”

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