pupil premium grant

Pupil Premium Statement 2016-17

Portchester Community School prides itself on providing a high quality education in order to ensure all of our students are successful leaners, confident individuals and responsible citizens. Through the additional funding the school has received for the academic year 2016-17, ( £189,975)it is able to provide a range of personalised interventions which support our pupil premium students.  In 2016-17 there are 174 disadvantaged students including 2 LAC and an additional 36 service students.

In our School Improvement Plan 2016/7 under Objective 1: Improving student outcomes- there is explicit reference to our commitment to accelerating the progress of ‘disadvantaged students… in all subjects’. The school recognises that we must understand the vital role the school, the wider social context and the family and home play, both individually and together, in influencing educational outcomes for all and in particular our pupil premium disadvantaged students. The school believes that in order to do this we must do this we must remove our identified barriers to learning through the following;

  • Providing quality first teaching
  • Strong pastoral support
  • Engaging parents
  • Securing effective transition
  • Raising aspirations
  • Maintaining and promoting a culture of success
  • Effective self-evaluation and review

In order to accelerate the progress of our disadvantaged students in all subjects, irrespective of their starting points we;

Provide quality first teaching through strong leadership and a committed focus on teaching and learning in the school checked through robust quality assurance procedures. Whole school strategies include disadvantaged students’ books being marked first and students’ being provided with detailed feedback, carefully planned supportive seating plans and targeted planned questioning in class. Through active referencing to good practice as identified by the Education Endowment Foundation, staff regularly receive in house training, take part in action research and coaching staff development to strengthen and enhance their teaching.

Provide strong pastoral support through the effective deployment of staff in school. We understand how some of our disadvantaged students and their families face specific challenges at home. Despite being a smaller than average school, each year group has their own Year Leader. There are 3 pastoral assistants who, working with our Wellbeing team, provide focused support via providing safe spaces such as our breakfast club as well as monitoring and addressing attendance and welfare needs, which we know present real issues for many of our disadvantaged students. This includes working in collaboration with the Local Children’s Partnership, Early Help Hub as well as providing on site counselling to help build resilience and self-belief.

Actively engage parents through having an open door policy and easily accessible strong pastoral teams. Disadvantaged students parents who don’t attend Parents Evenings and events are contacted and individual follow up meetings are offered. We understand the importance of there being positive relationships between school staff and those at the students’ homes. Issues are tackled when they are at a low level to prevent any avoidable acceleration. This may include assisting with the provision of school uniform and other equipment. 

Secure effective transition both into the school and when leaving. Strong established links exist with our main feeder schools through the designated work of our Year Leader for Year 7. These enable us to develop positive relationships and an understanding of individual students to secure they quickly adapt to their new school and continue to make good progress in their learning. This may include some disadvantaged students having specific tailored plans. Our Year 7 Leader is leading on a whole school staff project to ensure our staff understand the new expectations of the end of Key Stage two judgments with regards to students being ‘secondary ready’. Our Key Stage 4 curriculum offer ensures that students have access to a broad range of subjects to maximise student engagement and achievement. Our Year 11 Leader works closely with our Career’s adviser to secure well thought through personalised Post 16 plans for all of our disadvantaged students to prevent any from becoming NEET. This may include accompanying them to college visits and interviews as well as supporting them with apprenticeship applications. One of the Year Leaders also monitors closely the transition of those entering the school during the academic year as we recognise these students, who are often disadvantaged, are particularly vulnerable.

Raise aspirations by having a culture of high expectations. We actively use the experiences of past students, who come from similar social contexts, to provide recognisable positive inspirational role models in a range of career paths. Through individual interviews we are able to establish the aspirations of our disadvantaged students and work with them to set review and achieve the appropriate outcomes. Through our inclusive ethos and where appropriate to the needs of our individual disadvantaged students, they participate in events held at our local universities and with local businesses in our wider social context including IBM and the Southern Co-operative. They attend field trips both in the UK and abroad, learn musical instruments and have student leadership opportunities.

Maintain and promote a culture of success- We celebrate genuine success regularly through weekly assemblies and specific half termly celebration assemblies as well as through regular use of the newly launched revised Merit system. This has ensured that those deserving praise receive it. This is particularly important for our quiet disadvantaged students. Staff are actively encouraged to contact home via text, email or phone to inform parents when a student does something well as we recognise the importance of sharing this positive news particularly with our disadvantaged students’ families.

Undertake regular self-evaluation and review- Through the use of internally collected data middle and senior leaders analyse the performance data of both individual students and groups of students to review their achievement and progress. They use it to measure the impact of any tailored interventions in addition to inform future personalised support. We recognise the importance of such activities as they inform our practices such as the need for intervention for our disadvantaged students with very low levels of literacy in Year 7, 8 and 10 as well as for examination support. Individual subject areas continue to adapt their practices in response to their data analysis. Whilst this may involve the embedding of some strategies in other cases it may involve the abandonment of others.

Date of next review- February 2017.

Click here to read the Planning and Evaluation Outline 2015 - 2016
Click here to read the Planning and Evaluation Outline 2016 -2017

Pupil Premium Report 2015-16

Portchester Community School prides itself on providing a high quality education in order to ensure all of our students are successful leaners, confident individuals and responsible citizens. Through the additional funding the school received in the academic year 2015-16, (£158,015) it has been able to provide a range of personalised interventions which support our disadvantaged students.  In 2015-16 there were 219 FSM6 students and 5 LAC.

The school strives to improve the outcomes for our disadvantaged students. It recognises that quality first teaching is a fundamental entitlement for all students. During the academic year 2015-16 the school focused on the diminishing the difference in outcomes for groups of students with staff undertaking research into the gaps. Members of the Senior Leadership team and the Designated Pupil Premium and Looked After Children Coordinator, have been committed to developing their understanding of both, the barriers to learning which affect our disadvantaged students, as well as the most effective strategies to address them.  Reference has and continues to be made to research undertaken and presented on the national stage by people such as Sir John Dunford, The Educational Endowment Foundation and John Hattie. Representatives from the school have participated in training events provided by the County following which they have disseminated the information acquired to staff back at school. They continue to work in partnership with their professional colleagues in our local area from other educational providers and support agencies to provide a cohesive range of additional interventions extending beyond the school’s physical locality. During the year members of staff have developed a deeper reflective and analytical approach to reviewing our disadvantaged students’ performance and progress. A critical analysis of the impact of interventions has been increasingly undertaken.  Evidence of this can be found in the ‘Closing the Gap’ project summer 2016 reports. An evaluative report on the impact of our use of the pupil premium funding received for 2015-16 can be found on the hyperlink below.

Use of Catch- Up funding summary report 

During the academic year 2015-16 the school received £8,000 funding for those students who had not achieved Level 4 in English or maths at the end of Key stage 2. It had received £8,500 for the previous year.

Below is a summary table of how the funding has been used and its impact for the academic year 2015-16

Use of funding

Impact

Rising Stars intensive reading recovery and numeracy small group withdrawal programme

100% of students (4/4) have shown improvements in either their reading ages and /or comprehension and/ or their basic numeracy skills

In class support and enriched learning experiences through targeted work

100% of the 8 students are now at least Level 4 in English

88% of them (7/8 students) have made at least expected progress

50% of the students (4/8 students) are now at least Level 4 in maths

75% of those (3/4 students) below Level 4 have made at least expected progress so far in maths

Additional outside learning support via the Hampshire tutors and Place to Learn provision

50% of the students (1/2 students) have made at least expected progress in both English and maths despite missing parts of school

The other student has been able to remain engaged with education despite being unable to attend school