Pupil premium funding
INA Pupil Premium Strategy 2017-18 and Review of Pupil Premium Exenditure 2016-17
Disadvantages that Pupil Premium students may face at INA
It is problematic to make generalisations regarding the type of disadvantages that pupils whose family are eligible for Pupil Premium may face. Some are very high attainers; some come to school significantly behind age expected levels of attainment. Some are currently eligible for FSM; others may have been in the past. Some live in very challenging home environments; others do not. However some of the disadvantages that some INA pupils who are Pupil Premium face are:
- Low levels of literacy and/or numeracy
- Few books in the home
- Cramped home conditions which make independent study a challenge
- Insufficient and irregular supply of nourishing meals
- Lack of money for resources to support the curriculum
- Lack of opportunities to learn beyond the taught curriculum.
Secondary Pupil Premium Funding
For 2016-17, Isaac Newton Academy received £274,890 of pupil premium funding for 294 secondary students to support the staff in ensuring that students eligible for Free School Meals maximise their potential and achieve top grades, in line with all students.
At the Academy we have chosen to invest in smaller class sizes for Maths, English, Science and Humanities lessons in the secondary school. In 2016-17 six forms of entry were divided into 8 teaching groups in Years 8, 9 and 11, with the lower attaining groups in Maths and English comprising an average of 10-12 students. These smaller groups enabled the staff to differentiate and personalise the teaching of literacy and numeracy skills even more effectively, ensuring that students from socio-economically disadvantaged backgrounds were making the progress and achieving the levels required to excel across the curriculum. In Years 7 and 10 the students were taught in 7 groups. This arrangement cost around £280,000.
At Isaac Newton Academy, every student learns to play a Big Band instrument: the saxophone, trumpet, trombone, keyboard, drums or guitar. Every PP student has been provided with a brand new musical instrument to take home and to use exclusively for 3 years. The cost of the Year 7, 8 and 9 PP students’ Big Band instruments is approximately £35,000.
At Isaac Newton Academy, the value of out of hours learning and attending extra-curricular classes is something that we are keenly aware of, especially for those children who do not come from backgrounds where such opportunities are being provided and funded by the family. In 2016-17 all PP students participated in at least one after school enrichment activities per week for no charge. The cost of the enrichment programme is around £25,000 per year.
Pupil Premium funding also supported our Saturday Stretch initiative, whereby university undergraduates lead seminars for INA students, introducing them to post A level style teaching and familiarising them with university life and conditions. PP students attended all of the Saturday Stretch sessions. The cost of the programme was £5,000.
In addition to this, we supported 8 PP students with a total of 86 sessions of 1:1 counselling, at a cost of £45 each, totaling £3,870. The students concerned found them very beneficial in removing barriers to learning.
We provided a free breakfast for Year 11 students prior to their mock exams in December 2016 and their actual GCSEs in May/June 2016 to ensure that every student had a nourishing start to the day and was in the optimal state of preparedness for their exams.
We ensured that no student missed any whole school trip/activity for financial reasons by funding PP students’ places where required. In addition, some trips and activities (e.g. the Year 7 university trip) will be paid for entirely by the school. This expenditure was approximately £5,000.
At the end of the academic year we were able to compare the progress and attainment of students eligible for PP funding against the rest of the cohort and the results indicate that the initiatives we have invested in have been beneficial:
The Progress 8 (P8) score for the Year 11 cohort of students at INA in summer 2017 was +0.87 (nearly a whole GCSE grade more progress than expected for every PP student in every subject). The overall Year 11 P8 score at INA was +1.0. The average national P8 score for all students in 2016 was -0.03 and the P8 score for PP students in 2016 was -0.37 (2017 national figures not available at the time of writing).
The Attainment 8 (A8) score for the Year 11 cohort of students at INA in summer 2017 was 52.3 (A8 or all students in the INA cohort being 55.97). The national average A8 score for all pupils in 2016 was 49.9 (2017 data not available at the time of writing). In French and RE, PP students outperformed non PP students at GCSE.
This data shows that PP students at INA significantly outperformed and out progressed their non PP counterparts nationally.
In Years 7-10, internal assessment data shows that PP students made very good progress and attained high outcomes in 2016-17. In Year 10 PP students equalled the attainment of non PP students in Art and RE. In Year 7 PP students equalled or surpassed non PP students in Drama, Spanish and Art. In Year 8 PP students made more progress than non PP students in PE, Spanish and Drama. In Year 9 PP students surpassed non PP students in Science, Computing and Music.
The attendance rate for PP students over the course of the 2016-17 year was 95.5%, compared to 96.1% for non PP students (95.8% overall).
In 2017-18 we will receive £276,760 of PP funding, relating to 296 KS3 & 4 students, plus £12,337 of sixth form bursary funding. Given the success of the summer 2017 exam outcomes, we plan to support PP students in the same ways as we have done to date.
Primary Pupil Premium Funding
In 2016-17 we received £27,720 of PP funding for the primary school (relating to 24 students). It was used as follows:
We employed .5 of an additional TA, on top of our nine classroom teachers and 9 TAs, to support PP students with their learning, in particular their phonics. This was at a cost of £12,000.
We ran an after school enrichment programme which all students attend for 1 hour per week at no charge. This cost the school around £21,000.
In addition, we subsidised trips and activities for our PP students.
In Reception, the PP pupils made more progress than the non PP pupils. Their attainment was also higher: 100% of PP students achieved a Good Level of Development (GLD) by the end of the year; this is against a national average for all pupils of 61%. 86% of children overall at INA reached a GLD.
In Year 1 the PP pupils made more progress than the non PP pupils.
In Year 2 the percentage of PP pupils who reached age related expected attainment in reading, writing and Maths (86%) was higher than for non PP students (82%). This is against a national average of 71%.
The attendance rate of PP pupils in 2016-17 was 97.4%, compared to 96.7% for non-PP pupils (higher for PP pupils).
In 2017-18 we expect to receive £71,280 of PP funding, relating to 54 students.
We have retained an additional .5 of a TA to support PP students with their learning, especially in phonics. This is at a cost of £12,000.
We have also appointed a TA and an apprentice TA over and above our staffing structure to enable further differentiated provision. This is at a cost of £38,000.
Our after school enrichment programme, which all students attend for 1 hour per week at no charge, will cost the school around £25,000 for all 4 year groups for the year.
We support parents of PP pupils with the cost of swimming lessons. These cost £45 per pupil for the year. Each class at INAP has 6 trips during the course of the school year. We support families eligible for PP funding with the cost of these trips.
We will evaluate the impact of this strategy in September 2018 by reviewing the attendance, progress and attainment of non PP students v PP students across all primary year groups.
Catch Up Funding
In 2016-17 received £11,000 of Catch Up funding to support the staff in ensuring that students whose key stage English and Maths outcomes were significantly below age related levels in order to maximise their potential to achieve top grades, in line with all students.
We taught the 180 Year 7students in the year group in 7 sets (grouped by attainment, with the lowest attainers in very small groups) rather than 6 for maths and English .This arrangement required 10 additional teaching periods in each year group, at a cost of around £20,000.
We ran an interventions programme of Saturday numeracy and literacy intervention classes as well as literacy and numeracy support after school at a cost of around £3000.
At Isaac Newton Academy, we place a high emphasis on out of hours learning and every student has the opportunity to complete their independent learning in the library until 6pm every day. Our lowest attaining students are targeted to receive IL support and value the opportunity to talk through their IL with dedicated IL support teachers. The cost of this support is approximately £6000 per year.
Of the 10 students with the lowest Maths scores on entry, 6 made expected progress in each of the three terms of Year 7 and the other four made expected progress in 2 of the 3 terms. There were attaining at an average age related grade of 2 by the end of Year 7.
Of the 10 students with the lowest English scores on entry, 6 made at least expected progress in each of the three terms of Year 7, two made expected progress in 2 of the terms and the other two made expected progress in 1 of the 3 terms. There were attaining at an average age related grade of 3+ by the end of Year 7.