Key Information

Pupil Premium

PDF file

Pupil Premium Strategy Statement

  1. Summary information

School

Tunbridge Wells Grammar School for Boys

Academic Year

2016/17

Total PP budget

£56,100

Date of most recent PP Review

Nov 2016

Total number of pupils

1266

Number of pupils eligible for PP

60

Date for next internal review of this strategy

May 2017

 

  1. Progress 2016 

 

Pupils eligible for PP (TWGSB)

Pupils not eligible for PP (national average)

Progress 8 score average

- 0.1

0.12

Attainment 8 score average

62

52

  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

  1.  

Literacy in year 7 intake is variable

  1.  

Pupils who cannot access full extra-curricular opportunities or curricular enrichment opportunities

  1.  

Learning to learn skills across the board

External barriers (issues which also require action outside school, such as low attendance rates)

  1. Desired outcomes (desired outcomes and how they will be measured)

Success criteria

  1.  

At least 4 levels of progress in English and Maths for all pupils

The GCSE Results

  1.  

All pupils access some enrichment opportunities and are increasingly prepared to volunteer in local/school community

Monitor attendance on trips, participation in DoE

  1.  

Pupils improve their learning to learn skills to give them greater independence as learners

PSHE programme, Form Tutor time, better quality revision.

 

  1. Planned expenditure
  • Academic year

2016/2017

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

CPD Support for staff in teaching pupils with AEN

 

Appropriate training embedded in CPD programme

Staff have requested CPD to improve the range of methods at their disposal to ensure that all children make appropriate progress.

CPD Co-ordinator will monitor the quality and effectiveness of CPD

CPD Lead

SENCO

April 2017 (After exam results)

Raising literacy for all students

Literacy programme in year 7 terms 1 and 2 delivered in library

Early intervention is a proven course of action linked in to effective feedback for all pupils on action plan.

English Teachers will monitor individual progress through benchmark tests.

Librarian

Head of KS3 English

April 2017 (After exam results)

 

 

  1. Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve the chances of pupils at risk of underachieving by one-to-one and small group support

Use bench mark testing in year 7 to identify cohort at risk of underachievement.  Organise programme of literary and numeracy support

One-to- one and small group support is recommended by the EEF toolkit as an effective means of support which is cost effective.

Assistant SENCO and LSA will monitor progress and report to SENCO and Head of Subject.  Pupil will revert to mainstream lessons after effective withdrawal

Head of KS3

Assistant SENCO

April 2017 (After exam results)

Reduce timetable and use extra time to improve  in core subjects for specific students

Use assessment and exam data to help student who are in danger of not getting GCSE grades for Sixth Form or making sufficient progress.

Meta cognition and high quality feedback are shown to be effective means of improvement

Head of Key Stage 4 will monitor individual progress of pupils and

Head of Key Stage

SENCO

HoDs

September 2017

  1. Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Investing in Learning support Professionals who can react flexibly to the needs of individual pupils.

Withdrawal and outreach work to keep AEN pupils in the mainstream classroom where they can develop their academic and  social skills

Personal support given by sympathetic professionals is part of our school vision and leads to effective progress for all.

School assessment procedures will ensure that  pupils make progress over time.

SENCO

Assistant SENCO

September 2017

 

  1. Review of expenditure

Previous Academic Year

2015/2016

The school used PP in order to improve the outcomes for eligible pupils and to contribute to our improvement in teaching and learning as set out in the School Improvement Plan.  This involved employing professionals to offer targeted support and to purchase materials that would support/enhance the various programmes that students were following.

One of our main targets was to improve the outcomes for all including those in vulnerable groups and we sought to do this by responding to the individual needs of pupils whether they were identified within school or by outside agencies.  AEN students performed as well as the general population and FSM performance exceeded national averages.  We increased the range and depth of our data analysis so that each teacher would be aware of the detailed performance of his pupils and be able to offer accurate feedback.

The school understands the pressures that operate on young people at the current time and we are acutely aware of the strain upon mental health agencies in the community, we have used some of our PPG to give more places for in-house counselling to students.  This has involved training members of staff as well as employing external professionals.  Equally we use our funds to support quick access to adolescent mental health professionals for individuals in need.  Inevitably this has raised our awareness of the need to train staff in these areas so that the whole community is aware of adolescent mental health needs and the effect that poor mental health can have on educational outcomes.

The PPG has also helped us to improve the experience of a number of pupils by helping them have access to:

  • Music lessons
  • Musical instruments
  • Cultural and educational visits
  • Primary texts for study and support material
  • Transport costs
  • Clothing and specialist kit.