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Pupil/Catchup Premium

Table 1: School Overview 

 

School Name Hillcrest School and Sixth Form Centre
Students in school 578
Proportion of disadvantaged students 60% Pupil Premium
Pupil premium allocation 2019-20 and 2020-21 £255,939            £282,577
Academic years covered by statement 2019-2020 and 2020-2021
Publish date 3.9.2020
Review date 3.9.2021
Statement authorised by Ms J Davies
Pupil premium leads Mr S Connor-Hemming and Mr S Abbotts
Governor lead Miss D McIlmurray

 

Table 2: Disadvantaged pupil performance overview for the last academic year (2019-20)

 

Progress 8 +0.98
Attainment 8 50.91
Ebacc Entry 85%
% Grade 5+ in English and maths 45%

 

Table 3: Strategy aims for disadvantaged students (2020-21)

 

Aim  Target
Progress 8 To achieve in the top 20% of schools
Attainment 8 To achieve national average or above for all students
Ebacc entry To achieve 80% or above
% Grade 5+ in English and maths To achieve average M+E scores for similar schools
Other To achieve attendance at national level or above

 

Pupil Premium is additional funding provided by the Government to enhance the education of the most socio-economically deprived.

The amount of Pupil Premium allocation that Hillcrest School and Sixth Form Centre received over the last 3 years can be seen below.

2017-18 £262, 735
2018-19 £248,944
2019-20 £255,939
2020-21 £282,577

In 2020-21 60% of students at Hillcrest are eligible for pupil premium funding, this is significantly higher than the national figure. This breaks down as Year 7 = 43% (FSM only data currently available), Year 8 = 67%, Year 9 =61%, Year 10 = 65%, Year 11 = 56%

Our Pupil Premium Strategy aims to close the achievement gap between students entitled to pupil premium funding and other students nationally. To raise aspirations, promote social mobility and ensure more students get to attend top universities or higher-level apprenticeships. The strategy ensures that funding is spent to enable disadvantaged students to receive excellent teaching and targeted support and resources that remove any barriers to learning and success. The progress of individual pupils is tracked, and appropriate support strategies and intervention identified and actioned as quickly as possible. During the COVID-19 pandemic many of the barriers were even more of a challenge for students, especially access to devices for remote learning. The school gave out all our laptops as well as those from the DfE laptop scheme and regular checks we made by phone to support students and families.

This strategy is reviewed annually. Next review September 2021.

Common Barriers To Learning

  • Lack of time, space resources and support for working at home.
  • Lack of technology to access eLearning sites.
  • Lack of enrichment opportunities.
  • Poor literacy and numeracy skills.
  • High mobility – where pupils have attended several primary or secondary schools.
  • Low self-esteem.
  • Low aspiration.
  • Poor attendance and punctuality.
  • Challenging behaviour.
  • Social/community issues.

Pupil Premium Strategy Stands 2020-2021

The strategy covers teaching priorities, targeted academic support and wider strategies.

  1. Pupil Support – Teaching
  • Extra staff hours to allow smaller groups and support in English, Maths and Science.
  • In class support, intervention and one to one tuition.
  • Focus on responsive teaching to meet the needs of all students.
  • Focus on independent study skills and knowledge retrieval.
  • Focus on the recovery curriculum- Safety, Trust, Learning.
  • Blended Learning

   2. Pupil Support – Curriculum Enrichment and Pastoral Support

  • Out of Hours Learning and educational visits
  • Gifted and Talented programmes e.g. The Brilliant Club, Aim Higher
  • Accelerated Reading Programme.
  • Student support.
  • Behaviour and pastoral support programmes
  • Recovery Tuition

3. Pupil Support – Music Tuition

4. Pupil Support – Study support and learning to learn

  • Metacognition, revision programmes and packs e.g. ‘Learning Scientists’ and ‘Flipped Learning’, and Knowledge Organisers.
  • Homework support and ‘Show My Homework’.
  • Learning Programmes - Active learn, My Maths, Maths Watch, Hegarty, Seneca, Flash Academy

5. Pupil Support – Individual Resources

6. Pupil Support –  Pastoral and external agencies

  • IIAG Advisor, Education Welfare and Emotional Well-Being support worker.

Table 4: Summary of spending against strategy over 3 years

   

2017-18

Spending

2018-19

Spending

2019-20

Spending

2020 -21

Allocations

TEACHING & TARGETED SUPPORT

 

 

 

 

1.Pupil Support – Teaching

Additional Maths, English and Science groups, in class support, intervention groups, and training.

£187,877

£189,417

£183,194

£193,000

2. Pupil Support – Curriculum Enrichment and Pastoral Support

Curriculum based trips and learning off site, The Brilliant Club, Out of Hours Learning, The Accelerated Reader Programme, Library resources KS3/KS4 books, IT Dynamic Learning, Online Mathematics Programmes, Literacy Guides, Literacy boxes, Aim Higher activities.

£41,035

£33,643

£46,745

£63,577

3.      Pupil Support – Music Tuition

Individual and small group instrumental tuition.

£8,000

£8,000

£8,000

£8,000

4.      Study Support and Learning to Learn

Maths Boosters, Show My Homework

£1,000

£1,000

£1,000

£1,000

WIDER STRATEGIES

 

 

 

 

5.      Pupil Support – Individual Resources

Books, resources, revision guides.

£7,874

£4,884

£5,000

£5,000

6.      Pupil Support – external agencies

Additional Education Welfare and IAG support.

£13,200

£12,000

£12,000

£12,000

 

TOTAL

£258,986

£248,944

£255,939

£282,577

Table 5: Monitoring and implementation of Strategy

Area

Challenge

Mitigating Action

Teaching

Professional development time

Subject and Second Subject development calendared.

Targeted support

Evaluating the effectiveness of different strands of support

Monitor use and impact of different programmes.

Wider Strategies

Removing barriers to success that occur outside of school

Working closely with other agencies and families to ensure students have the support they need to attend school and achieve.

Review: Summary of the impact of Pupil Premium spending on Year 11 GCSE outcomes 2019-2020

Aim 2019-20

Outcome

Outcome

Progress 8

To achieve in the top 20% of schools

Achieved

Attainment 8

To achieve national average or above for all students

Achieved

Ebacc entry

To achieve 80% or above

Achieved

% Grade 5+ in English and maths

To achieve average M+E scores for similar schools

Achieved

Other

To achieve attendance at national level or above

Achieved up to March 2020

 

Closing the Gap

Review of 2019-20 Performance

2019-20

National data is not currently available (NCA)

Year 11 GCSE Attainment and Progress

Students in receipt of Pupil Premium Funding

(Hillcrest)

2020

50 students

Other Students (Not in receipt of Pupil Premium

Hillcrest)

2020

45 students

All 

students

Nationally

2019

Other Students Nationally (Not Pupil Premium)

2019

Attainment 8 Score

51

56

46.7

50.3

Progress 8 Score (Est. SISRA)

+0.99

+1.2

0

+0.13

% Grade 4 -9 in English and Mathematics

62%

76%

65%

72%

% Grade 5-9 in English and Mathematics

45%

68%

43%

50%

% achieving  English Baccalaureate (Standard Pass = grade 4 or better in English, Maths, Languages, Humanities and two GCSE Science qualifications)

48%

64%

25%

29%

% achieving  English Baccalaureate (Strong Pass = grade 5 or better in English, Maths, Languages, Humanities and two GCSE Science qualifications)

28%

49%

17%

21%

% entered for the English Baccalaureate

85%

82%

40%

45%

English Baccalaureate APS

4.85

5.45

4.07

NCA

Year 11 2019-20 – 48% of students at Hillcrest were eligible for pupil premium funding

The impact on educational achievement arising from Pupil Premium expenditure are the outcomes for disadvantaged students, as demonstrated in their achievement, attendance and reward data.

2019-2020 figures show that Year 11 disadvantaged pupils at Hillcrest achieved well:

  • GCSE Attainment 8 Score of 51 which is above the A8 score for non-disadvantaged students nationally in 2019.
  • GCSE Progress 8 Score of +0.99 which is above the P8 score for non-disadvantaged students nationally (+0.13) in 2019.
  • GCSE Grade 4-9 in both English and mathematics percentage of 62% compared to 43 % (Disadvantaged students nationally 2019)
  • GCSE Ebacc percentage of 48% at grade 4+ in Maths, English, Languages, Humanities and Science compared 29% (Other students nationally 2018) and 25% (All students nationally 2019).
  • GCSE Ebacc percentage of 28% at grade 5+ in Maths, English, Languages, Humanities and Science compared 21% (Other students nationally 2018) and 17% (All students nationally 2019).
  • The attendance of disadvantaged students is in line with all students nationally, but below non-disadvantaged students at Hillcrest. Whole school attendance 2018-19 - All students = 95.17% up to 13th March 2020 (Nat 2018 94.5%), Non disadvantaged =95.3% (Nat NFSM 2018 95.8%), disadvantaged =94.6% (Nat FSM 2018 92.4%)
  • The transition onto further education, training or work is excellent with 100% of 2019 leavers starting KS5 courses or apprenticeships.

The IDSR for Hillcrest School for shows:

  • Progress 8 was in the top quintile (20%) for at least two years for prior attainers and disadvantaged pupils.
  • In 2018, Progress 8 was significantly above average and in the highest 10% for the following groups of pupils: all, middle prior attainers disadvantaged.

Summary of impact of Pupil Premium spending on Year 7 to 10 in 2019 – 2020

  • One of the main barriers to learning identified by students and staff was the successful completion of homework to prepare students for the next stages of their learning. To support students with this the school introduced ‘Show My Homework’ in 2016 to give students and parents access to homework tasks and resources online and via their smart phones. The homework facilities in school are available 8am each morning, at lunchtime and after school to allow students access to IT facilities and teacher support. Theses activities are currently restricted due to COVID-19 measures of control.
  • The gap between students in receipt of pupil premium funding is closing, for example in Year 7 2019-20 Spring data students in receipt of pupil premium funding achieved grade 2.54 in Maths and those not, grade 2.72.

Summary of impact on Post 16 data 2019-20

Disadvantaged students achieved the average grade of B- (37.6 ave points)and other students B- (38.5 ave points). In the sixth form. 60% of Year 13 in 2019-20 were eligible for free school meals in the last 6 years. All Year 13 students eligible for pupil premium funding achieved University places, apprenticeships or employment

Pupil Premium Priorities for 2020-2021

  • Raise attainment and increase progress for all students, especially those in receipt of pupil premium funding and having high prior attainment.
  • Close the gap between students in receipt of pupil premium funding and others in attainment in grade 4+ and 5+ and 7+.
  • Recovery Curriculum – Safety, Trust, Learning.
  • Recovery Tuition
  • Blended and Remote Learning

How can you support your child?

  • Ask your child about their day and what they have been learning.
  • Provide a quiet place at home for students to work and encourage your child to attend homework club.
  • Make sure your child has the basic equipment needed to do her homework and establish a routine for when homework is completed.
  • Use your Show My Homework login to check what homework your child had and monitor that it has been completed.
  • Ensure your child arrives at school on time every day with the correct equipment and in correct uniform.
  • Praise your child and talk about their aspirations for the future.
  • Watch current affairs programmes and discuss as a family.
  • Arrange visits in the school holidays and weekends to the many free museums and cultural sites locally.
  • Promote the importance of school and reward success.
  • Attend school events such as parents’ evenings, review meetings, parental support sessions, concerts and awards mornings.
  • If you have any concerns about your child’s education or well-being contact school for support.

Catch-up Premium Strategy

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve at least level 4 (or score below 100 from 2017 onwards) in reading and/or maths at the end of Key Stage 2.

Allocations

2012-2013                                        £8,500

2013- 2014                                      £7,500

2014-2015                                        £4,500

2015-2016                                       £10,000

2016-2017                                       £9,765

2017-2018                                       £9,647

2018-2019                                       £11,647

2019-2020                                       £11,647

2020-2021                                       £11,647 (estimate)

English LIT Programme Impact

Pupils who had not met the expected standard in their end of KS2 SATs examinations were taught in a smaller group with a focus on re-teaching key areas from KS2 such as Reading, Writing and Grammar.

The group followed a mastery approach with a focus on reciprocal reading and grammar. This not only served to develop their prior learning and embed those skills, but also to fill any gaps in their learning in readiness for the KS3 English curriculum.

Pupils were baseline assessed using a KS2 style comprehension and writing task.

75% of pupils who sat the baseline assessment in writing progressed on their next topic and increased their Hillcrest grade by at least one.

The other 3 pupils had caught up to the expected grade within the first term.

All pupils progressed by the end of the first term, some progressing by up to 3 grades.

All pupils exceeded their baseline assessments by the end of the year and developed their reading comprehension and writing skills and were ready to equal their peers in the rest of the KS3 groups.

Maths Support Group Impact 

Pupils who had not met the expected standard in their end of KS2 SATs examinations were taught in a smaller group with a focus on re-teaching key concepts from KS2 and then building upon these to develop concepts from the KS3 curriculum. The group followed a conceptual mastery approach with a focus on number and shape topics, using manipulatives to build an understanding of the structure of number. 

Work was highly differentiated to meet the needs of all students, including variant tasks, Knowledge Organisers adapted for accessibility and extensive use of mini whiteboards. The least able pupils followed a bespoke curriculum. 

Pupils were assessed using KS2 topic-based assessments at the end of each module. 

100% progressed from their pre-topic to post-topic grades for all topics studied. 

71% of pupils improved from their overall baseline assessment grade. 

 

For more information, please visit the Department for Education Website