How things work at William Hulme’s
The school effectively and strategically deploys resources to deliver excellent outcomes for its pupils. At the heart of our philosophy is to bring out the best in everyone.
What is the Pupil Premium?
The pupil premium gives schools extra funding to raise the attainment of disadvantaged pupils from reception to year 11. The government introduced a fund of £625 million in April 2011 to give schools £400 per year for:
It is not ring-fenced and schools are free to spend it as they wish.
School Leadership - Team Around Pupil Premium
The school places a high premium on supporting students eligible for the pupil premium and this is reflected in the clear and focussed leadership model at the school.
· Assistant Principal (Student Services) - Oversight of the work across the academy with specific remit for the secondary phase outcomes.
· Heads of Primary & Sixth Form - Lead the work in the Primary and Sixth Form with specific remit for Primary and Sixth Form outcomes.
· Data Manager, Head of Mentoring and Bursar – Lead the work on developing data; in-house support services and tracking of financial records.
Pupil Premium 2013-2014 Outcomes for Primary / Secondary Phases
The school measures the impact of its pupil premium activities in two important ways:
Performance of pupil premium students and those not against national benchmarks for achievement
Capturing the student voice through success stories
Evidence of narrowing of gaps in progress and attainment of Pupil Premium children
All Pupil Premium pupils in Year 6 attained L4b+ in Reading, Writing and Maths. All gained L5 in Reading. 1 pupil gained L5+ in all areas with L6 in Maths and GPS. Pupil Premium pupils outperformed non Pupil Premium pupils in all areas in terms of progress.
In Year 1 Pupil Premium pupils are making better progress and attaining higher results than non Pupil Premium pupils.
In Year 2 the gap is approximately 11%, except in Writing, where Pupil Premium pupils are making more rapid progress than non Pupil Premium pupils.
In Year 3 the gap is similar, at approximately 13%. However, the gap narrows considerably in Writing, where more Pupil Premium pupils are on track to make more than expected progress than non Pupil Premium pupils. Gaps in Maths in Year 3 are negligible.
In Year 4 the gap between Pupil Premium pupils and non Pupil Premium pupils is at 11% in the number of pupils expected to make more than expected progress in Maths, but in most other areas the gap is negligible or non-existent i.e. in the number of pupils on track to make expected progress in both Reading and Writing, which is 100% for both Pupil Premium and non Pupil Premium pupils.
In Year 5 the gap is also negligible or non-existent, except in the number of Pupil Premium pupils on track to make more than expected progress in Maths.
SUMMER 2014 GCSE RESULTS
PUPIL PREMIUM COMPARED AGAINST NON-PUPIL PREMIUM STUDENTS
|Pupil Premium Students||Non-Pupil Premium Students|
|5A*-C any including English & Maths||65||78|
|5A*-C GCSE only including English & Maths||65||77|
|5A*-C any equivalents||85||94|
|5A*-C GCSEs only||69||80|
|5A*-G any equivalents||100||100|
|Progress Measures||Pupil Premium Students||Non-Pupil Premium Students|
|Currently expected Progress English||86||85|
|Currently expected Progress Maths||87||84|
|Currently > expected Progress English||59||47|
|Currently > expected Progress Maths||49||61|
Pupil Premium Funding 2014-2015 - Overall Funding
The school will receive c£320,940.
Secondary Phase Spending Plans 2014-2015
SUPPORTING ACHIEVEMENT ‐ IMPACT CENTRE (Set up and Staffing)• Impact Centre – 4 full time learning mentors remove barriers to learning and support
SUPPORTING TRANSITION ‐ TRANSITION TEACHER (Specific remit for Transition)
• Individualised learning programmes for vulnerable pupils
SUPPORTING ACHIEVEMENT OUT OF THE CLASSROOM• Homework club staffed by 2 LSAs to provide on‐site support with learning beyond the
SUPPORTING ASPIRATIONS INDEPENDENT CAREERS GUIDANCE
•On‐site Careers Advisor provides early, targeted intervention for students
SUPPORTING SOCIAL AND EMOTIONAL DEVELOPMENT• Individual needs are met by nurturing talents and interests through the purchase of Music
lessons, kindles, computers, residential trips and much more.
Primary Phase Spending Plans 2014-2015
· Use of Qualified Teacher for Intervention Programmes = 3 hours a week @ £20 per hour = £60 per week x 37 = £2,200
· Impact Centre Support for 1 LAC = 2 hours a week @ £10 per hour x 37 + additional sessions as required = £800
· Tutor Trust interventions = £4,000
· Individual enrichment opportunities e.g. enabling Pupil Premium pupils to take part in residential visits = £2,000
· Salaries for classroom TAs and specialist LSAs for ASD and SALT to target Pupil premium pupils = £69,000