Bingley Grammar School

Pupil Premium

Computer Studies Sept17Improving Outcomes for our Pupil Premium Students

Bingley Grammar School is on a continuous journey with its Pupil Premium students and non-Pupil Premium students, however, steps are being continuously 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 in 2013/2014 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.

Since 2014 this has underpinned by the school and its governors with clear actions undertaken with a range highlighted below;

  • 2014 – 2017 - Allocating a member of SLT to closely monitor students and action intervention where required. This highlights the ambitious Pupil Premium targets that the school is setting itself, within this we saw a clear improvement in the attainment and progress of our students.  
  • Completing in-depth studies about each individual Pupil Premium student at each assessment window and how they individually performed against target. This then allowed us to identify the barriers to learning in our school rather than just the national picture. Within this we needed to be aware of the barriers for every student. This allowed us to consider how much spending we make on the needs of individual strategies and how much on whole school strategies.
  • Continuous reflection into spending over the last three years and how the finances have been allocated, allowing us to see which strategies were most effective and with which type of students.
  • Completing research into what evidence works best and then applying it to our students.
  • Ensuring that staff training is built into the development plan as without in depth understanding, long term and sustainable improvement will not occur.

Within this we also realised 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, which is why we have implemented a ‘more able’ initiative, including work with The Brilliant Club, which helps to foster aspiration.  

However, we also realise that since August 2017 we have seen a steady decline in the progress and attainment of our Pupil Premium students, this is due to a number of factors, however, this does not detract that we must do better. Therefore, in September 2018 we have adapted the approach and leadership of Pupil Premium in line with the school staffing structure which include: 

  • A Pupil Premium Lead for KS3
  • A Pupil Premium Lead for KS4

These lead staff members both report to the respective Assistant Headteachers (AHT) for their key stage, with the AHT for KS4 line managing the two members of staff. Also, the AHT for Character and Culture is central to this, as they are able to provide information regarding potential barriers within home life. Finally, with regards to this there is unified agreement that we need to return to basics which is Quality First Teaching and how we approach our eligible students. With this in mind we have decided that the date of next Pupil Premium review will be June 2019.