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Pupil Premium

Pupil Premium Funding was introduced by the Government in April 2011 with the purpose of giving additional money to support schools in raising the attainment of students:

  • who receive free school meals (FSM)
  • who have received free school meals at any time in the last 6 six years (FSM Ever 6)
  • whose parents are service personnel
  • who are children looked after (CLA)

It has been identified nationally that these students are more likely to underperform than those from less disadvantaged backgrounds. The aim of Pupil Premium Funding is to help schools to provide targeted support for these particular students.

Each school decides how it will use this funding as the Government does not prescribe how it should be spent. For more information on Pupil Premium Funding, please visit: www.education.gov.uk/schools/pupilsupport/premium

At Chancellor's School, we are committed to ensuring that all our students make the best possible progress. We strongly believe that achievement for all students, including those from disadvantaged backgrounds, is best fostered through high expectations and good quality teaching and learning.

When making decisions about how best to use Pupil Premium Funding, we ensure that the money allocated to our school is used solely for its intended purpose. High quality teaching and learning is our preferred way to narrow gaps in attainment, and we look carefully at the latest research into optimising achievement across the spectrum of student backgrounds, and adapt this as appropriate, to meet the needs of our students.

Pupil Premium Charter

Learner Premium summary report evaluating impact of interventions/money spent

The date of the next review of the pupil premium strategy is September 2021

If you think your child is entitled to free school meals, you will need to apply online or fill in an application form supplied by Hertfordshire Council. For more information on free school meals, please visit: www.hertdirect.org/services/freeschoolmeals

Funding Report 2019 - 20

Academic Review

Aims 2019.20

Costings

Interventions included

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

  • Questioning

  • Groupings

  • Challenge and Support

Marking: - All PP books are marked first in a set of books

 

£9000

£8200

+800

  • Training of all new staff on ‘PP First’ Charter

  • September 2019, whole staff training and review of faculty ‘PP charter’ in faculty shared area

  • CPD time for staff to complete seating plans in late September

  • The school DNA promotes

  • Outstanding Questioning

  • High levels of challenge for all

  • High-quality bookwork

  • SMART provision for individual needs

  • Rigour and Consistency

  • All lesson observations, work scrutinies and faculty review have a PP and DNA criteria and focus

  • Annual Challenge Partner QAR

 

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

 

 

£31,500

250+3800+4000

+4000+2700

+5*5000

 

 

 

 

 

  • Reading and phonics packages such as Bedrock Learning and Lexia across all Key Stages
  • Homework Club
  • Additional TA support
  • Study Support Plus- To support students in KS4 taking one less option
  • Year 7, 8 and 9 Catch Up –English and Maths
  • Year 10 and 11 Intervention of English Maths and Science
  • At KS3 students have been withdrawn from languages and other interventions have taken place after school and during Form Times.
  • KS4 interventions have taken place before and after school

 

Impact of Interventions

Due to only two sets of data and the COVID -19 lockdown these targets are on-going

  • Year 7s and 8s Catch-Up English and Maths work alongside their withdrawal from languages has had a positive impact on progress scores Yr 7 which has made 0.03 progress since Autumn and year 8s have made 0.22 progress since last Summer’s progress score.
  • The year 8 positive progress score also validates that the Excellence for Everyone programme is having an impact
  • Year 11 mock data shows progress of 0.21 between the two mock papers, this means that interventions have had an impact.  One year 11 student, who no longer attends our school continues to be included in the progress data. There has been a significant number of students accessing year 11 intervention. 100% of PP students in year 11 had been invited to the core interventions (number of attendance not known) and 38% of PP in year 11 have accessed individual, smaller group English, Maths and Science interventions during Form time since September 2019. Attendance registers were starting to be taken after February half term for all revision sessions, but unfortunately these registers have not been processed due to school closures. Year 10s who have had -0.13 progress since the Autumn and therefore would now be a focus in the Summer term for interventions. 

 

Pastoral Review

Aims 2019.20

Costings

Interventions included

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

 

£41,500

10200 + 29000

  • Using the EEF guidance on parental engagement HoY planned interventions and reviewed current practices.
  • An annual plan for each year group
  • Review of letters and correspondence that is personalised and concise
  • Ringing of students prior to parents evening if they have not made an appointment and the arrangement of another time or a telephone conversation
  • Use of postcards and Friday phone-calls to celebrate achievements

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips, Extra-curricular activities should have a percentage of PP involved

 

£6,000

  • Money set aside to support individual students
  • Purchase school uniform, equipment, books etc., D of E, school visits, music lessons and extra-curricular activities
  • All PP students were fast-tracked for a careers interview at year 10 and 11,

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, attendance, outreach, careers or attitude to school and self

 

Excellent for Everyone

 

A team of six staff working with 15 targeted Year 8 students are involved in the EFE programme looking at the following five key strands:

 

  • Attendance
  • Engagement
  • Independence
  • Behaviour for Learning
  • Developing an enriched curricular and extra-curricular experience (Cultural Capital)

£17, 000

1000+10000+6000

 

 

  • One to one mentoring with follow up parent meetings as required ( 5 per year group, per term)
  • AHT in charge of Attendance Programme
  • Parental Engagement Plan, Do, Review - students, teachers and parents to identify barriers to progress and devising strategies to provide personalised support
  • Clear monitoring and tracking of interventions to help evaluate and measure the impact of the various strategies

Excellence for Everyone – Additional Support

  • EfE - A breakfast club at the start of
  • week to catch up with students and organise them for the week ahead
  • EfE -Attendance reward cards and raffles
  • Further Parental Contact and Engagement (e.g. texting home to recognise achievements)
  • EfE -Regular book looks and praise to ensure High Quality Bookwork is a focus for this group of students
  • EfE- Year 8s ‘Have You Met’ event to raise their personal profile and self-esteem
  • English and Literacy interventions

 

Impact of Interventions

Due to only two sets of data and the COVID -19 lockdown these targets are on-going

This year our focus across the school has been attendance. Please refer to ‘All year PP attendance, DoLs and progress’ data. This table enables us to compare attendance, behaviour, engagement and progress from Autumn to Spring.

  • In Year 7, the average behaviour and engagement DoL are broadly similar and students have not moved attendance bands. However, there has been individual successes and attendance has increased.  More students are now ‘above track’ % in the Spring data this demonstrates that some students are being challenged and progressing above expectation. These students are also in the 96% attendance bracket. 
  • Year 8 data demonstrate the impact of the Excellence for Everyone programme. Again there has been individual successes, but this is not reflected in the final percentage figure. Year 8s in the 96% attendance bracket between Autumn and Spring, have made 0.2 progress. There has also been a percentage increase of students moving from below to at expected progress for those students who are in the 91% bracket and above.
  • Year 9s students are broadly the same and again students have not moved attendance bands. More students from the 91% upwards bracket make better progress
  • Yr 10 and 11 students, again little movement in DoLs data. However, year 10 students in the 96% bracket make 0.1 progress between Autumn and Spring.
  • In Year 11, those students in the 96% bracket made 0.27 progress above their FFT20 target. Between the two data drops those students in the 85% bracket made 0.17 progress, 91% bracket made 0.08 progress with the overall progress 0.14. This demonstrates that interventions such as attendance and others listed are having an impact on the progress of disadvantaged students.

 

Impact of Pupil Premium Funding at Chancellor’s School 2019-20

Note – Covid-19 impacted the school year and not all year groups had data collected in the Summer Term – where this is the case, the latest progress data collected has been provided.

Progress Data 2019-20

Year 7 Spring 2020

 

English

 

Maths

 

Science

 

All PP

36

Number

%

Number

%

Number

%

Very Good

 

6

17%

3

8%

9

25%

Good

 

25

69%

14

39%

20

56%

Working Towards

 

5

14%

19

53%

7

19%

Progress compared to Baseline Threshold

Year 8 Spring 2020

 

English

 

Maths

 

Science

 

All PP

15

Number

%

Number

%

Number

%

Very Good

 

2

13%

6

40%

5

33%

Good

 

9

60%

7

47%

4

27%

Working Towards

 

4

27%

2

13%

6

40%

Progress compared to Baseline Threshold

Year 9 Spring 2020

 

English

 

Maths

 

 

 

All PP

21

Number

%

Number

%

 

 

Very Good

 

4

19%

3

14%

 

 

Good

 

14

67%

5

24%

 

 

Working Towards

 

3

14%

13

62%

 

 

Progress compared to Baseline Threshold

Year 9 Spring 2020

 

Combined Science (2 GCSEs)

Triple Science(3 GCSEs Bi/Ch/Ph)

 

All PP

18

Number

%

 

3 students - Average across all 3 sciences

 

Above

 

0

0%

 

0

0%

 

Met

 

7

39%

 

1

33%

 

1 Grade Below

 

2

11%

 

1

33%

 

2 or more below

 

9

 

       

Progress compared to FFT20

 

Year 10 Spring PG 2020

English Language

Maths

 

Combined Science (2 GCSEs)

Triple Science(3 GCSEs Bi/Ch/Ph)

All PP

19

Number

%

Number

%

16

Number

%

3 students - Ave of 3 sciences

Above

 

2

11%

4

21%

 

5

31%

0

0%

Met

 

12

63%

5

26%

 

7

44%

2

67%

1 Grade Below

 

4

21%

9

47%

 

2

13%

1

33%

2 or more below

 

1

5%

1

5%

 

2

13%

0

0%

Progress compared to FFT20

Year 11 GCSE Results Summer 2020 (Centre Assessed Grades)

English Language

Maths

 

Combined Science (2 GCSEs)

All PP

17

Number

%

Number

%

Number

%

 

Above

 

2

12%

4

24%

9

53%

 

Met

 

8

47%

8

47%

2

12%

 

1 Grade Below

 

5

29%

4

24%

1

6%

 

2 or more below

 

2

12%

1

6%

5

29%

 

Centre Assessed GCSE Grades compared to FFT20

 

Funding Report 2018 - 19

Impact of Pupil Premium Funding at Chancellor’s School 2018-19

Progress Data 2018-19

Year 7 Summer 2019

 

English

Maths

Science

All PP

19

Number

%

Number

%

Number

%

Very Good

 

3

16%

9

47%

8

42%

Good

 

9

47%

5

26%

7

37%

Working Towards

 

7

37%

5

26%

4

21%

 Progress compared to Baseline Threshold

Year 8 Summer 2019

 

English

Maths

Science

All PP

22

Number

%

Number

%

Number

%

Very Good

 

1

5%

6

27%

9

41%

Good

 

18

82%

6

27%

8

36%

Working Towards

 

3

14%

10

45%

5

23%

 Progress compared to Baseline Threshold

Year 9 Summer 2019

 

English

Maths

Science (Combined + Triple)

All PP

20

Number

%

Number

%

Number

%

Very Good

 

1

5%

2

10%

4

20%

Good

 

14

70%

8

40%

4

20%

Working Towards

 

5

25%

10

50%

12

60%

Progress compared to Baseline Threshold

Year 10 Mock Summer 2019              

 

English Language

Maths

Combined Science (2 GCSEs)

All PP

19

Number

%

Number

%

Number

%

Above

 

2

11%

1

5%

5

26%

Met

 

10

53%

4

21%

1

5%

1 Grade Below

 

4

21%

3

16%

1

5%

2 or more below

 

3

16%

11

58%

13

68%

 Summer 2019 Mock Grade compared to FFT20

Year 11 GCSE Results Summer 2019

 

English Language

Maths

Combined Science (2 GCSEs)

All PP

18

Number

%

Number

%

Number

%

Above

 

2

11%

1

6%

2

11%

Met

 

5

28%

6

33%

4

22%

1 Grade Below

 

8

44%

8

44%

4

22%

2 or more below

 

3

17%

3

17%

8

44%

Actual GCSE Grades achieved Summer 2019 compared to FFT20

Challenge the Gap 2018-2019

This was the third year that Chancellor’s School were involved in the ‘Challenge the Gap’ project. We had a team of 6 teachers and 2 para-professionals who worked alongside Heads of Year in supporting and working with PP students who were not making sufficient progress. The programme is a partnership between student, school and parent and over the past 3 years we have engaged in a number of strategies to ensure that PP students have the same opportunities and support as all students in our care. Strategies have included;

  • ‘PP First mentoring’ for students who are not reaching their full potential. This involves a student questionnaire, one interview at KS3 and two interviews with KS4 students and targets set. ‘First Monday’ of the month PP briefing with Form tutors to discuss PP students and mentoring

  • Peer Mentoring with year 12 students

  • Initiatives such as ‘Watford Enterprise’ and ‘Have you met?’ to build confidence and resilience

  • Detailed tracking of individual students to track a student’s progress and to identify and track strategic support

  • All students identified on seating plans and specific support and challenge identified and implemented by the teacher

  • Staff training – PP Twilight, March 2019 on Metacognition skills and supporting PP students

  • A project launched and disseminated by the team on ‘High Quality Bookwork’. Best practice was shared with all staff in April 2019 during a staff inset day

  • HoF have updated their ‘Pupil First’ faculty strategy document to include strategies to ensure high quality bookwork for all students

  • ‘Pupil Premium First’ Charter was launched in September 2017. This outlines the key principles for all staff and five specific areas of support for PP students

'Pupil Premium First’ Charter

Whole School Strategies

Further suggestions

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

Questioning

Groupings

Challenge and Support

Teachers will know who their PP students are

Groupings and partners should be sensitive to the needs of the students

Students and strategies are clearly identified on PARS seating plans

Seating plans to be revised and updated every half term

Marking: - All PP books are marked first in a set of books

A modification of this might be to mark the highest performing students in the class first, then PP so that work can be compared

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

PP First when organising intervention groups

Early intervention and identification of need in Year 7 and monitored at every data drop

Directed provision for KS4

KS4 Easter revision, PP must attend

Literacy/numeracy programmes at KS3 and 4

A programme of peer and teacher mentoring

Published list of mentors/mentees in staff room

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

Remind and encourage parents to book appointments – personal reminders to those harder to reach parents

Information evenings specifically for PP students

Those students being mentored by a teacher will also have regular contact with parents

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips.

Extra-curricular activities should have a percentage of PP involved

Increased inclusion for trips

A set percentage of PP for a trip or enrichment opportunity to be set

Use PP students in Published list of mentors/mentees in staff room

ambassadorial roles e,g interviewing teachers

 

Pupil Premium Spend 2018 -2019

Strategy

Activities/Resources

Revised cost

Details

Whole School Intervention

 

 

 

Deputy Headteacher

 

8,200

Responsible for leading on PP

Data Manager

 

3,800

Support with data management

 

Pastoral Interventions

 

 

 

Careers Advisor

 

1,500

Independent Advisor

Head of Year

 

10,200

Pastoral Support

Library lunch club

 

4,000

Run daily

Pastoral Assistant

 

29,000

To support with pastoral needs

School counsellor

 

4,800

To support with emotional issues/mental health

 

Academic Interventions

Bedrock Learning

2,585

Intervention for students in years 7 and 8 to promote reading skills

 

Additional TA support

4,080

Additional TA support

 

Homework Club

1,000

Run daily

 

Lexia

250

Reading intervention (computer program)

 

Provision Mapping

715

Provision mapping software

 

Study Support Plus

2,700

To support students in KS4 taking one less GCSE options

Intervention

Year 7 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 8 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 9 Catch Up - English & Maths

5,000

Withdrawal from Languages

Intervention

Year 10 Intervention - English, Science & Maths

5,200

Before and after school

Intervention

Year 11 Intervention - English, Science & Maths

5,000

Before and after school

 

Individuals

Money set aside to support individual students

10,230

Purchase school uniform, equipment, books etc., D of E, school visits, music lessons and extra-curricular activities

 

Total Expenditure £108,260

 

Funding Allocation £96,410*

 

% Spent on each intervention

Whole School intervention

11.08%

Pastoral Interventions

45.72%

Academic Interventions

33.74%

Individuals

9.45%

 

 

 

 

Funding Report 2017 - 18

Impact of Pupil Premium Funding at Chancellor’s School 2017-18

Progress Data - Year 7

22 Students English Maths Science
  Number % Number % Number %
Very Good 3 14% 5 23% 4 15%
Good 11 50% 8 36% 10 45%
Working Towards 8 36% 9 41% 8 36%

Progress at end of year, compared to Baseline Threshold.

Progress Data - Year 8

20 Students English Maths Science
  Number % Number % Number %
Very Good 0 0% 1 5% 10 50%
Good 15 75% 10 50% 5 25%
Working Towards 5 25% 9 45% 5 25%

Progress at end of year, compared to Baseline Threshold

Progress Data - Year 9

21 Students English Maths Science
  Number % Number % Number %
Very Good 2 10% 4 19% 4 19%
Good 13 62% 5 24% 10 48%
Working Towards 6 29% 12 57% 7 33%

Progress at end of year, compared to Baseline Threshold

Progress Data - Year 10

21 Students English Language Maths Science*
  Number % Number % Number %
Above 4 19% 4 19% 3 14%
Met 9 43% 4 19% 3 14%
1 Grade Below 6 29% 6 29% 4 19%
2 Or More Below 2 10% 7 33% 11 52%

Summer 2018 Current Working Grade compared to FFT20

Progress Data - Year 11

16 Students English Language Maths Science (26 Students)
  Number % Number % Number %
Above 1 6% 2 13% 3 19%
Met 8 50% 1 16% 2 13%
1 Grade Below 3 90% 4 25% 2 13%
2 Or More Below 4 25% 9 56% 9 56%

Actual gardes achieved Summer 2018, compared to FFT20.

Yr 11 PP progress.jpg

Challenge the Gap 2017.18

This was the second year that Chancellor’s School were involved in the ‘Challenge the Gap’ project. We had a team of 4 teachers and 2 para-professionals who worked alongside Heads of Year in supporting and working with PP students who were not making sufficient progress. The programme is a partnership between student, school and parent and over the past 2 years we have engaged in a number of strategies to ensure that PP students have the same opportunities and support as all students in our care. Strategies have included;

  • ‘PP First mentoring’ for students who are not reaching their full potential. This involves a student questionnaire, one interview at KS3 and two interviews with KS4 students and targets set. ‘First Monday’ of the month PP briefing with Form tutors to discuss PP students and mentoring

  • Peer Mentoring with year 12 students

  • Initiatives such as ‘Watford Enterprise’ and ‘Have you met?’ to build confidence and resilience

  • Detailed tracking of individual students to track a student’s progress and to identify and track strategic support

  • Staff training – PP Twilight, March 2018 on Metacognition skills and supporting PP students

  • ‘Pupil Premium First’ Charter was launched in September 2016. This outlines the key principles for all staff and five specific areas of support for PP students

‘Pupil Premium First’ Charter

Whole School Strategies

Further suggestions

Planning: - All PP students are clearly identified and are high priority on PARS seating plan. PP will be considered first for the following;

Questioning

Groupings

Challenge and Support

Teachers will know who their PP students are

Groupings and partners should be sensitive to the needs of the students

Students and strategies are clearly identified on PARS seating plans

Seating plans to be revised and updated every half term

Marking: - All PP books are marked first in a set of books

A modification of this might be to mark the highest performing students in the class first, then PP so that work can be compared

Interventions: - PP students have first access to relevant intervention programmes. These can be subject specific, for behaviour, outreach, careers or attitude to school and self

PP First when organising intervention groups

Early intervention and identification of need in Year 7 and monitored at every data drop

Directed provision for KS4

KS4 Easter revision, PP must attend

Literacy/numeracy programmes at KS3 and 4

A programme of peer and teacher mentoring

Published list of mentors/mentees in staff room

Parent partnership: - PP students are priority for Parent Evenings. PP students take priority when phoning home or contacting mentors

Remind and encourage parents to book appointments – personal reminders to those harder to reach parents

Information evenings specifically for PP students

Those students being mentored by a teacher will also have regular contact with parents

Enrichment: - A separate letter to be sent to all PP students asking for them to contact the school if there are any potential barriers for trips.

Extra-curricular activities should have a percentage of PP involved

Increased inclusion for trips

A set percentage of PP for a trip or enrichment opportunity to be set

Use PP students in Published list of mentors/mentees in staff room

ambassadorial roles e,g interviewing teachers

 

PROVISION MAPPING 2017-18

Strategy

Activities/Resources

Cost 2017-18

Details

Whole School Intervention Deputy Headteacher 6,000 Responsible for leading on PP
Data Manager 4,300 Support with data management
 
Pastoral Interventions Careers Advisor 1,500 Independent Advisor
Head of Year 10,000 Pastoral Support
Library lunch club 4,000 Run daily
Mentoring 1,000 Various run throughout school
Additional Pastoral Assistant 27,000 To support with pastoral needs
School counsellor 5,300 To support with emotional issues/
mental health
 
Academic Interventions Accelerated reader

2,585

Intervention for students in years 7
and 8 to promote reading skills

  Additional TA support 4,000

Additional TA support

  Alternative Provision 3,600

Intervention put in place to support KS4 students
who could not cope with the full KS4 curriculum

  Challenge the Gap 7,650  
  Homework Club 1,000

Run daily

  Lexia 250

Reading intervention (computer program)

  Provision Mapping 715

To support students in KS4 taking one less
GCSE option

  Study Support Plus 2,660

Withdrawal from Languages

Intervention
  Year 7 Catch Up -
English & Maths
6,300

Withdrawal from Languages

Intervention
  Year 8 Catch Up -
English & Maths
6,300

Withdrawal from Languages

Intervention
  Year 9 Catch Up -
English, Science & Maths
5,200

Withdrawal from MFL

Intervention
  Year 10 Intervention -
English, Science & Maths
5,200

 

  Year 11 Intervention -
English, Science & Maths
4,800 Before and after school
 
Individuals

Money set aside to support
individual students

5,300

Purchase school uniform, equipment etc,
Duke of Edinburgh pay for trips, school visits
and extra-curricular activities, free music lessons

 
Total  114,660
 
Funding Allocation  100,668