Pupil Premium Overview

Cromwell Community College receives extra funding for pupils who are eligible for free school meals or have been at any time in the last six years.  We also receive extra funding to support children from forces families.  The intention is that we can use the extra funding to support the progress and attainment of those pupils so that they achieve at least as highly as other pupils. The DFE has given us the freedom to use Pupil Premium as we see it fit, based upon our knowledge of our pupils’ needs. It is for schools to decide how the pupil premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, we are accountable for the use of this additional funding.

  • Number of pupils eligible for pupil premium 2017-18: 315
  • Amount of funding received 2017-18:                 £231,880

We believe that the best way for disadvantaged pupils to catch up with their peers is through our core concept of achievement for all pupils. Through setting the highest expectations, maintaining a strong ethos of achievement, delivering high quality teaching and putting in place effective interventions we promote a culture and ethos where learning flourishes and every pupil matters.  

We also believe that the best way to accelerate progress for pupil premium pupils is to accelerate progress for all pupils. We set challenging targets for all pupils, aspiring to place them in the top 5% of achievers nationally.

 

Barriers to achievement

The barriers to achievement that disadvantaged pupils face are well documented, and are generally the same for our pupils as they are for other pupils in other schools.

Disadvantaged pupils are likely to have access to a narrower and less complex vocabulary. Research has shown that by the age of four, disadvantaged pupils will have been exposed to 32 million fewer spoken words than children from professional families, and that those words are likely be less complex and varied. To address this issue we have created a new post with responsibility for improving Reading and Vocabulary across the school, with a specific focus on disadvantaged pupils. We are raising the profile of reading using posters of teachers with their favourite books, and a range of reading challenges and activities organised through the library.

Historically we have found that disadvantaged pupils’ parents are on the whole less likely to attend parents’ evenings and other school meetings. We ensure that target parents are contacted by telephone to encourage them to make appointments and consequently attendance has risen.

One distinctive barrier to achievement which our pupils face due to our rural location is the difficulty of attended revision sessions outside of normal school hours when the school buses have left. For that reason, we offer a minibus service between January and June every year to enable pupils to attend those sessions. Disadvantaged pupils are given priority when reserving seats.

 

Measuring Impact

Our impact measures are:

Academic Progress

Participation in trips, visits or fixtures

Attendance

Detailed information on the impact of more specific interventions is available on the Impact of Spending page.

 

Progress at GCSE

Although all pupils performed less well in English this year, the gap stayed steady at -0.3.

In maths, where last year disadvantaged pupils had made slightly more progress than other pupils, the gap opened up again to -0.4.

We are keen to narrow these gaps and are taking appropriate steps to do so.

Progress 8

English 2016

English 2017

English 2018

Maths 2016

Maths 2017

Maths 2018

Pupil Premium

-0.31

-0.29

-0.50

-0.15

0.04

-0.3

All Pupils

0.05

-0.02

-0.20

-0.02

0

0.1

National all pupils

0

0

0

0

0

0

 

 

Behaviour for Learning - Participation

We believe that increasing access and participation will increase engagement and aspiration. The proportion of disadvantaged pupils who attended a trip, visit or fixture last year was higher than the year before.

 

% attending Trip, Visit or Fixture

Disadvantaged (previous year)

Y7

92% (N/A)

Y8

91% (91%)

Y9

85% (74%)

Y10

85% (89%)

Y11

92% (85%)

                                                                            
The raising of aspirations means that our disadvantaged pupils are more likely to stay in education, employment or training. The following chart shows how many of our disadvantaged pupils leave school and go into neither education, training nor employment.

NEET

2016

2017

2018

Y12

1

0

0

Y13

1

0

1

Y14

2

2

0


 Attendance

The correlation between high attendance and high achievement is undeniable. We have put stringent new systems in place to drive up the attendance of vulnerable groups. Attendance for disadvantaged pupils is above county averages despite our rural location.

 

2016

2017

2018

PP attendance (county average 91.5%)

92%

93.4%

92.5%

 

Expenditure

Our decisions on expenditure are informed by the research of the Education Endowment Foundation.

Our own experience is that mentoring, when the mentors are of a certain status, and small group tuition are the most effective ways we have of increasing achievement. We are refining and expanding the mentoring scheme this year. It is our aim to involve parents in the mentoring cycle more regularly. We have increased the quality of feedback for all pupils across the school. We have introduced tuition groups in Y11, giving short lessons of fifteen minutes to groups of no more than 18 in subjects where a need has been identified.

Budget

Our budget for 2018-19 is as follows:

Staffing Costs

Additional English Teacher

41,657

Proportion of additional SLT member with responsibility for PP and Literacy

20,000

Specialist Maths Teaching Assistant

21,727

Intervention Support Co-ordinator

19,654

50% Attendance Officer

12,038

Minibus Driver, fuel and associated costs

5,752

SWITCH Teaching Assistant

11,161

Inclusion Tutor

11,833

Inclusion Lead

16,418

Inclusion Teaching Assistant

12,585

Mentoring

10,260

Total Staffing Costs

183,085

Other Expenditure

Curriculum development – PP engagement

28,000

Reprographics and admin

4,000

50% Education Welfare Officer

5,500

Total Other Expenditure

37,500

Total Pupil Premium Expenditure

220,585


 

Responsibility

Andrew Hunter, Vice Principal, is responsible for the attainment and achievement of all pupils, including those for whom we receive pupil premium funding, and for all aspects of pupil premium planning and funding. He can be contacted at the college.

Julie Amps, the Intervention Coordinator, is responsible for the day to day provision of interventions and for applications for financial assistance. She can be contacted at the college.

Review of the Pupil Premium Strategy

The Pupil Premium Strategy is due for review in September 2018 and again in September 2019.

Eligibility

Your child may be able to get free school meals if you get any of the following:

  • Income Support
  • income-based Jobseekers Allowance
  • income-related Employment and Support Allowance
  • support under Part VI of the Immigration and Asylum Act 1999
  • the guaranteed element of State Pension Credit
  • Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on - paid for 4 weeks after you stop qualifying for Working Tax Credit
  • Universal Credit

Please use the link below to see if your child qualifies and how to apply:

https://www.gov.uk/apply-free-school-meals/cambridgeshire

The application form is easy to complete, but we are happy to help you with it at school if you would like us to.