At Queen Elizabeth’s, pupil premium funds are directed towards those interventions and activities which are shown by research to be particularly effective in accelerating the progress of pupils at risk of disadvantage.
As a wholly selective school admitting pupils on the basis of their academic ability alone, there should not initially be an “attainment gap” to close between those pupils who qualify for pupil premium support and those who do not. We must, however, be alert to the possibility that the progress of pupils coming from a background of relative disadvantage may not be as rapid as that of their peers unless measures are taken to support them throughout their school career. At Queen Elizabeth’s, pupil premium funds are therefore directed towards those interventions and activities which are shown by research to be particularly effective in accelerating the progress of such pupils. The basis of this is the list of approaches drawn up by the Education Endowment Foundation administered by the Sutton Trust, from which those most appropriate to the ethos and attainment in this school have been selected. The effectiveness of the support provided is monitored continuously through our system of bespoke tutorials, in which form tutors check and discuss the progress and involvement of each pupil on an individual basis, and summatively through the measures included in the annual RAISEonline report for the school in which the performance of disadvantaged pupils is compared to the other pupils in the cohort.
Programme for 2017 / 18
Pupil Premium Funding Available: £44005
|Education Endowment Fund Strategy||School Implementation||Aim||Expected Outcome|
|Reducing Class Sizes||Smaller tutor group sizes established in year 11 and the sixth form will be maintained||Each pupil in these year groups will receive more individual attention from their form tutor and tutors will gain a more detailed knowledge of the boys||A closer pastoral relationship between tutors and tutees and a consequent increase in the care, guidance and support given to each pupil|
|Collaborative Learning||Develop best practice in group work in lessons to promote collaborative, student-led learning||Focus attention on the use of time when pupils are together in form groups, creating further opportunities for discussion and debate and for vertical integration||Pupils support each other’s learning and acquire skills of discussion, explanation and debate. Older pupils provide guidance to younger boys, assisting them, with the benefit of their experience, to overcome challenges which they may face|
|Outdoor Adventure Learning||A dedicated fund to ensure that disadvantaged pupils have access to the full range of extra-curricular opportunities||Disadvantaged pupils will not be prevented from participating in extra-curricular activities as a result of any financial constraints||Disadvantaged pupils are able to participate in the full range of extra-curricular activities and gain all the benefits which accrue from them|
|Social and Emotional Learning||Engage specialist support for pupils with social or emotional problems likely to impede their progress||Pupils will be assessed to determine the extent of support required, and where appropriate will meet with a qualified counsellor||Pupils will learn to cope more effectively with any social or emotional difficulties, reducing or removing the impact upon their engagement in learning and their progress|
|One-to-one tuition; Small group tuition; & Peer tutoring||Provision of clinics to support pupils who are falling behind in relation to their peers or to their own targets for achievement||Boys will receive individual or small group support with their academic work in dedicated sessions outside of lesson time, either from teachers or from older pupils||Boys whose progress has been impeded by difficulties with aspects of their academic work will gain the help necessary to get them back on course to achieve their academic targets|
|Digital technology||A continuing programme of increasing, renewing and improving electronic resources||Continue the renewal strategy for all aspects of technology used to support pupils’ learning||Pupils and teachers have access to the best available electronic learning resources|
|Parental Involvement||Improve the quality of reporting to parents||Increase the frequency with which parents are given a formal report on their sons’ progress in relation to his targets||Parents are better placed to support their son’s learning as a result of a clearer, more frequent reporting|
Effectiveness of Pupil Premium Spending in 2016 / 17
For the reasons given above, the pupil premium allocation for 2016 / 17 (£46810) was used to support the implementation of a number of EEF strategies designed to boost especially the achievement of those pupils qualifying for the funding:
Reducing Class Sizes
Tutor group sizes were maintained at half their previous size in year 11 and given the same maximum number (15 pupils) in the sixth form. Pupils continued to gain more individual attention from their form tutors with beneficial effects on the quantity and quality of care, guidance and support they received.
Dedicated time for discussion and presentation in small groups was allocated in pastoral sessions, building a sense of mutual support and enabling pupils to become more involved and articulate.
Outdoor Adventure Learning
Funds were provided to allow participation in an extra-curricular activity which would otherwise have been beyond the financial means of eight pupils in the qualifying group.
Social and Emotional Learning
Specialist counselling services were engaged to assist pupils with social and emotional needs that were seen to be affecting their well-being and learning.
One-to-one / Small Group Tuition, Peer Tutoring
Clinics were provided in every subject run by teachers or older pupils to provide support to any pupils falling behind the rate of progress needed to achieve their academic targets.
Further developments were undertaken with eQE, greatly improving electronic access for the pupils to academic subject and library resources for independent learning and research, aiding their organisation of tasks such as homework, facilitating communication and providing information about the curriculum and extra-curricular opportunities.
Enhancements to eQE also improved electronic interaction between school and home, allowing parents more insight into their sons’ progress, development and activities.
Form tutors monitored the progress of pupils throughout the year, checking at regular intervals that pupils were not falling behind their expected rate of progress and were on course for high levels of attainment in line with the challenging targets set for them. The results obtained by pupils in the qualifying group indicate that their attainment was in line with that of all other pupils.
The DfE performance tables show that pupils in the disadvantaged group scored very highly at GCSE, with an average Attainment 8 score of 78.3 (compared to a maximum possible of 83) and a Progress 8 score of 0.74. Whilst both were a little lower than the corresponding figures for the cohort generally, the performance of one individual had a significant effect on these averages in a group of only six disadvantaged pupils.
This Pupil Premium strategy is reviewed annually in November.