Bingley Grammar School

Pupil Premium Spending Report

Funding is allocated on a Financial Year basis (ie April to March).

The level of Pupil Premium provided for each eligible student for the last five years is as follows:

Pupil Premium Spending Chart 2016 - 2017

As has been indicated in previous reports, over the last three years we have put in place support mechanisms for students which have been intended to provide additional support to those who require it and in this way it was expected that where disadvantaged students were falling behind their peers they would be picked up in the additional support processes. Considerable additional funding was allocated to these initiatives to allow them to be put in place and the Pupil Premium funding provided a large contribution to this. In addition, Pupil Premium funding has also been used to provide specific support to individual students in order to remove their own particular barrier to learning (eg access to IT equipment or pastoral support).August 2017 saw the culmination of the initial three-year plan improvement plan for Pupil Premium improvement with student, parent/carer and staff voice highlighting

  • We now feel more supported by school (Student)
  • We know who to come to regarding any support we need with uniform and books (Student)
  • Help is there if we need it (Student)
  • When I rang up looking for support I was given it (Parent)
  • My son has been able to access extra tutoring in his GCSE year which has meant I could focus on something else (Parent)
  • I am now aware of who they are and for some students why they are Pupil Premium therefore helping me cater for them in the classroom (Teacher)
  • I can now easily identify who they are through my registers (Teacher)
  • I am now aware of funding which I can use to support their learning and my teaching (Teacher)

Within this time GCSE results also saw an improvement with

  • 5 A* - C including English and Maths improving by 18%
  • The internal school gap closing by 10%
  • The national gap closed and bettered by 10%, with an overall 16% improvement in this area

However, for all the positives there were still areas that students, parents/carers and staff felt we needed to work on and improve, with some of these being the opposite to the positive improvements highlighted. Therefore, as a school we realise that we need to be more consistent in our approach, as well as catering for the changing needs of each Pupil Premium cohort. With this in mind in July 2017 we appointed a new member of staff to lead on Pupil Premium who would work with the AHT for Behaviour, Rewards and Safeguarding. Their first steps were to review the above plus the 2015/2016 external review led by Tony Thornley of the school’s approach to Pupil Premium and how monies were spent and the impact they had upon our students. From this we highlighted we needed to continue doing the following still;

  • Personal support, mentoring, coaching of PP students.
  • Removing barriers of resource and access.
  • Going the extra mile to meet with parents who might be reluctant or have difficulty in getting in to school.
  • Providing opportunities for PP students (and others) who may find it difficult to do homework at home to do it in school
  • Providing ongoing additional support for students who are struggling with a particular aspect of a subject. These sessions are most effective when they target specific issues, identify individuals who will benefit, are not seen as or used as ‘detention’, and extend beyond Year 11.
  • Current leadership style: enthusiasm, nurturing expertise, providing autonomy for development.

 But also we needed to revisit the following 

  • Practical classroom strategies
    • Develop a staff ‘tool kit’ which gives practical strategies - not just to help PP students but for all underachievers. It might include advice on marking and assessment, seating, grouping, checking whole class understanding, deployment of LSAs, dealing with misconceptions, questioning etc
    • Consistent practical strategies across all subjects to improve literacy, oracy and, especially, exam technique
    • Increasing the consistency in approach across the HOY team for analysis, evaluation and intervention with students

 With the review findings and previous analysis of 

  • Examination Data
  • Pastoral Data
  • Student Voice
  • Staff Voice
  • Q/A data

 We then created three new set outcomes that we would measure ourselves by from September 2017 – September 2019; 

  1. Pupil Premium students have a greater sense of aspiration and belonging to the school environment – measured against
    Examination or internal data where appropriate
    Student Voice
  1. Staff understand what Pupil Premium is and what they can do in the classroom – measured against
    Lesson planning
    Staff Voice
  1. Parents/students aware of their entitlement and the outcomes they can gain – measured against
    Staff/Student voice

Using these we then planned the initiatives we would use to ensure that there was continued improvement for our Pupil Premium students, which can be found in this section of our website.