Cromwell Community College

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The Impact of Spending

Spending Last Academic Year


An outline of budget for 2015/16 is as follows:

Booster Classes






Revision guides


Loan of Laptops/I-Pads




One-to-One Tuition


Parental Involvement


Residential Visits




Social/Cultural Visits


After school minibus


Pupil Premium Coordinator


Education Welfare Officer (50%)


Attendance Officer (50%)


Inclusion Teacher


Inclusion Worker


TA 121 in English and maths


English teacher


Maths teacher







Spending is tracked on a centrally administered provision map.

Assessing the Impact of Spending



Cost (£)

Rational (Sutton Trust/Education Endowment Fund Evidence in italics)

Impact at CCC

Value for Money




SLT mentors who can develop metacognition as they encourage Y11 pupils to set, monitor and evaluate their own learning. Metacognition has high levels of impact, with pupils making an average of eight months’ additional progress

Y9 mentor scheme is encouraging learners to think about their own learning more explicitly

Y7 peer mentors – focus is to have a positive role model who builds confidence, and works to develop resilience and character, rather than directly focusing on teaching or tutoring specific skills. Pupils from disadvantaged backgrounds can benefit by up to about two months’ additional progress

In 2015, Y11 pupils met roughly half of the targets set through the mentoring scheme, each one equating to a GCSE grade. Establishing causation was challenging. The scheme was expensive. Despite the fact that both student and staff voice were positive, the scheme will not be continued into the school year 2016/17.





1-2-1/small group tuition and booster classes



One to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress. Mastery learning appears to be particularly effective when pupils work in groups or teams. Regular after school classes with clearly specified objectives in small groups (small group learning has additional four months’ progress in attainment), for particularly challenging topics or concepts. Evidence suggests lower attaining pupils may gain more than high attaining students, by as much as one or two months' progress, so it appears to be a promising strategy for narrowing the gap. The reading group has made, in some cases, extraordinary progress.  We have expanded this offer to include handwriting, English and maths support. We are also able, through this funding, to offer a range of programmes tailored for individual pupils who would otherwise struggle to maintain attendance at school. It would not be appropriate to share those case studies here.

Student voice shows that this has been effective.


Staff voice is positive.


The large scale 1-2-1 scheme in 2014/15 was ineffective and expensive, so we have not continued it.



Faculty funding


This area of funding is to allow faculties to put on extra events to support the learning of pupils eligible for pupil premium. This might include extra revision sessions, trips, collapsed days and so on.


The impact of this spending is hard to define. This scheme will be sharpened for 2016/17 to encourage faculties to bid for funds specifically to raise the engagement of disadvantaged pupils.


Loan of laptops/ipads


Use of digital technology where learners use it for problem solving and open-ended learning. Studies consistently find that digital technology is associated with an average of an additional four months in progress) when it supplements teaching rather than replaces traditional approaches

Last year, we bought laptops specifically to lend to pupils who will return them once they have completed the courses.



Social/cultural visits

Residential visits



Impact of arts participation on academic learning appears to be positive. Improved outcomes have been identified in English, mathematics and science learning. Some evidence of a positive link between music and spatial awareness, with wider benefits on attitudes to learning and well-being consistently reported. Overall costs are gernerally low.

Outdoor adventure learning intervention (Mepal/Grafham/DofE) consistently show positive benefits on academic learning, and wider outcomes such as self-confidence. On average, pupils appear to make approximately three additional months’ progress. Non-cognitive skills such as perseverance and resilience are developed but these then need to be applied in the classroom


Student voice shows that they really value the enrichment this scheme offers.

The Arts Award run in partnership with the Fitzwilliam Museum was especially well received by pupils.




Encouraging pride in appearance

Sense of belonging and equality


Staff voice suggests that this has had a positive impact on pupils’ engagement with school


Revision guides



We want to provide the resources to disadvantaged pupils which their wealthier peers will be able to access at will.

In 2014/15 we provided revision guides in science, English and maths to all PP pupils. The pupils and their parents told us that this was very helpful, so in 2015/16 we extended the offer to all subjects.


Parental involvement


Active engagement of parents in supporting their children’s learning at school has moderate impact. Parental involvement is consistently associated with pupils’ success at school. We send out letters to parents of disadvantaged pupils by post as well as by parent mail in case they do not have ready access to email. We monitor parental attendance at parents’ evenings and ring parents who have not made appointments shortly before the date of the evening. We are investigating an online booking system which will make this easier to achieve. We intend that there be no difference between the attendance of parents of pupils eligible for pupil premium and parents of other pupils at school parents’ evenings and information events.

The attendance at the most recent Y9 parents’ evening was 80%, with 70% of the parents of disadvantaged pupils attending. This is improved. At a recent Y9 options evening, 88% of all parents attended, and 72% of parents of disadvantaged pupils. This is the first time we have measured this particular event, but we will take steps to try to ensure that the figures are closer for future events.



After school minibus


To reduce barriers to attending booster classes/tuition, we provide a minibus for those pupils who would not otherwise be able to attend revision sessions. Uptake from pupils eligible for pupil premium is slightly greater than you would expect given their proportion of the year group as a whole.

Pupil voice shows that pupils value the minibus and the access to revision and intervention that it gives them.


Pupil premium co-ordinator


This money paid for a member of staff to coordinate activities across the school. The TLR payment was reviewed and increased for 2015/16. For 2016/16, that role has been replaced with a full time, non-teaching interventions coordinator.

The impact of this role is difficult to separate from the rest of our activities because it is so closely linked. If we are being successful elsewhere, it is because this role is being successful. Increased capacity in the new role should help us move forward even further.


Pupil premium staff costs


This includes two extra teachers, one in English and one in maths, two TAs, a specialist inclusion worker and the costs of the minibus driver, plus NI and pension costs.

The impact of this spending is crucial to our success. Results are clear to see in the three year rising trend of disadvantaged pupils’ outcomes at 5 GCSE A*-C (EM).  The teachers contribute to a wider effort across the core curriculum.