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Brilliance

    Pupil Premium

    Pupil Premium Cohort 2016-2017

    At King Edward VII Science and Sport College, we are committed to narrowing attainment gaps between groups of students and ensuring that every student excels. The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of eligible students and close the gap between them and their peers.

    The pupil premium budget is used to implement specific educational interventions and additional academic support targeted at pupil premium students in an attempt to close the gap between pupil premium students and their non-pupil premium peers.  The pupil premium funding as a whole is dedicated to assist the learning process of students through high quality teaching provision, specific small group and one to one tuition, inclusions measures and interventions and detailed monitoring and analysis of data to evaluate progress, impact and value for money.

    For the financial year April 2016 to March 2017 our school received £134,640 for 144 students.   For the financial year April 2015 to March 2016 our school has received £182,585 for 198 students.  Our overall college budget is approximately £4.75M.

    Feedback from OFSTED – April 2015

    “The pupil premium provides effective support for eligible students. Targeted one-to-one tuition, reading programmes, mentoring, increased access to extra-curricular activities and work-related learning courses help students make good progress in their learning and their personal and social development.”

    “Leaders promote equality of opportunity. They welcome students from all backgrounds and abilities, and show respect and fairness. Each student’s talent and contribution is valued. The ‘Coalville promise’ entitles each student to a broad learning experience, which develops confidence and enriches learning. … All groups of students make good progress, including those who struggle with academic learning.”

    “Rigorous tracking and well-planned academic support are helping to close gaps and produce higher outcomes in 2015.”

    Case study

    Rhys Locke (Year 13) – currently studying mediaeval and modern languages at the University of Cambridge.

    Current provision for disadvantaged students

    Evaluation of impact

    Using research evidence presented in The Sutton Trust (EEF) toolkit, we have identified approaches which are likely to be cost effective in supporting the progress of eligible students at our college.  The table below links key actions and their resource requirements for the academic year 2016-17.

    During the previous academic year (2015-2016), we used the Pupil Premium in the following ways:

    • To provide increased curriculum time in English and maths for lower ability students
    • To set up and deliver a maths mentoring programme
    • To provide work experience funding for alternative curriculum students
    • To purchase revision materials for all subjects where available
    • Subscription to the “Lexia” reading support programme
    • To provide targeted one-to-one maths tuition
    • To provide eligible students with a calculator and memory peg for coursework and exams
    • To provide targeted half day revision sessions in maths
    • To finance a part-time attendance and inclusion officer to reduce pupil absence
    • To increase on-site alternative curriculum provision, linked to accredited qualifications
    • To increase the range of off-site alternative provision and associated transportation
    • To train Sixth Form students to act as academic mentors and provide support in lessons
    • To enable increased curriculum time in maths for all students
    • To increase curriculum time in English for majority of students
    • To increase support for extra-curricular activities/trips
    • To enable increased deployment of post-16 academic mentors in all subject areas
    • Focus on quality-first teaching: funding to support INSET, coaching and use of video to improve quality of teaching
    • To finance a qualified teacher to staff internal exclusion room
    • Investment in tracking system to improve the monitoring and tracking of disadvantaged students’ progress by teaching staff
    • To finance graduate intern to support and mentor groups of students
    • To give additional pastoral support to eligible Year 11 students most at risk of underperforming in the summer exams, through a dedicated member of teaching staff; support included specific guidance with English and maths, study skills and personal organisation.
    • Parents of eligible students were invited into college for structured conversations, in which they were given practical advice about how best to support the academic progress of their child
    • Weekly “Come Dine with Me” luncheon club: students prepared a meal with others, which they then shared in the company of peers and members of staff.  The club helped students to develop interpersonal skills, boost their sense of self-worth and improve their conversation skills.
    • Targeted 360° support for eligible Ebacc students, including mentoring from a member of SLT, master classes and progress update and guidance meetings for parents.
    Outcomes for disadvantaged students

    Value added (Ebacc subject areas)

    Value added scores in Ebacc subject areas for disadvantaged and non-disadvantaged students.  Figures represent the average grade difference between students in the group and all students nationally with similar starting points.

    Headline measures