About Us

Pupil Premium

Disadvantaged (Pupil Premium) Strategy 2016/17

Rationale:

The Pupil Premium Grant is allocated to children from low-income families who are, or have been, eligible for free school meals (FSM), children of service personnel and children who have been looked-after (LAC).
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The objective of our spending of Pupil Premium funding is to improve the attainment and progress of students eligible for the pupil premium, relative to those students that are not eligible (both in-school and nationally). We have used research compiled by the ‘Education Endowment Foundation’ to best steer our approach and budget allocation (the best results come from promoting metacognition, improving feedback and utilising pastoral interventions).

No student, regardless of their socio-economic background, should be denied the right to maximise their potential. We aim to use the pupil premium funding to remove barriers- to raise the aspirations and achievement of, and the opportunities for disadvantaged students. Some of the barriers that we endeavour to overcome include EAL (we have number of disadvantaged students for whom English is their second language), access to books and reading material, access to computers and the internet, key resources (e.g. calculators), funding for trips.

Aims:

The aim of the Pupil Premium is to identify and implement strategies in order to increase social mobility and reduce the attainment gap between the highest and lowest achieving pupils nationally.

To ensure that the Pupil Premium Grant is targeted at the students it is intended for, the school produces an annual plan to spend the budget with a clear aim to significantly improve the achievement and life chances of disadvantaged students attending Windsor High School and Sixth Form by narrowing the gap in achievement between them and their peers in school and nationally. This will be achieved by:

 

  • Providing educational support which raises the achievement of these students so that it is in line with their in-school peers and national expectations.
  • Providing emotional and social support where appropriate.
  • Addressing any inequalities in opportunity faced by these students.
Review of the impact of spending in the academic year 2015/16:

Funding of £434,724 was received.

This was used to support:

  • Additional teaching staff, lessons and groups in the core subject areas of Maths, English and Science.
  • Additional staffing and other resources across a range of subject areas to enhance coaching for Pupil Premium students.
  • Additional pastoral intervention to reduce exclusions and increase attendance.
  • Additional teaching assistant support in Maths.
  • Provision of learning mentors to provide personalised tuition in Maths.
  • Support for targeted students with regard to curriculum resources and the provision of curriculum enrichment.
  • Additional literacy coaching.

The impact of this support was:

  • The percentage of Year 11 Disadvantaged students that gained 5A*-C including Maths and English was 52% which is an increase of 8% from 2015 and is significantly above the national disadvantaged 36%. National others in 2015 was 63%.
  • The gap between the 5A*-C including Maths and English performance of Non-Disadvantaged and Disadvantaged students was 18%. This is significant progress from the 34% gap in 2015. The gap to national others was 11%.
  • The percentage of Disadvantaged students that gained an A*-C grade in maths and either English Language or English Literature (the new national benchmark measure) was 52%. This was a 9% increase from 2015. In addition the gap to ‘Others’ (non-disadvantaged students) reduced from 34% in 2015 to 25% in 2016. Gap to national others was 13%.
  • The percentage of Disadvantaged students making at least expected progress in English increased by 8% from last year and remains high, at 81%, this being significantly above the national figure for Disadvantaged (57%) and for non-Disadvantaged (74%). The within school gap is -9%, which is an improvement of 5% on last year.
  • The percentage of Disadvantaged students making at least expected progress in Maths went down by 1% on last year but remains above national figures for disadvantaged students (49%), but below the national figure for non-Disadvantaged (72%). The within school gap has increased on 2015 due to the significant increase in performance by non-Disadvantaged students (77% up from 70%).
Pupil Premium 2016/17 income and spending plans:

For the academic year 2016/17, 435 students are registered as ‘Pupil Premium’.

This will create estimated funding for the school of £447,075.

This money will be allocated to provide:

  • Additional teaching staff, lessons and groups in the core subject areas of Maths, English and Science.
  • Additional staffing and other resources across a range of subject areas to enhance coaching for Pupil Premium students.
  • Additional pastoral intervention to reduce exclusions and increase attendance.
  • Additional teaching assistant support in Maths.
  • Provision of learning mentors, counselling and additional teaching staff.
  • Support for targeted students with regard to curriculum resources and the provision of curriculum enrichment.
  • Additional qualification teaching and assessment e.g. Vocational IT qualification.
  • Additional literacy coaching.

Where possible, the impact of the spending of the pupil premium fund will be measured against national data. In addition, internal data will help the monitoring of progress and attainment of students alongside pastoral monitoring.

The review of spending will take place in April 2017. An annual plan and impact report will be produced each September and become available on the school website.

In the academic year 2014/15 funding of £384,392 was received.

This was used to support:

  • Additional teaching staff, lessons and groups in the core subject areas of Maths, English and Science.
  • Additional staffing and other resources across a range of subject areas to enhance coaching for Pupil Premium students.
  • Additional pastoral intervention to reduce exclusions and increase attendance.
  • Additional teaching assistant support in Maths.
  • Provision of learning mentors to provide personalised tuition in Maths.
  • Support for targeted students with regard to curriculum resources and the provision of curriculum enrichment.
  • Additional literacy coaching. 

The impact of this support was:

  • The percentage of year 11 pupil premium students gaining 5A*-C GCSE’s including Maths and English was 44% in 2014/15. The national figure for Non Pupil Premium students in 2014 was 62% (The National figure for pupil premium students was 36% in 2014).
  • The percentage of year 11 pupil premium students gaining A*-C in both Maths and English GCSE’s was 53% in 2014/15. The national figure for Non Pupil Premium students in 2014 was 64% (The National figure for pupil premium students was 39% in 2014).
  • In English 73% of year 11 pupil premium students made expected progress. The national figure for Non Pupil Premium students in 2014 was 75% (The National figure for pupil premium students was 58% in 2014).
  • In Maths 55% of year 11 pupil premium students made expected progress or better. The national figure for Non Pupil Premium students in 2014 was 71% (The National figure for pupil premium students was 48% in 2014).