The Greneway Middle School

The Greneway Middle School

Garden Walk, Royston, Herts. SG8 7JF
Telephone: 01763 243650  (School Receptionists, Mrs N Bedford/Mrs N Johnson)   Email: admin.greneway@rsat.org.uk

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Pupil Premium Grant (PPG)

Pupil Premium Strategy Statement

We pride ourselves on the progress pupils make over their four year journey at Greneway.  Staff collaborate to provide a high quality, enjoyable and inclusive education experience.

The aim of the Government’s Pupil Premium Grant is to raise attainment among disadvantaged children. The funding is allocated to children who are eligible for Free School Meals (FSM) and any child that has been registered for Free School Meals in the past six years (known as ‘Ever 6 FSM’).  The funding also covers children in care who have been looked after continuously for more than 6 months.  This category is referred to as Children Looked After (CLA).  There is a premium for children who have been adopted from care (AFC) and a service premium for children whose parents are serving in the armed forces.
 

The Pupil Premium Grant aims to provide additional funding for disadvantaged pupils with the aim of increasing social mobility, reducing the attainment gap between the highest and lowest achieving pupils nationally and enabling more pupils from disadvantaged background to attend top universities. In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive Free School Meals will be socially disadvantaged and not all pupils who are socially disadvantaged are registered or qualify for Free School Meals. 

Developing a Pupil Premium Strategy

We strive to ensure:

  • Teaching and learning opportunities meet the needs of all pupils;
  • Appropriate provision is made for pupils who belong to vulnerable groups;
  • The needs of socially disadvantaged pupils are adequately assessed and addressed.

Research undertaken by the National Foundation for Education Research (NFER) has identified seven building blocks that are successful in raising attainment of disadvantaged pupils.  Greneway has explored the following building blocks alongside the Sutton Trust-Education Endowment Foundation (EEF) research to tailor our provision and practice and allocate funding:

Building Block

Notable Greneway provision/practice linked to Pupil Premium

Whole-school ethos of attainment for all

Developing CRISP Mindsets (Challenge, Resilience, Independence, Self-management, Positive response to feedback).   Analysis and intervention linked to Pupil Attitude to School and Self (PASS) surveys

Addressing behaviour and attendance

Strong partnership with external agencies (for example, North Herts Education Support Centre-NHESC and Attendance Improvement Officer-AIO, Drama Therapist, Family Support Worker- FSW)
School Mentor programme

High quality teaching for all

Teaching and learning opportunities meet the needs of all pupils
Effective Continuing Professional Development (CPD) programme
Expert practitioners leading lessons
Introduction of metacognition and self-regulation strategies (for example, Table of Errors (TOE) reflections)
Study Support programme

Meeting individual learning needs

Barriers to learning identified and recorded
Priority classes, groups or individuals identified
Strategies to meet needs deployed
Case Study approach to track individual pupil progress
Drama and Music Enrichment

Deploying staff effectively

Learning Mentor programme
Pupils Welfare Officer
Teaching Assistant timetable design

Data driven and responding to evidence

Use of GLAssessments to profile learners
Interventions to support pupil progress (‘Read, Write Inc.’/QuickLit/Comprehension Cohort/)

Clear, responsive leadership

Pupil Premium Coordinator role established in 2015/16
Pupil needs assessed and addressed (Leader of Inclusion, Year Leaders of Learning, Curriculum Leaders)
Monitoring and evaluation of practice embedded (for example, Cohort Action Plans, Reviews)

Our work through the Pupil Premium is aimed at ensuring access to the curriculum and accelerating pupil progress.

 

Number of pupils and Pupil Premium Grant (PPG) received:

 

2012/2013

2013/2014

2014/2015

2015/2016 2016/2017

Total number of pupils on roll (September)

435

444

431

453 445

Total number of pupils eligible for PPG
Current pupils on roll receiving Free School Meals

57

(31)

66

(31)

65

(30)

68

(20)

48

(18)

Average amount of PPG received per pupil

£623

£953 (Primary Pupil)

£900 (Secondary)

£1300 (Primary Pupil)

£935 (Secondary)

£300 (Armed Forces)

£1320 (Primary Pupil)

£935 (Secondary)

£300 (Armed Forces)

£1320 (Primary Pupil)

£935 (Secondary)

£300 (Armed Forces)

Total amount of PPG received

£35, 511

£61,308

£73, 915

£70,000 £53,000 (TBC)

Pupil Premium Grant (PPG) Allocation for 2016/17 has been targeted to:

  • ‘Pupil Performance Co-ordinator’ role
  • School Mentor role
  • Literacy Intervention Programmes/Developing literacy across the curriculum.
  • Numeracy Intervention Programme
  • Learning Mentors
  • ‘Study Support After-School Programme’ to support pupils with OSL
  • Drama Enrichment opportunities for KS3 Pupils
  • Drama Therapist
  • Family Support Worker/Transition Support Worker
  • Pupil support (Tailored programmes for individuals such as ‘Read, Write, Inc.’)
  • Music lesson provision

Pupil Premium Expenditure 2016/17

In 2015/16, we further strengthened the focus on pupils who receive ‘Pupil Premium’:

  • The appointment of a ‘Pupil Performance Coordinator’ ensured the NFER research (which identified seven building blocks that are common in schools which are most successful in raising disadvantaged pupils’ attainment) was explored against current practice at Greneway and new initiatives introduced
  • ‘Growth Mindset’ CPD opportunities for all staff led to whole school development of ‘CRISP’ (Challenge, Resilience, Independence, Self-management, Positive response to feedback)
  • ‘Lead lessons’ introduced with a Maths specialist working with KS2 staff
  • Metacognition and self regulation developed (for example, ‘Table of Errors’ reflection sheets introduced in Maths)
  • ‘Maths Clinic’ introduced
  • Nationally benchmarked attitudinal surveys introduced to explore Pupil Premium satisfaction with their school experience
  • Case Study tracking introduced
  • Attendance Reviews supported identified pupils.
  • The use of Learning Mentors supported vulnerable pupils.
  • Extra-Curricular opportunities were tailored to individual needs and well attended (for example, Royston in Bloom Allotment Challenge).
  • Pupils as Leaders developed through Young Sports Leaders, Music Leaders, Art Leaders

Examples of the impact of the PPG for Year 8 Pupil Premium Pupils in 2015-16 was:

Average Point Score Progress for Pupil Premium pupils (Year 5 to Year 8)

2016

English

11.67

Maths

15.5

Science

17.5

ICT

12.5

PE

16.5

Green indicates progress which exceeds national expectation. Importantly, all 2016 figures show progress in line with traditional national expectation of 3 points progress per year.

Online attitudinal survey confirms that pupils show high satisfaction with their school experience

Cohort Analysis

Pupil Premium Grant (PPG) Allocation for 2015/16 has been targeted to:

  • Appointment of ‘Pupil Performance Co-ordinator’
  • Literacy Intervention Programmes in Year 6
  • Numeracy Intervention Programme in Year 6
  • Developing literacy across the curriculum.
  • Mentoring
  • ‘Read, Write, Inc.’ Intervention Programmes
  • ‘Study Support After-School Programme’ to support pupils with OSL
  • Drama Enrichment opportunities for KS3 Pupils
  • Drama Therapist
  • Parent Support Worker
  • Non-contact time for teaching staff to thoroughly assess children and identify the next steps of provision and closely monitor progress.
  • Music lesson provision
  • New technologies to support pupils across the curriculum.

Pupil Premium Expenditure 2015/2016

In 2014/15, we further strengthened the focus on pupils who receive ‘Pupil Premium’:

  • CPD Opportunities for staff in the use of new technologies to enhance pupil independence and engagement specifically with numeracy and literacy materials. (Spellodrome, My Maths, Doodle Maths). 
  • Further CPD opportunities to embed the use of Google APPs to encourage collaborative working and developing a culture of learning dialogues to support next steps in learning.
  • Attendance Reviews supported identified pupils.
  • The use of Learning Mentors to support vulnerable pupils.
  • The Leadership Team provided targeted individual behaviour management support for 11 of the year 8 pupils.
  • Extra-Curricular opportunities were tailored to individual needs and well attended with pupils the school in a range of forums (Dodge ball, handball, cricket, Royston in Bloom Allotment Challenge).
  • Developing Pupils as Leaders – Young Sports Leaders, Music Leaders, Art Leaders,
  • Governors involved in review of Pupil Premium (Yr5 – 13) across the Royston Schools’ Academy Trust.

Examples of the impact of the PPG for Year 8 Pupil Premium Pupils 2014-15 was:

English:

  • The Verbal CAT Scores in year 5 for Pupil Premium children is significantly below (Average 93.0)  those of the rest of the cohort as a whole (99.4).  The Pupil Premium Pupils made the same progress in all three strands as the rest of the year group.
  • The median progress from Year 5 to 8, 6 to 8 and 7 to 8 across all three English attainment targets was the same for the PP pupils and the whole cohort.

Maths:

  • 80% of Pupil Premium and Ever 6 children made good or better progress in KS3.  The mean progress in KS3 is 12pts – outstanding other than for those who had severe emotional/behavioural problems.

Science
Progress from KS2 to KS3 is better than the rest of the cohort (8.8pts v 8.48pts)

PE

Progress in from Y7 to Y8 is better than cohort (4.17 v 4.06) and Y6 to Y8 the same (8.9pts)

Improved attendance for this identified group across the year groups:

% of FSM group

2014/2015
2013/2014
2012/2013

Attendance
< 85%

 

Attendance
< 90%

Attendance
< 95%

Pupil Premium (FSM)

 

1/29 = 3%
1/33 = 3%
8/31 = 26%

6/29 = 21%
3/33 = 9%
17/31 = 55%

  14/29 = 48%
21/33 = 64%
22/31 = 71%

All other pupils

2/402 = 0.05%
3/413 = 3%
9/401 = 2%

7/402 = 2%
28/413 = 7%
39/401 = 10%

71/402 = 18%
138/413 = 33%
155/401 = 39%

All Pupils

3/431 = 0.7%
4/446 = 1%
17/432 = 4%

 13 /431 = 3%
31/446 = 7%
56/432 = 13%

85/431= 19.7%
159/446 = 36%
177/432 = 41%

Whilst there is a correlation between pupils in receipt of free school meals and lower attendance, it is pleasing to note that there have been improvements in most areas.  Individual support programmes continue to be developed in liaison with the School Attendance Officer to facilitate attendance.
Identified ‘disadvantaged pupils’ have been supported through the Common Assessment Framework (CAFs) working with pupils and their families to focus on improved attendance.