Millais School Pupil Premium Achievement – November 2017
The Pupil Premium is designed to target resources on those pupils deemed to be from a disadvantaged background. Pupil Premium students are those who have been on Free School Meals (FSM) at any point over the past 6 years (Ever6), children who have been looked after continuously for at least 6 months (CLA), adopted children or those whose parents are in the armed forces.
For the year 2016/2017 the Pupil Premium has a value of £935 per eligible pupil. Neither the government nor any government agencies have dictated how the Pupil Premium money should be spent, but what is clear is that the money should be used to promote strategies, which narrow the attainment gap between the highest and lowest achieving pupils. This is precisely what we at Millais School have done with great success. On average our Pupil Premium students now achieve extremely highly.
Numbers Of Pupil Premium Students At Millais, Their Prior Attainment And Barriers To Learning
Millais School has approximately 160 students (11%) eligible for Pupil Premium funding, however the number fluctuates each year. Around 30% of our Pupil Premium students have a Special Educational Need (SEN) and they enter the school at substantially lower levels than non-Pupil Premium students. Indeed on average Pupil Premium students also come in with fractionally lower results in Key Stage 2 than our SEN students, which highlights the challenging nature of raising their achievement levels above SEN and in line with the school average.
The main barriers to educational achievement faced by Pupil Premium students are that on average they arrive at Millais with lower attainment levels, literacy and numeracy levels are lower, behaviour on average is poorer and attendance is lower. There are also more individual and family interventions from external agencies. These are clearly broad generalisations and do not apply to all Pupil Premium students. We have many fantastic Pupil Premium students who are absolute role models from wonderful families.
Pupil Premium funding is spent at Millais in a variety of ways with the direct and explicit aim of narrowing the attainment gap between the highest and lowest achievers. We have a gap, we want to reduce it, but both Pupil Premium and non Pupil Premium students at Millais achieve exceptionally well.
Boosting literacy and numeracy is an ongoing mission for all students that will raise achievement still higher. Raising attendance is a target for development, as is improved behaviour, resilience and skill development. Our expenditure targets those areas.
Pupil Premium Grant Allocation
Pupil Premium funding is shown below. The actual amounts received fluctuate as the number of students changes. In addition academic years do not coincide with financial years. 2016-2017 is shown below.
Pupil Premium Funding
Pupil Premium Expenditure 2016-2017
|Part Funding Provision of Learning Support Assistants
||Learning Support Assistants aid the learning of students within and beyond the classroom. Based in curriculum areas such as English, Maths or Science they become specialists who support individuals and small groups, including Pupil Premium students (hence part funding). A key aspect of this support is focusing on improving literacy and numeracy across all subjects and supporting the completion of controlled assessment work in KS4 (Y10 and Y11).
|Part Funding Provision of Learning Mentors
||Using core funding and some PP funds, Millais recently employed two Learning Mentors to work intensively with students who experience difficulties with learning, organisation, emotional well-being etc inside and outside school. Since the start of this academic year, this has now been expanded to three. Most of the Learning Mentors' case load and time is taken up working with Pupil Premium students including Looked After Children (LACs), many, but not all of whom are vulnerable and challenging with a capacity to have a huge impact on the learning of others as well as underperforming themselves. Their work includes supporting organisational skills, behaviour for learning, observing in class then feeding back, developing motivation, resilience, career planning and liaising with external agencies where appropriate.
|Curriculum Intervention, Support and Inclusion Staffing and Resources
||Curriculum Intervention and Support enables disadvantaged students to access the curriculum and the team support individuals with the complex needs that they face. For some of these students the needs are sufficiently great that they have studied in alternative provision settings which Pupil Premium money has been used to fund. We also have school counsellors which Pupil Premium also part funds. For some students we also provide additional support from subject specialists for example in maths, music, art, PE and DT. We also have a Curriculum Inclusion Manager and Director of Specialist Intervention who ensure that progress and achievement are at the heart of everything that we do to support the learning of each one of our girls and especially our Pupil Premium students.
|Homework Intervention Clubs
||Millais prides itself on the support we provide for independent study. Our Learning Resource Centre is very heavily used from 7.45am until 5.00pm every day. We also fund additional staffing for students who need extra help with homework both through a specialist IT room and through Year 7 and 8 homework clubs for those who struggle with organisation.
|Enrichment and Activities Coordination
||The EAC left at the end of the 2016-2017 financial year. His role focused on engaging students with projects beyond the classroom and supporting them with enrichment. In relation to Pupil Premium students, this may involved linking with enrichment projects such as charity fundraising, integration in sports or the arts, both within school and the in the wider community.
|Trips and Travel
||One of the strengths of Millais is the range of enrichment opportunities that the school offers. Pupil premium students are supported with most academic trips and enrichment opportunities. For example PP students were supported with Blacklands Farm induction day in 2016, a Sussex University visit, Voice In A Million and an array of trips and enrichment opportunities from LAMDA performing art courses and music lessons, to Science and English trips and the Ardres residential trip. This allows students to engage with activities and develop academically. No Pupil Premium student will miss out on a core enrichment activity at Millais. Sadly trips to China and skiing are beyond Pupil Premium expenditure
|Resources To Support Intervention Programmes For Curriculum Areas
||Each subject area in the school intervenes to support Pupil Premium students and ensure that they are fulfilling their potential. This includes after school SPA sessions. Pupil Premium funding has been used to fund resources, rewards and refreshments (for projects that take place after school and at lunch time). Maths Passports and literacy assessments are also part funded using PP finances.
Impact of PP expenditure
When approaching the outcomes of PP expenditure it is facile to imagine that one can instantly quantify the impact of all aspects of PP expenditure. A revision guide's impact cannot effectively be compared with an hour of Learning Mentor time or indeed the motivation resulting from a university visit to Sussex University. 'Controlling samples' are not wholly effective and not truly controlled.
Some areas are easier to measure and patterns do emerge. We endeavour to assess impact wherever possible. For example PP students attending the HW club received far fewer Homework warnings and detentions than they did before attending the club. the same applied for non PP students. Targetted literacy and numeracy interventions by SEND and English staff raise the reading ages of those involved. the impact can be clear and does not always tally with wider national patterns and trends.
National research by the Sutton Trust on the impact of LSAs show them in general to be expensive compared with impact, but the Sutton Trust in their fine print and talks also clearly explain that LSAs can have impact when well used. Our own research 'Maximising The Impact Of Teaching Assistants(MITA)' which was conducted with the Achievement For All group and the Institute of Education found that our LSAs (in subject areas especially) had real impact for supported learners, especially in English and Maths.
We can also measure clearly and effectively the achieved progress and outcomes for students as they go through Millais and when they complete their GCSEs. Millais' outcomes are clear. Pupil Premium students each year vastly outperform PP students nationally and in the last few years have outperformed the average non PP student nationally and with the average for West Susses as well. See data review below.
OFSTED Review of Millais Pupil Premium Expenditure
During our most recent OFSTED inspection, our use of the funding was celebrated and it was observed that Millais School “makes excellent use of funding for the small minority of students supported by the pupil premium.” (OFSTED May 2014).
In addition “Year 7 catch-up funding has been used to give students extra literacy and numeracy support. This has resulted in these students making at least good and sometimes outstanding progress in mathematics and English.” (OFSTED May 2014)
Overall “Governors manage the school’s finances well, including the pupil premium and Year 7 catch-up funding. They check that this funding is spent wisely and contributes to individual students’ success.” (OFSTED May 2014)
Additional Actions Being Carried Out
In addition to the expenditure outlined previously, a range of interventions are being carried out to raise the achievement levels of Pupil Premium students. This includes the following:
Photos of all PP students are on display in the offices of pastoral and curriculum teams to visibly remind staff which students are PP.
All tracking sheets and electronic mark books have PP students highlighted.
Directors of Learning (DOLs) regularly analyse data of how PP students are achieving in each of their subjects in every year group. This data has been shared with subject teachers who have been targeting interventions to raise the achievement of PP students.
All form tutors review data for their tutor groups on the progress of PP students with targetted interventions to raise standards. This has included meeting with the students.
Directors of Year (DOYs) review the attendance and achievement data of PP students, monitor their progress and facilitate interventions using tutors, the pupil support team, learning mentors, counsellor and external agencies.
Some PP students receive support from alternative provision and many are supported by other external agencies from bereavement counsellors to social services, anti-social behaviour team to Rotary Club.
Peer mentoring works to target PP students to develop skills and raise achievement.
PP students have received revision and study guides across all curriculum areas.
Music have publicised 'free' music lessons for PP students aimed at raising the numbers of PP students who play an instrument.
Science have organized enrichment activities aimed at fostering interest in Science amongst PP students.
PP students have been supported on trips including subsidised rates on core trips that all students are expected to go on.
Year 7 Literacy and Numeracy Catch Up Premium
As part of the Year 7 Catch Up project the government allocated funds to Millais to support numeracy and literacy. This literacy and numeracy catch up money has been spent on a small part of an LSA salary, a small part of the salaries of teachers in SEN, Maths and English. Staff have targeted students for a range of interventions aimed at raising the reading ages of targeted students and developing numeracy. They have been used for withdrawal lessons and individual support to raise achievement for less able and pupil premium learners.
Learning Support Assistants (LSAs) have been employed to run literacy intervention groups outside of regular lessons.
SEN specialist teachers and literacy specialists have been employed to run intervention sessions which have substantially raised the reading ages of targeted Year 7 learners.
- A Maths teacher has been employed to bridge the gap between Year 6 and Year 7. She has been doing outreach work with Year 6 students in Primary Schools and with Year 7 learners to raise achievement levels in numeracy.
Maths LSAs have been withdrawing students from lessons to do additional interventions to raise numeracy levels.
- English teachers and LSAs have worked on Spelling and Grammar and improving reading ages. Reading has improved although comprehension of that reading can develop further and is a key part of our intervention in 2017-2018.
Existing Students Progress and Attainment
Students Making Expected Progress based on PCTL (Progress and Commitment To Learning) data. APS stands for Average Points Score. This is calculated by looking at achievement and the individual student's flight paths across all subjects.
Data is based on final summer assessments. The current Y10 will therefore be based on KS3 data. Pleasingly the achievement gap closes as students progress through the school. The number of PP students and ability levels do vary quite considerably by year group so one is not truly comparing like with like. The Year 11 students are also on GCSE APS measures using a combination of old and new GCSE criteria (lettered and numbered grades) which makes them hard to compare with other cohorts.
Non Pupil Premium
| PCTL Data will be collected and analysed shortly.|
KS2 information is of variable quality and value
2017 GCSE Progress and Attainment
On average Pupil Premium students enter the school at substantially lower levels than Non Pupil Premium students. It is therefore unsurprising that when they leave Millais on average, despite making very good progress (and better than both PP and many Non PP students nationally) they also do less well than non Pupil Premium students. Our challenge is to close this achievement gap.
In Y11 there were 21 Pupil Premium students in 2017. Their progress 8 score is 0.04 which positive and well beyond almost all other schools, but down on the exceptional year of 2016, although the cohort is smaller and significantly different. One of the best scores in the country. This means that Millais PP students do better than non PP students nationally and massively better than PP students locally and nationally. Millais PP students make more progress than students overall (PP and non PP) in the majority of schools in West Sussex.
This strong progress far exceeds Pupil Premium students nationally who (on average) do very poorly overall. The Pupil Premium strategy at Millais is clearly working well. Achievement is outstanding by almost any measure. Progress is also very high. We still have work to close the gap however and cannot rest on our laurels.
Y11 Performance Summary 2016
(Based on working at levels)
Gap To All
Progress 8 Score
Progress 8 Score in English
Progress 8 Score in Maths
|0.57 ||0.5||+0.07|| |
Attainment 8 Score
|39.32 ||59.9||-10.58|| |
Attainment 8 Score in English
Attainment 8 Score in Maths
English Baccalaureate - strong pass
Both PP and Non PP students at Millais make substantially better progress than students nationally and all other schools in West Sussex. Achievement at Millais is truly 'Outstanding'.