Bingley Grammar School

Pupil Premium

423D3S_4699- (Large)Improving Outcomes for our Pupil Premium Students

Historically Bingley Grammar School has had a gap between the attainment of Pupil Premium students and non Pupil Premium students, however, steps are being taken to close this gap both within school in line with the national picture. For example ensuring that students are on the correct curriculum pathways to succeed has been essential.

However, we must also be mindful that the Pupil Premium cohort are not a homogenous group of students (judgement supported by national research) and the needs of the Pupil Premium students will vary wildly within one schools' cohort let alone between schools or the national picture, as a result when assessing these strategies we must ensure we do not then use a blanket approach.

This self-reflection and challenge we are setting ourselves is reflected in the government investment (£2.5 billion in this one initiative) because they believe that increasing social mobility is important for the health of our society and the schools have a key role to play.

Due to the importance of improving life chances for our students, the school and governors recognised that a complete change in our modus operandi for Pupil Premium students was required.

When assessing this we firstly focused upon the teaching, as the major impact on the outcomes for both Pupil Premium and non- Pupil Premium students is without doubt the quality of teaching. There is already solid evidence that shows that poor teaching disproportionately disadvantages Pupil Premium students and therefore high quality teaching must be at the core of all Pupil Premium work. Thus it must follow that it is vital to ensure Pupil Premium funding spending and any associated action plans have to enhance the quality of teaching.

Alongside this we have reflected on how the academic and pastoral elements can be combined and this is evidenced in our term by term development plan, which clearly allows each area of the school to see what the other is doing, maximising cross over in expertise and support.

This is underpinned by the school and its governors;

  • Allocating a senior leader to lead and manage a team of staff to closely monitor students and action intervention where required. This highlights the ambitious Pupil Premium targets that the school is setting itself. 
  • Completing an in-depth study about each individual Pupil Premium student at each assessment window and how they individually performed against target. This will allow us to identify the barriers to learning in our school rather than just the national picture. We need to be aware of the barriers for every student. This will allow us to consider how much spending we make on the needs of individual strategies and how much on whole school strategies.
  • Completing further research into spending over the last three years and how the finances have been allocated.
  • Completing research into what evidence works best and then apply it to our students.
  • Ensured staff training is built into the development plan as without in depth understanding, long term and sustainable improvement will not occur.

However, we also realise that we must pay attention to the needs of our most able Pupil Premium students who may not need the full allotment of spend on them but should gain some benefit from PP funding.

This is just the beginning of this journey; however, the foundation we build now will ensure the best possible outcomes for all students within our school.