Key Information

Pupil Premium

 

PUPIL PREMIUM STRATEGY STATEMENT

School overview

 School name

Tunbridge Wells Grammar School for Boys

Pupils in school

1299

Proportion of disadvantaged pupils

4.9%

Pupil premium allocation this academic year

£55,765

Academic year or years covered by statement

201920

Publish date

10/12/19

Review date

1/11/2020

Statement authorised by

Amanda Simpson, Headteacher

Pupil premium lead

Michael Crow, Deputy Headteacher

Governor lead

Petra Sluka/Rachel Lovera

 

Disadvantaged pupil performance overview for last academic year

Progress 8

-0.67 (12 students)

Ebacc entry

38.5%

Attainment 8

53.23

Percentage of Grade 5+ in English and maths

69.2%

 

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

Close the gap between PP and whole cohort P8. Target of +0.25

August 2020

Attainment 8

Close the gap between PP and whole cohort A8. Target of 64.

August 2020

Percentage of Grade 5+ in English and maths

Close gap to achieve 90%.

August 2020

Attendance

Close gap to achieve 95%

August 2020

Ebacc (Strong Pass)

Ensure that Ebacc entrance and achievement of strong pass is 70% (in line with the rest of the cohort).

August 2020

 

Teaching priorities for current academic year

Measure

Activity

Priority 1

Personalised action plans for all PP students. Directed support through Inclusion team; learning resources; access to additional teaching during holiday revision clinics.

Priority 2

Show My Homework upgrade to allow for carefully planned interventions in classrooms. Show My Homework allows for seating plans to be created which identify different student groups. Teachers will be expected to use these to seating plans to inform their classroom support and differentiation. The upgraded package will also allow for more parent engagement as it will notify parents of positive and negative behaviours.

Barriers to learning these priorities address

Parental engagement with application.

Student attendance at teaching sessions outside the school day (transport).

Projected spending

£20,000 allocated to supporting students through Individual fund.

£17, 265 allocated to supporting students through Learning Support Assistants.

 

Targeted academic support for current academic year

Measure

Activity

Priority 1

Tracking of attainment of PP students across all year groups to ensure swift interventions (monitored by Lead Practitioner).

Priority 2

Tracking of attendance of PP students to ensure attendance is in line with the rest of the cohort (monitored by Lead Practitioner and attendance officer).

Barriers to learning these priorities address

Parental engagement with attendance meetings.

Projected spending

£17, 265 allocated to supporting students through Learning Support Assistants.

 

Wider strategies for current academic year

Measure

Activity

Priority 1

Continued access to Individual Fund to ensure that all PP students have access to full range of extra-curricular opportunities and access to all resources and equipment.

Priority 2

Continue to support students with complex needs through MACK and counselling services.

Barriers to learning these priorities address

Awareness of individual fund.

Capacity of counsellors and MACK to support all students.

Projected spending

£20,000 allocated to individual fund.

£18,500 allocated to counsellors, educational psychologist and MACK provision.

 

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Ensuring that all staff are utilising the information available on the individual’s action plan (as shared by Lead Practitioner with PP oversight).

Quality Assurance visits by Lead Practitioner to monitor implementation of individual action plans.

Targeted support

Ensuring that all PP students are accessing the full range of additional support available to them.

Lead Practitioner to monitor attainment and direct students to ensure they access the full range of support available to them.

Wider strategies

Ensuring that those with the highest need access all of the support available to them.

Lead practitioner to monitor who is accessing and re-direct resources where appropriate.

 

Review: last year’s aims and outcomes

Aim

Outcome

Additional staffing allowing for smaller teaching groups in English.

Due to personal challenges of some individuals’ attendance hampered students’ success. Unsuccessful.

Use of bought-in counselling services such as MACK to support boys with emotional wellbeing support.

Services accessed by the most vulnerable students. Successful.

Individual fund used to ensure full access to the curriculum.

Fund used appropriately to subsidise trips and visits; access to uniform and PE kit; equipment for subjects such as DT. Successful.

 

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