2014-2015 Pupil premium Expenditure
Laleham Gap School allocates the Pupil premium funding in the four key areas of Leadership; to include Strategically Targeted Training and Development, Student Welfare, Curriculum Staffing and Targeted Strategies and Initiatives. In 2014 – 15 the breakdown in expenditure was as follows:
% of PP funding
Leadership; Stategically targeted Training and Development
Including allocated Assistant Headteacher time, both in the Primary and Secondary phase on developing key elements of The Language through Colour Programme, initiating Speech Therapy initiatives across the cohorts.
· Identifying further research and best practice to influence future
· PP developments at Laleham Gap
· Developing the school’s Inclusion Team
· Carrying out impact evaluation of expenditure to inform future spending
Including; allocated time from Assistant Headteacher responsible for pupil wellbeing, Resource Managers for both primary and Secondary Phases, Year Support Teaching Assistants for Yr7 and Yr8, Speech Therapists, Occupational Therapists, Inclusion team, allocated time from Assistant Headteacher responsible for attendance, Project Salus Support Worker (Mental health and Wellbeing), TA allocated to Primary Phase to support mental health needs
· Inclusion Team providing very high levels of personalised support to the school’s most challenging youngsters who experience significant barriers to their learning. This work is particularly relevant in supporting students who may have behavioural, emotional and/or social difficulties to engage more positively with school and their learning with the aim of optimising their chances of fulfilling their potential
· Improving contact with the more hard to reach families through the work of the Inclusion Team, having direct impact on improving children’s attendance and levels of engagement
· Funding a Mental Health worker to support individual needs
· Supporting the Peer Mentoring initiatives, financing the training of the peer mentors to ensure that they have the requisite knowledge, skills and understanding to carry out their role effectively
Including allocated time from Literacy Team, Numeracy Team and Inclusion Teaching Staff
· Maintaining the effective literacy and numeracy programmes that are in place to support students
· Extended Learning session for Year 10 and Year 11 students
· Targeted intervention using data analysis
· Implementation of the Star Reading Programme across Key Stage 3 and Key Stage 4 to improve literacy
Targeted Strategies and Initiatives
· One-to-one tuition in literacy and numeracy
· Extended Learning Programme
· Bespoke careers advice and work experience placements
· Funding alternative curriculum packages
· Supporting educational visits, breakfast clubs and extra-curricular activities
· Supporting individual needs – eg. Transport, school uniform, food technology ingredients
· New initiatives – eg. Emotional Wellbeing programme for targeted pupils
Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points.
The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.
For pupils generally, and specifically for disadvantaged pupils, disabled pupils and those who have special educational needs, progress is above average across nearly all subject areas.
From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures.
The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally. Currently FSM students are out performing non FSM students across most year groups (in both expected and accelerated progress). For example in English (traditionally a difficult subject area because of the S&L needs of the students) 75% of students are on track to make 3+ levels of progress and of that cohort 13% are on track to make 4+ levels in year 10. The same cohort in year 11: 78% 3+ levels and of that cohort 25% are on track to make accelerated progress.
- 13% of students achieved 5 A*-C grades including English and Maths. In a year when the GCSE are showing more signs of robustness we maintained a good level of GCSE or equivalent outcomes. This figure would have been 26% if three more students had converted in one other subject areas (namely ICT and Drama) as the students had achieved A*-C in English and Maths.
- The very large majority (83%) of students achieved 5 A*-G grades including English and Maths. English and Maths were particularly strong in this area, identifying suitable accredited courses that offered stretch and challenge and was appropriate to the students levels (English 83% and Maths 91% A*-G). Science was the strongest department, thus enabling 92% of the students to achieve A*-G and of that cohort the majority (54%) achieved A*-C.
- Yr 9 and 10 students are slightly higher in the 84.9% and below and 90-92% respectively
- A significant minority of complex cases where attendance has been affected by mental health issues requiring CAMHS Tier 3 intervention
- Poorer attendance among students with BSPs
- FSM and Male students who demonstrate a large representation of the school both have the large majority of the students with 95% or better attendance