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 |
2018-19 | £126,225 | 138 |
2019-20 | £143,894 |
151 |
2020-21 | £139,795 | 145 |
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 see below for a breakdown of how the Pupil Premium was allocated in 2019-20, an evaluation of the impact it had and how we intend to allocate spending in 2020-21.
Pupil Premium Breakdown of Spending (2020/2021)
Item / Project | Focus | Cost (£) | Beneficiaries |
---|---|---|---|
Additional sets in Core Subjects | Attainment | 50,976 | Years 10 & 11 |
Extension of LSA team / time to allow for support group staffing and attendance at meetings | Attainment / Emotional and Behavioural Support | 66,800 | Years 7 - 11 |
Counselling and Mentoring Services | Emotional and Behavioural Support | 3,760 | Years 7 - 13 |
Year 11 Revision Courses | Attainment | 3,705 | Year 11 |
Trip Assistance | Attainment / Social Skills | 2,278 | Years 7 - 11 |
Student travel to school and/or college | Attainment | 838 | Years 7 - 11 |
Staffing for Booster & Revision Group | Attainment | 412 | Years 7 - 11 |
Breakfasts for KS4 FSM pupils | Attainment / Social Skills | 2,000 | Year 10 - 11 |
Lunches | Attainment / Social Skills | 1,876 | Years 7 - 11 |
Learning Resources - Textbooks and revision guides | Attainment | 1,026 | Years 7 - 11 |
Stationary items | Attainment | 50 | Years 7 - 11 |
Chromebooks & IT equipment | Attainment | 412 | Years 7 - 11 |
MFL Magazine Subscriptions | Attainment | 380 | Years 9 - 11 |
Music Tuition | Attainment / Emotional and Behavioural Support | 1,597 | Years 7 - 11 |
Ingredients for Food lessons | Attainment | 456 | Years 7 - 11 |
Key Stage 3 Art Packs | Attainment | 550 | Years 7 - 9 |
Library Resources | Attainment | 174 | Years 7 -11 |
Sports Leader Course | Social Skills & Emotional and Behavioural Support | 212 | Years 10 - 11 |
School uniform and school shoes | Emotional and Behaviour Support | 299 | Years 7 - 11 |
Gymnastics coaching | Emotional and Behaviour Support | 585 | Years 10 - 11 |
Young Carers resources | Emotional and Behaviour Support | 14 | Years 7 - 11 |
Total | - | £138,400 | - |
It is important to note that the budget was not entirely spent due to the national lockdown and spending has been carried forward to the next academic year.
Pupil Premium Impact and Evaluation 2018/20
Latest data:
SUMMARY - WHOLE COHORT | 2018 | 2019* | 2020 | ||||||
---|---|---|---|---|---|---|---|---|---|
Progress 8 Score | 0.42 | 0.44 | 0.83 | ||||||
Progress 8 description (as defined by government school performance tables) | Above Average | Above Average | Above Average | ||||||
BHGS Attainment 8 Score | 52.3 | 58.11 | 57.00 | ||||||
National Attainment 8 Score | 46.53 | 46.55 | |||||||
BHGS Grade 4 or above in English and Maths | 73% | 81% | 82% | ||||||
National Grade 4 or above in English and Maths | 64% | 64% | |||||||
BHGS Grade 5+ in English and Maths (strong) | 47% | 60% | 65% | ||||||
National Grade 5+ in English and Maths (strong) | 43% | 43% | |||||||
BHGS % entering EBACC | 72% | 70% | 69% | ||||||
National % entering EBACC | 38% | 40% | |||||||
BHGS % Achieving EBACC 5+ | 33% | 42% | 50% | ||||||
National Achieving EBACC 5+ | 17% | 17% | |||||||
BHGS EBACC APS | 4.78 | 5.34 | 5.33 | ||||||
National EBACC APS | 4.04 | 4.07 |
# Amended 2018 figures *2019 figures are based on Updated ASP data 2020 figures taken from Go4Schools
SUMMARY - DISADVANTAGED | 2018# | 2019* | 2020 | ||||||
---|---|---|---|---|---|---|---|---|---|
Progress 8 Score | -0.39 | 0.15 | 0.73 | ||||||
Progress 8 description (as defined by government school performance tables) | Below average | Average | Above Average | ||||||
BHGS Attainment 8 Score | 41.68 | 48.28 | 54 | ||||||
BHGS Non-Disadvantaged Attainment 8 Score | 55.22 | 60 | 58 | ||||||
National Disadvantaged Attainment 8 Score | 36.73 | 36.54 | |||||||
National Non-Disadvantaged Attainment 8 Score | 50.14 | 50.15 | |||||||
BHGS Grade 4 or above in English and Maths (standard) | 52% | 63% | 73% | ||||||
BHGS Non-Disadvantaged Grade 4 or above in English and Maths (standard) | 79% | 85% | 86% | ||||||
National Disadvantaged Grade 4 or above in English and Maths (standard) | 45% | 44% | |||||||
National Non-Disadvantaged Grade 4 or above in English and Maths (standard) | 71% | 72% | |||||||
BHGS Grade 5+ in English and Maths (strong) | 28% | 25% | 54% | ||||||
BHGS Non-Disadvantaged Grade 5+ in English and Maths (strong) | 52% | 66% | 68% | ||||||
National Disadvantaged 5+ in English and Maths (strong) | 25% | 24% | |||||||
National Non-disadvantaged 5+ in English and Maths (strong) | 50% | 50% | |||||||
BHGS % entering EBACC | 52% | 44% | 60% | ||||||
BHGS Non-disadvantaged % entering EBACC | 78% | 75% | 73% | ||||||
National Disadvantaged % entering EBACC | 26% | 27% | |||||||
National Non-disadvantaged % entering EBACC | 43% | 44% | |||||||
BHGS % Achieving EBACC 5+ | 20% | 13% | 41% | ||||||
BHGS Non-Disadvantaged % Achieving EBACC 5+ | 36% | 46% | 54% | ||||||
National Disadvantaged % Achieving EBACC 5+ | 7% | 7% | |||||||
National Non-Disadvantaged % Achieving EBACC 5+ | 20% | 20% |
# Amended 2018 figures *2019 figures are based on updated ASP data 2020 figures taken from Go4Schools
Progress 8 | No. | 2018 | No. | 2019 | No. | 2020 | Difference 2018-20 |
---|---|---|---|---|---|---|---|
Disadvantaged High | 9 | -0.58 | 5 | -0.57 | |||
Non-Disadvantaged High | 40 | 0.56 | 58 | 0.52 | |||
High Attainers Gap | -1.14 | -1.09 | |||||
Disadvantaged Middle | 11 | -0.29 | 4 | 0.5 | |||
Non-Disadvantaged Middle | 31 | 0.95 | 30 | 0.79 | |||
Middle Attainers Gap | -1.24 | -0.29 | |||||
Disadvantaged Low | 1 | -1.28 | 6 | 0.62 | |||
Non-Disadvantaged Low | 10 | -0.08 | 14 | 0.72 | |||
Low Attainers Gap | -1.2 | -0.1 | |||||
Overall Disadvantaged | 21 | -0.5 | 15 | 0.19 | |||
Overall Non-Disadvantaged | 81 | 0.63 | 108 | 0.52 | |||
Overall Gap | -1.13 | -0.33 |
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
English Element | No. | 2018 | No. | 2019 | No | 2020 | Difference 2018-20 |
---|---|---|---|---|---|---|---|
Disadvantaged High | 9 | -0.11 | 5 | 0.69 | |||
Non-Disadvantaged High | 40 | 0.64 | 58 | 0.69 | |||
High Attainers Gap | -0.75 | 0 | |||||
Disadvantaged Middle | 11 | 0 | 4 | 0.93 | |||
Non-Disadvantaged Middle | 31 | 1.01 | 30 | 0.95 | |||
Middle Attainers Gap | -1.01 | -0.02 | |||||
Disadvantaged Low | 1 | -2 | 6 | 1.35 | |||
Non-Disadvantaged Low | 10 | -0.28 | 14 | 0.95 | |||
Low Attainers Gap | -1.72 | 0.4 | |||||
Overall Disadvantaged | 21 | -0.23 | 15 | 1.02 | |||
Overall Non-Disadvantaged | 81 | 0.74 | 108 | 0.8 | |||
Overall Gap | -0.97 | 0.22 |
Maths Element | No. | 2018 | No. | 2019 | No. | 2020 | Difference 2018-20 |
---|---|---|---|---|---|---|---|
Disadvantaged High | 9 | -1.05 | 5 | -0.89 | |||
Non-Disadvantaged High | 40 | -0.08 | 58 | -0.06 | |||
High Attainers Gap | -0.97 | -0.83 | |||||
Disadvantaged Middle | 11 | -0.52 | 4 | -0.49 | |||
Non-Disadvantaged Middle | 31 | 0.27 | 30 | 0.01 | |||
Middle Attainers Gap | -0.79 | -0.5 | |||||
Disadvantaged Low | 1 | -0.63 | 6 | -0.1 | |||
Non-Disadvantaged Low | 10 | -0.18 | 14 | 0.29 | |||
Low Attainers Gap | -0.45 | -0.39 | |||||
Overall Disadvantaged | 21 | -0.75 | 15 | -0.47 | |||
Overall Non-Disadvantaged | 81 | 0.04 | 108 | 0.01 | |||
Overall Gap | -0.79 | -0.48 |
EBACC Element | No. | 2018 | No. | 2019 | No. | 2020 | Difference 2018-20 |
---|---|---|---|---|---|---|---|
Disadvantaged High | 9 | -0.71 | 5 | -0.53 | |||
Non-Disadvantaged High | 40 | 0.61 | 58 | 0.34 | |||
High Attainers Gap | -1.32 | -0.87 | |||||
Disadvantaged Middle | 11 | -0.23 | 4 | 0.41 | |||
Non-Disadvantaged Middle | 31 | 1.07 | 30 | 1.02 | |||
Middle Attainers Gap | -1.3 | -0.61 | |||||
Disadvantaged Low | 1 | -1.11 | 6 | 0.24 | |||
Non-Disadvantaged Low | 10 | -0.22 | 14 | 0.51 | |||
Low Attainers Gap | -0.89 | -0.27 | |||||
Overall Disadvantaged | 21 | -0.51 | 15 | 0.03 | |||
Overall Non-Disadvantaged | 81 | 0.68 | 108 | 0.56 | |||
Overall Gap | -1.19 | -0.53 |
Open Element | No. | 2018 | No. | 2019 | No. | 2020 | Difference 2018-20 |
---|---|---|---|---|---|---|---|
Disadvantaged High | 9 | -0.71 | 5 | -1.25 | |||
Non-Disadvantaged High | 40 | 0.89 | 58 | 0.37 | |||
High Attainers Gap | -1.6 | -1.62 | |||||
Disadvantaged Middle | 11 | -0.4 | 4 | 0.95 | |||
Non-Disadvantaged Middle | 31 | 1.25 | 30 | 0.97 | |||
Middle Attainers Gap | -1.65 | -0.02 | |||||
Disadvantaged Low | 1 | -1.41 | 6 | 0.98 | |||
Non-Disadvantaged Low | 10 | -0.11 | 14 | 1.08 | |||
Low Attainers Gap | -1.3 | -0.1 | |||||
Overall Disadvantaged | 21 | -0.62 | 15 | 0.23 | |||
Overall Non-Disadvantaged | 81 | 0.9 | 108 | 0.67 | |||
Overall Gap | -1.52 | -0.44 |
NB: The prior attainment number of pupils in the DfE document differs from the ones I have used – the DfE currently only provide HML for whole school and not broken down into disadvantaged
To download a summary of our Pupil Premium Impact Overview 2017-18, click here: PUPIL PREMIUM IMPACT OVERVIEW 2018-20
Plans for expenditure (2020/21)
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
- A whole school focus on SEND PP pupils as a demographic who need more support to achieve their potential
- Improved focus on current Year 11 PP pupils in terms of attendance, progress and attainment by the end of the academic year
- 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
- 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 ICT equipment for Key Stage 4 pupils to ensure that they can still access education in the event of a lockdown and to support them in independent learning
- Additional careers guidance interviews for PP pupils in Years 10 and 11 (via Youth Connexions)
- Provision of breakfast surgeries during Year 11 GCSE examinations
Our provisional PP budget for 2019/20 is £139,795.
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 | |
Quality of Education | Teachers adapt teaching in response to available information to ensure that all pupils access the curriculum and make progress, with an increased focus on Pupil premium pupils. | |
|
The school values are celebrated and upheld across the whole school community and the attendance of Pupil Premium pupils increases. | |
Personal Development | Pupil Premium pupils are able to meet the challenges of remote learning and of returning to school and feel included and empowered in the school community, having the confidence to fulfil their potential. | |
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Pupil Premium students will be a priority in all leadership and management decisions. Statistics will be monitored for Pupil Premium students throughout the academic year to enable strategic planning. |