Pupil Premium - 2018 Strategy and Statement
(Please see the P Level section of this website for updated pupil progress scores and analysis)
Pupil Premium is the name given by the government to additional funding for schools to support enhanced progress for children from vulnerable groups. It is used to provide resources or support for pupils who currently (Or within the last six years) receive free school meals or who are in the care of the Local Authority. A smaller grant has also been introduced for children whose parents are currently serving in the armed forces or have done so in the last two years.
The amount indicated for the school in 2018 – 2019 is expected to be £44,515
The list of spending below details the broad range of activities we have in place to support the further learning and development of children from vulnerable groups but crucially it should also be noted that the Pupil Premium is also used to establish a higher rate of staffing for our children than the Hampshire Special School funding formula provides.
Mainstream schools are able to access a research document provided by the DfE which details a variety of strategies and approaches and considers the research in relation to their effectiveness. Similar evidence for effective research is not available for special schools so we have considered practice by colleagues’ schools and looked at our own evidence of achievement. In addition the Head teacher has studied Pupil Premium spending with advisers from the National College of Teaching and Learning. The key principle here is that schools should use the finance to ensure there is no gap between the progress of children from vulnerable groups compared nationally to those not from these groups.
We are very pleased to report that at Henry Tyndale pupils from vulnerable groups typically make or indeed exceed the progress scores achieved nationally for those without such additional disadvantages.
The success of our work can be seen in the document below.
The funding is used by the school to support children in a range of ways including:-
Emotional Learning Support Assistant work
Information Technology Support for Learning
Specialist Language devices and communication aids
Additional LSA support for swimming, hydrotherapy and physiotherapy
If you would like any further individual information in relation to Pupil Premium please contact the school office.
Analysis focussing on potentially vulnerable groups
I have used the graphs for Language and Literacy in the analysis here because this is an important area and also because our results in the other two areas investigated above are so exceptional I felt this would be more challenging for the school
Looked After Children:
Using CASPA analysis of the children between 7 and 19 years who qualify as ‘Looked After’ we can see an evenly mixed picture but also that the results are skewed by the act that. As such it isn’t really sensible here to draw too many conclusions from the fact that faster performance and slower performance are both significantly over represented in the graph. These children are tracked carefully to ensure everything that should be is in place
Using CASPA analysis, with one exception, all of the children between 7 and 19 years who were not ‘White British’ were seen as making appropriate progress, or better, considering SEN in line with National Expectations for all pupils. CASPA is used to examine pupil progress in the National Curriculum and beyond so focusses on children from 7 to 19 years. In addition we do as a school examine progress rates for children below seven and results in this age group at least meet national expectations. What can be seen here again is that the relatively small sample size means we should be cautious in drawing conclusions but it is clear the proportion of children in the red sector indicating progress that is slower than typical is very similar for White British children and the totality of those from other back grounds. Children from Non-white British backgrounds are slightly more likely to appear in the group showing faster than typical progress rates however.
The evidence surrounding the potential vulnerability in terms of progress for those children for whom English is not the first language is similar to that above with Ethnicity. We must be careful not to draw too many conclusions when sample sizes are so small but there is good evidence to indicate that the vast majority of children from such backgrounds at Henry Tyndale are likely to progress at typical or better rates – just like for those from completely English speaking backgrounds
Free school Meals:
Using CASPA analysis all of the children between 7 and 19 years who qualify as deserving Free School Meals’ we see a range of progress scores which can only be described as very positive. Nationally data suggests that children from less affluent homes achieve less well from their education – at Henry Tyndale School evidence here suggests that children from poorer backgrounds are not suffering educationally as a result of this. The right hand column below, representing children on Free School Meals, would typically show similar numbers of children in the green and red sectors if poverty was not impacting on progress compared to national norms. At Henry Tyndale School even those children on Free School Meals show excellent results with the ‘green sector’ being over 100% bigger than the ‘red sector’. That said it does remain a fact that the only two children we have whose progress last year was at the slower rate expected for 10% of children nationally were both free school meal children. The Leadership Team will look into how progress for these two pupils can be boosted and we will also continue to monitor these graphs for any trends.
Using CASPA analysis for all of the children between 7 and 19 years, the summary for progress for children of either sex showed a greater number of children exceeding expectations than failing to meet them. CASPA is used to examine pupil progress in the National Curriculum and beyond so focusses on children from 7 to 19 years. In addition we do as a school examine progress rates for children below seven and results in this age group at least meet national expectations. Both genders clearly out-perform national expectations. It is clear that both boys and girls at Henry Tyndale are similarly less likely to be in the red group – the indicator for slower than typical progress. Girls however are slightly more likely to be making typical progress whilst boys are slightly more likely to be exceeding this. This is the reverse of the national picture where boys’ lower performance is a concern. As ever we need to be mindful that sample sizes are small here and differences are not great but Governors will wish to monitor girls’ progress rates in the coming year. We have no trend of significant difference in previous years.
Progress analysed in relation to Learning Difficulty
The graph below shows that the very positive scores seen at Henry Tyndale are fairly evenly found across the SEN range for the school. The range with most exceptional scores is the SLD group – containing most children. Again the results here are favourable across the board for our children
Overall CASPA data clearly indicates that pupil progress in relation to the P Levels at Henry Tyndale for the year to 2018 is excellent and that pupils in vulnerable groups at Henry Tyndale typically perform at a level at or above what is seen as ‘Good Progress’ for non-vulnerable children.
All our Year 7 pupils attract a ‘catch up’ payment as they have not achieved age related norms at the end of primary education. In a special school like our pupils never will or can reach such norms as a result of his severe and comple needs. What we can and must do instead is to ensure progress for all at the highest rate the child can manage. The Year 7 catch up money is used to bolster staffing rates for that particular group to nurture higher progress rates. P Level progress scores as detailed elsewhere on the website show the success of this approach.
The school looks at ensuring all pupils progress at expected rates or better and this is supported by higher staffing ratios than found elsewhere in Hampshire Special Schools. The papers above support our success with this
The allocation for 2018/2019 is £6,500 per annum.