Pupil Premium
In April 2011 the Government introduced the Pupil Premium (PP), funding which is additional to main school funding.
The purpose of the Pupil Premium is to narrow, and eventually close, the attainment gap between pupils from low income families and their peers; schools have the freedom to spend this funding as they think best based upon their knowledge of pupil needs.
It is allocated to the school to work with pupils who have been registered for Free School Meals (FSM) at any point in the last 6 years (the “ever 6” rule). The school also receives funding for pupils who have been or are currently Looked after Children, adopted children and children of service personnel. As a school we are able to use this funding to address any underlying inequalities and/or disadvantages that pupils may face from belonging to any of the aforementioned demographics.
Pupil Premium Funding at Bishop’s Hatfield Girls’ School
| Year | Funding | Pupils |
| 2016-17 | £123,715 | 130 |
| 2017-18 | £136,356 | 136 |
| 2018-19 | £126,225 | 138 |
At Bishop’s Hatfield Girls’ School we seek to maximise achievement for all by using this funding to ensure equity for all of our pupils. As part of our school aim, to ensure that our pupils “Achieve their potential and enjoy the journey” this funding is spent ensuring that those eligible benefit from educational resources, pastoral support and enriching extra-curricular activities.
Please click on the links below for a breakdown of how the Pupil Premium was allocated in 2017-18, an evaluation of the impact it had and how we intend to allocate spending in 2018-19.
Pupil Premium Breakdown of Spending (2017/2018)
| ITEM PROJECT | FOCUS | COST (£) | BENEFICIARIES |
|---|---|---|---|
| Additional sets in Core Subjects | Attainment | 48,960 | Years 10 & 11 |
| Extension of LSA team / time to allow for support group staffing and attendance at meetings | Attainment / Emotional and Behavioural Support | 34,286 | Years 7 - 11 |
| A Head of Year for all Year groups | Attainment / Emotional and Behavioural Support | 22,930 | Years 7 - 11 |
| Counselling and Mentoring Services | Emotional and Behavioural Support | 5,333 | Years 7 - 13 |
| Assistance for educational visits / trips | Attainment / Social Skills | 3,372 | Years 7 - 13 |
| Year 11 Exam Breakfasts | Attainment | 2,381 | Year 11 |
| Individual tuition | Attainment | 2,264 | Years 10 & 11 |
| Year 7 Summer School | Attainment / Social Skills | 2,167 | Year 6 & 7 |
| Miscellaneous curriculum and pastoral materials (ingredients for GCSE Catering, uniform, Year 11 Study Skills session, MfL magazine subscriptions, subject specific equipment) | Attainment / Emotional and Behavioural Support | 1,722 | All |
| Revision materials | Attainment | 1,092 | Years 10 - 13 |
| Individual tuition for Gymnastics | Enrichment / Social Skills | 800 | Years 7 - 9 |
| Booster Clubs | Attainment | 325 | Years 10 & 11 |
| Music remission | Attainment / Enrichment | 296 | Years 7 - 11 |
| Chromebooks for students with additional needs | Attainment | 292 | Years 7 - 13 |
| School uniform, school shoes etc. | Emotional and Behavioural Support | 262 | Years 7 - 13 |
| Student travel | Attendance / Attainment | 97 | Years 7 - 13 |
| PE coaching (athletics) | Enrichment / Social Skills | 62 | Years 7 - 13 |
| Examination Re-Sits | Attainment | 46 | Years 10 - 13 |
| Total | - | £126,685 | - |
Pupil Premium Impact and Evaluation 2017/18
Latest data:
| SUMMARY - WHOLE COHORT | 2016 | 2017 | 2018* |
|---|---|---|---|
| Progress 8 Score | 0.31 | 0.25 | 0.39 |
| Progress 8 description (as defined by government school performance tables) | Above Average | Above Average | Above Average |
| BHGS Attainment 8 Score | 55.59 | 51.42 | 51.78 |
| National Attainment 8 Score | 49.9 | 46.3 | 46.40 |
| BHGS Grade 4 or above in English and Maths (C in 2016) | 84% | 77% | 73% |
| National Grade 4 or above in English and Maths (C in 2016) | 63% | 64% | 64% |
| BHGS Grade 5+ in English and Maths (strong) | n/a | 53% | 46% |
| National Grade 5+ in English and Maths (strong) | n/a | 43% | 40% |
| BHGS % entering EBACC | 63% | 66% | 72% |
| National % entering EBACC | 39% | 35% | 35% |
| BHGS % Achieving EBACC 5+ | 47% | 49% | 32% |
| National Achieving EBACC 5+ | 24% | 21% | 17% |
* 2018 figures are based on provisional data
| SUMMARY - DISADVANTAGED | 2016 | 2017 | 2018* |
|---|---|---|---|
| Progress 8 Score | 0.38 | -0.63 | -0.5 |
| Progress 8 description (as defined by government school performance tables) | Above Average | Well Below Average | Below average |
| BHGS Attainment 8 Score | 53.45 | 32.86 | 40.04 |
| BHGS Non-Disadvantaged Attainment 8 Score | 56.2 | 55.6 | 55.1 |
| National Disadvantaged Attainment 8 Score | 41.1 | 37 | 50 |
| National Non-Disadvantaged Attainment 8 Score | 53.3 | 49.76 | 50.0 |
| BHGS Grade C or above in English and Maths (C in 2016) | 85% | 50% | 54% |
| BHGS Non-Disadvantaged Grade 4 or above in English and Maths (C in 2016) | 83% | 83% | 79% |
| National Disadvantaged Grade 4 or above in English and Maths (C in 2016) | 43% | 44% | 71% |
| National Non-Disadvantaged Grade 4 or above in English and Maths (C in 2016) | 71% | 71% | 71% |
| BHGS Grade 5+ in English and Maths (strong) | n/a | 30% | 27% |
| BHGS Non-Disadvantaged Grade 5+ in English and Maths (strong) | n/a | 58% | 52% |
| National Disadvantaged 5+ in English and Maths (strong) | n/a | 25% | 50% |
| National Non-disadvantaged 5+ in English and Maths (strong) | n/a | 49% | 50% |
| BHGS % entering EBACC | 50% | 40% | 50% |
| BHGS Non-disadvantaged % entering EBACC | 66% | 72% | 78% |
| National Disadvantaged % entering EBACC | 25% | 25% | 43% |
| National Non-disadvantaged % entering EBACC | 45% | 43% | 43% |
| BHGS % Achieving EBACC 5+ | 35% | 20% | 19% |
| BHGS Non-Disadvantaged % Achieving EBACC 5+ | 51% | 55% | 36% |
| National Disadvantaged % Achieving EBACC 5+ | 12% | 10% | 20% |
| National Non-Disadvantaged % Achieving EBACC 5+ | 30% | 26% | 20% |
* 2018 figures are based on provisional data
| Progress 8 | No. | 2016 | No. | 2017 | No. | 2018* | Difference 2016 - 18 |
|---|---|---|---|---|---|---|---|
| Disadvantaged High | 4 | 0.4 | 5 | -1.5 | 9 | -0.58 | 0.98 |
| Non-Disadvantaged High | 24 | 0.14 | 49 | 0.65 | 40 | 0.56 | 0.42 |
| High Attainers Gap | 0.26 | -2.15 | -1.14 | 1.4 | |||
| Disadvantaged Middle | 14 | 0.39 | 8 | -0.39 | 11 | -0.29 | 0.68 |
| Non-Disadvantaged Middle | 39 | 0.34 | 27 | 0.3 | 31 | 0.95 | 0.61 |
| Middle Attainers Gap | 0.05 | -0.69 | -1.24 | 1.29 | |||
| Disadvantaged Low | 1 | 0.16 | 7 | -1.5 | 2 | -1.28 | 1.44 |
| Non-Disadvantaged Low | 8 | 0.47 | 6 | -0.25 | 10 | -0.08 | 0.55 |
| Low Attainers Gap | -0.31 | -1.25 | -1.2 | 0.89 | |||
| Overall Disadvantaged | 19 | 0.38 | 20 | -0.63 | 22 | -0.5 | 0.88 |
| Overall Non-Disadvantaged | 90 | 0.29 | 82 | 0.47 | 81 | 0.63 | 0.34 |
| Overall Gap | 0.09 | -1.1 | -1.13 | 1.22 |
NB: High, Middle or Low Attainers are identified based on KS2 scores. No. of students only includes students for whom we have validated KS2 scores
* adjusted data from ASP
| ENGLISH ELEMENT | No. | 2016 | No. | 2017 | No. | 2018 | Difference 2016 - 18 |
|---|---|---|---|---|---|---|---|
| Disadvantaged High | 4 | 0.2 | 5 | -1.35 | 9 | -0.11 | 0.31 |
| Non-Disadvantaged High | 24 | 0.3 | 49 | 0.64 | 40 | 0.64 | 0.34 |
| High Attainers Gap | -0.1 | -1.99 | -0.75 | 0.65 | |||
| Disadvantaged Middle | 14 | 0.7 | 8 | -0.13 | 11 | 0 | 0.70 |
| Non-Disadvantaged Middle | 39 | 0.38 | 27 | 0.42 | 31 | 1.01 | 0.63 |
| Middle Attainers Gap | 0.32 | -0.55 | -1.01 | 1.33 | |||
| Disadvantaged Low | 1 | 0.66 | 7 | 0.44 | 2 | -2 | 2.66 |
| Non-Disadvantaged Low | 8 | 0.71 | 6 | 0.6 | 10 | -0.28 | 0.99 |
| Low Attainers Gap | -0.05 | -0.16 | -1.72 | 1.67 | |||
| Overall Disadvantaged | 19 | 0.59 | 20 | -0.24 | 22 | -0.23 | 0.82 |
| Overall Non-Disadvantaged | 90 | 0.39 | 82 | 0.56 | 81 | 0.74 | 0.35 |
| Overall Gap | 0.2 | -0.8 | -0.97 | 1.17 |
| MATHS ELEMENT | No. | 2016 | No. | 2017 | No. | 2018 | Difference 2016 - 18 |
|---|---|---|---|---|---|---|---|
| Disadvantaged High | 4 | 0.25 | 5 | -1.49 | 9 | -1.05 | 1.30 |
| Non-Disadvantaged High | 24 | 0.18 | 49 | 0.16 | 40 | -0.08 | 0.26 |
| High Attainers Gap | 0.07 | -1.65 | -0.97 | 1.04 | |||
| Disadvantaged Middle | 14 | 0.55 | 8 | -0.21 | 11 | -0.52 | 1.07 |
| Non-Disadvantaged Middle | 39 | 0.38 | 27 | 0.3 | 31 | 0.27 | 0.11 |
| Middle Attainers Gap | 0.17 | -0.51 | -0.79 | 0.96 | |||
| Disadvantaged Low | 1 | 0.98 | 7 | -0.1 | 2 | -0.63 | 1.61 |
| Non-Disadvantaged Low | 8 | 0.9 | 6 | -0.5 | 10 | -0.18 | 1.08 |
| Low Attainers Gap | 0.08 | 0.4 | -0.45 | 0.53 | |||
| Overall Disadvantaged | 19 | 0.51 | 20 | -0.49 | 22 | -0.75 | 1.26 |
| Overall Non-Disadvantaged | 90 | 0.4 | 82 | 0.16 | 81 | 0.04 | 0.36 |
| Overall Gap | 0.11 | -0.65 | -0.79 | 0.90 |
| EBACC ELEMENT | No. | 2016 | No. | 2017 | No. | 2018 | Difference 2016 - 18 |
|---|---|---|---|---|---|---|---|
| Disadvantaged High | 4 | 0.72 | 5 | -1.39 | 9 | -0.71 | 1.43 |
| Non-Disadvantaged High | 24 | 0.28 | 49 | 1.11 | 40 | 0.61 | 0.33 |
| High Attainers Gap | 0.44 | -2.5 | -1.32 | 1.76 | |||
| Disadvantaged Middle | 14 | 0.24 | 8 | -0.02 | 11 | -0.23 | 0.47 |
| Non-Disadvantaged Middle | 39 | 0.45 | 27 | 0.42 | 31 | 1.07 | 0.62 |
| Middle Attainers Gap | -0.21 | -0.44 | -1.3 | 1.09 | |||
| Disadvantaged Low | 1 | -0.79 | 7 | -0.42 | 2 | -1.11 | 0.32 |
| Non-Disadvantaged Low | 8 | 0.21 | 6 | -0.75 | 10 | -0.22 | 0.43 |
| Low Attainers Gap | -1 | 0.33 | -0.89 | 0.11 | |||
| Overall Disadvantaged | 19 | 0.28 | 20 | -0.5 | 22 | -0.51 | 0.79 |
| Overall Non-Disadvantaged | 90 | 0.35 | 82 | 0.75 | 81 | 0.68 | 0.33 |
| Overall Gap | -0.07 | -1.25 | -1.19 | 1.12 |
| Open Element | No. | 2016 | No. | 2017 | No. | 2018 | Difference 2016 - 18 |
|---|---|---|---|---|---|---|---|
| Disadvantaged High | 4 | 0.31 | 5 | -1.70 | 9 | -0.71 | 1.02 |
| Non-Disadvantaged High | 24 | -0.13 | 49 | 0.54 | 40 | 0.89 | 1.02 |
| High Attainers Gap | 0.44 | -2.24 | -1.6 | 2.04 | |||
| Disadvantaged Middle | 14 | 0.22 | 8 | -1.06 | 11 | -0.4 | 0.62 |
| Non-Disadvantaged Middle | 39 | 0.19 | 27 | 0.54 | 31 | 1.25 | 1.06 |
| Middle Attainers Gap | 0.03 | -1.6 | -1.65 | 1.68 | |||
| Disadvantaged Low | 1 | 0.24 | 7 | -0.77 | 2 | -1.41 | 1.65 |
| Non-Disadvantaged Low | 8 | 0.28 | 6 | -0.15 | 10 | -0.11 | 0.39 |
| Low Attainers Gap | -0.04 | -0.62 | -1.3 | 1.26 | |||
| Overall Disadvantaged | 19 | 0.24 | 20 | -1.12 | 22 | -0.62 | 0.86 |
| Overall Non-Disadvantaged | 90 | 0.12 | 82 | 0.34 | 81 | 0.9 | 0.78 |
| Overall Gap | 0.12 | -1.46 | -1.52 | 1.64 |
To download a summary of our Pupil Premium Impact Overview 2017-18, click here:
Plans for expenditure (2018/19)
In addition to our plans to continue the expenditure outlined above:
- A holistic approach to the monitoring of all PP pupils in all year groups to ensure that they are prioritised in our planning and assessment
- Improved focus on current Year 11 PP pupils in terms of attendance, progress and attainment by the end of the academic year
- Whole staff meetings focusing on PP girls on roll and sharing strategies to overcome potential barriers to learning
- A Pupil Premium Working Group of all staff members to focus on the attainment of PP pupils and information to be circulated regularly to subject staff pertaining to the PP pupils on roll
- Increased focus on FSM/PP pupils in terms of attendance and therefore access to their learning
- An increase in counselling facilities in school to allow pupils to cope with stresses of GCSEs and life changes, improving mental health generally in the school community
- A more open approach to pupils and their parents in terms of what Pupil Premium funding means and how this can benefit their daughters in and out of school
- Provision of more targeted revision/master classes for Key Stage 4 pupils during and out of term time
- Additional careers guidance interviews for PP pupils in Years 10 and 11 (via Youth Connexions)
- Free breakfasts for Key Stage 4 FSM pupils to increase attendance and attainment
- Provision of breakfast surgeries during Year 11 GCSE examinations
Our provisional PP budget for 2018/19 is £126,225.
This academic year we are going to be conducting a far more vigorous approach to evaluating the impact of Pupil Premium spending to ensure that it is being used in the most effective way. We will do this by analysing public examination results, internal assessment, attendance, behaviour and formal and informal staff/pupil feedback.
Pupil Premium students are a key priority for our School Improvement Plan and this has been cascaded down into Faculty Improvement Plans to ensure a consistent approach by all staff, under the following areas:
| Focus Area | Focus for Improvement |
| Leadership & Management | Standards improve at all levels in the school – academic and pastoral. Concerns regarding pupils’ standards (academic and/or behavioural) will be acted upon more quickly and monitored more effectively. |
| Teaching & Learning | Pupil Premium pupils in ALL year groups will be targeted by all staff, receiving full support and additional monitoring to ensure progress is made. |
| Personal Development, Behaviour & Welfare | Statistics will be monitored for all pupils and specifically for Pupil Premium students – SLT with relevant staff half-termly through analysis of data.
|
| Outcomes | All staff to develop strategies for Pupil Premium students. |
