Pupil Premium
Pupil Premium Strategy Statement
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School |
Tunbridge Wells Grammar School for Boys |
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Academic Year |
2017/18 |
Total PP budget |
£57,000 |
Date of most recent PP Review |
Nov 2016 |
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Total number of pupils |
1277 |
Number of pupils eligible for PP |
59 |
Date for next internal review of this strategy |
May 2018 |
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Pupils eligible for PP (TWGSB) |
Pupils not eligible for PP (national average) |
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Progress 8 score average |
- 0.42 |
+0.11 |
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Attainment 8 score average |
54 |
49.8 |
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In-school barriers (issues to be addressed in school, such as poor literacy skills) |
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Literacy in year 7 intake is variable |
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Pupils who cannot access full extra-curricular opportunities or curricular enrichment opportunities |
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Learning to learn skills across the board |
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External barriers (issues which also require action outside school, such as low attendance rates) |
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Success criteria |
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At least 4 levels of progress in English and Maths for all pupils |
The GCSE Results |
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All pupils access some enrichment opportunities and are increasingly prepared to volunteer in local/school community |
Monitor attendance on trips, participation in DoE |
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Pupils improve their learning to learn skills to give them greater independence as learners |
PSHE programme, Form Tutor time, better quality revision. |
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2016/2017 |
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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. |
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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? |
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CPD Support for staff in teaching pupils with AEN
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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) |
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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) |
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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? |
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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) |
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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 |
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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? |
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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 |
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Previous Academic Year |
2015/2016 |
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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:
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