FUNDING TO SUPPORT DISADVANTAGED STUDENTS – Strategy & Implementation 2018-19
Context and funding
This funding was introduced by the Government in 2011, and is paid to schools to further support, challenge and raise levels of achievement for disadvantaged students who have been eligible for free school meals (FSM) at any point within the past six years; students who have been looked after in care continuously for more than six months and students who are children of service personnel (Ministry of Defence, Foreign Office and GCHQ). The Department for Education (DfE) and the media use the terms ‘disadvantaged students’ and ‘students in receipt of the pupil premium grant’, interchangeably. This was not new funding but rather was ring-fenced for the specific activity as indicated above.
This funding is allocated to schools and it is for schools to decide how it is spent, since they are best placed to assess what additional provision should be made for individual students in their care. This school uses the funding to address underlying inequalities, by ensuring that funding impacts on the progress of the students who need it most.
Our Funding Allocations:
Total funding in 2017/18: £198,300
Total funding in 2018/19: £195,885
|School roll (no of students)||1723||1678|
Contextual Information (based on DfE figures and school information, as at 28/9/18):
|Year Group||No. of students
|No. of eligible students (2018-19)||% of year group
|No. of students
|No. of eligible students (2017-18)||% of year group
NB: Although Year 13 students are not flagged as Disadvantaged in the DfE database, we consider any student who was flagged as this in Year 12 will continue to be so in Year 13 and hence we would seek to support them as and when necessary. The difference in the Year 12 figures for 2017-18 and hence Year 13, 2018-19 is that some students who were flagged as disadvantaged in last academic year were on one year programmes that completed in July 2018 and hence the students have left the school.
At Cheltenham Bournside School and Sixth Form Centre we have two main objectives which inform our allocation of funding.
- To provide additional educational support to improve progress, raise the standard of achievement and improve the life chances for students, eligible for funding, where clear relative underachievement is evident.
- To close the achievement and progress gaps between those students eligible for funding and those who are not. This is continuously analysed to ensure that the funding is having a positive impact.
To achieve the above objectives and enhance the opportunities for our eligible learners we have implemented a variety of intervention strategies, on an individual student basis, which are monitored throughout the academic year. The impact of these strategies is analysed at a detailed level to ensure our objectives will be met. It is also common practice that if an intervention is not having the desired impact or if the needs of the eligible learners change, we will adapt the way in which we support that student.
Planned Expenditure 2018-19
- An individual allowance will be given to each student to allow for them to buy resources, pay for extra-curricular activities, such as piano lessons or trips that go beyond the school day/classroom, etc. (£23,700) To date, approximately 50% of students who are eligible have accessed their funding (some/all) and approximately 35% of the funding has been spent. This has been spent on a variety of items – revision guides, music lessons, trip payments (part/full), participation in Duke of Edinburgh Bronze Award, uniform items, revision materials (in Year 11), etc. A central fund has also supported students to participate in the upcoming Science festival, the Big Bang Science event in Birmingham and other in-house activities and events put on specifically for disadvantaged students, such as a Year 10/11 targeted GCSE History day on Whitechapel (an examined unit). The impact of this is that many of our disadvantaged students are now more able to access such events and activities.
- Provision of support for each year group through a Pastoral Intervention Leader (PIL) whose main focuses are attendance and the provision for disadvantaged students. (£75,000) We now have a team of five PILs who support a range of students, predominantly the disadvantaged students within our school. The impact is that for many, attendance has approved as has social and emotional wellbeing. The team of five are housed in a very welcoming and supportive environment at the heart of our school.
- Two Teaching assistants will have designated responsibility for supporting the English and Mathematics departments to support students who were underachieving along with support from relevant post holders in the two departments. (£10,000) Due to staff shortages within our team, this has not yet been achieved but the relevant HODs have taken this support need on as part of their departmental responsibility and are addressing this by utilising their teaching staff,
- Regular mentoring will be timetabled for students identified as requiring specific support and guidance, either 1:1 or in pairs or by teaching staff (£5,000) CMAS (Cheltenham Mentoring Service) have been used for several disadvantaged students to aid their progress and engagement with school.
- Pastoral staff work with the most vulnerable students in their cohort to support them pastorally and track/coordinate interventions related to academic progress. (£10,000) The main focus is on attendance – the most recent data up to and including 15/2/18 for the first 21 weeks of the academic year, shows that the gaps between PP and non-PP attendance for Years 8-11 have all narrowed since last year, apart from in Year 10 where the figures have been affected by two school refusing disadvantaged students. An example is in Year 11 where at this point last year with Year 11, PP attendance was at 83.7% compared to non-PP attendance which was at 91% whereas this year the figures are 90.5% compared to 95.5% which shows a big increase in PP attendance of 6.8% and a narrowing of the gap between the two groups by a third (7.3% down to 5%).
- A selection of appropriate alternative off-site educational provision will be organised for a very selective minority of identified students, for whom this will be appropriate and supportive to their emotional well-being, learning and life chances. (£30,000) Utilised for two students.
- An Attendance Officer and Attendance Support Advisor will provide intervention, support and promoted high levels of attendance for identified students. (£15,000) See Point 5.
- A member of the Senior Leadership Team responsible for overseeing the spend of the PPG, will organise and present student academic data therefore ensuring additional focus and intervention where necessary. (£5,000) Ongoing – this has been helped by the fact that within the SLT team the same person (Deputy Headteacher) oversees the provision for the disadvantaged, attendance and other pastoral systems which allows for triangulation of data.
- Limited financial help will be given to ensure that school trips, visits and curriculum opportunities, all an important aspect of a child’s education will be subsidised to ensure that eligible students do not miss out on such opportunities. (£1,000) This has been used – about £400 so far has been provided to students to enable this above and beyond what has been utilised in Point 1.
- The Special Educational Needs Coordinator will ensure that the students who have Special Educational Needs and/or Disabilities and were in receipt of the Pupil Premium Grant are adequately supported and challenged in their academic progress. (£5,000)
- Access to and support from Gloucestershire Counselling Service throughout the academic year. (£5,000) More than £5000 so far has been utilised in this area so some of the contingency fund has been used for this.
- Provision of digital resources (i-Pads etc.) required by eligible students to support their learning. (£2,000)
- Access to The Brilliant Club in Year 8. Students identified through academic achievement will be invited to apply. (£1,500) 50% of our first cohort will be disadvantaged students, and the other 50% where they will be the first to access HE in their family. Too early to assess impact.
These will be evaluated and monitored as the year progresses, with the next evaluation being conducted in June 2019.