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Pupil Premium
Pupil premium and recovery premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
|
Detail |
Data |
|
School name |
Uckfield College |
|
Number of pupils in school |
1562 |
|
Proportion (%) of pupil premium eligible pupils |
14.6% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021/2022 to 2024/2025 |
|
Date this statement was published |
December 2021 |
|
Date on which it will be reviewed |
July 2021 |
|
Statement authorised by |
Hugh Hennebry |
|
Pupil premium lead |
Spencer Prichard Assistant Headteacher |
|
Governor lead |
Richard Thorley |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£191,715 |
|
Recovery premium funding allocation this academic year |
£27,239 - this is a provisional sum |
|
Pupil premium funding carried forward from previous years |
£0 |
|
Total budget for this academic year |
£220,954 |
Part A: Pupil premium strategy plan
Statement of intent
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At Uckfield College we believe that all of our students (including those with disadvantaged backgrounds or challenging home circumstances, children who have suffered trauma and those whose aspiration is impoverished) can be really successful and that developing highly effective learning habits is fundamental to this. We believe that this means having high expectations of every PP student. Our aim for every PP student is to become an Uckfield ACE: A. Academic Achievement:
C. Global Citizenship and Character:
E. Enterprise and confidence:
Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium. While the Pupil Premium is provided as a different grant from core funding, this financial split shouldn’t create an artificial separation from whole class teaching. The causes and consequences of disadvantage are varied: Pupil Premium students are not a homogeneous group. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Attendance Our observations and understanding of our students indicate that absenteeism is negatively impacting disadvantaged students’ progress Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been between 4-10% lower than for non-disadvantaged pupils. This gap has widened due to the impact of the Covid-19 pandemic |
|
2 |
Behaviour Our observations and understanding of our students indicate that disadvantaged students are most likely to be suspended from school, most likely to display challenging behaviour and most likely to receive behaviour points. All of this impacts on disadvantaged students’ progress In 2019-2020 59% of the total exclusion days were for Pupil Premium students. This reduced in 2020-2021 to 47%. This figure however, is still considerably higher than the percentage of Pupil Premium students at the College |
|
3 |
Reading Our observation and understanding of our students indicate that disadvantaged students are most likely to have reading ages that are below their chronological reading age. This impacts on their ability to access the curriculum and impedes their progress in all subjects. In any one year group currently as much as 73% of disadvantaged students have a reading age that is less than their chronological age. This is compared to as much as 54% of their non-disadvantaged peers |
|
4 |
Key Stage 4 Outcomes Our observations and understanding of our students indicate that disadvantaged students are most likely to underperform at KS4. Due to the Coronavirus students in 2019/2020 and 2020/2021 did not sit GCSE examinations and received teacher assessed grades instead. However data from 2018/2019 shows; A8 PP = 41.08 A8 Non PP = 52.0 P8 PP = - 0.45 P8 Non PP = 0.21 English and Maths 5+ PP = 21% Non PP = 54% |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|
Intended outcome |
Success criteria |
|
Attendance To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils |
By 2024/25 the attendance of our disadvantaged students will be in line with the national average attendance of all students. |
|
Behaviour To achieve and sustain improved behaviour for all pupils, particularly our disadvantaged pupils |
By 2024/25 the overall number of suspensions of our disadvantaged students will be in line with the number of suspensions of all students. |
|
Reading Improved reading ages among disadvantaged pupils. |
Reading age tests demonstrate a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers |
|
Attainment at KS4 Improved attainment among disadvantaged pupils across the curriculum at the end of KS4 |
By the end of our current plan in 2024/25, A8 PP = 48.0 A8 Non PP = 59.0 English and Maths 5+ PP = 40% Non PP = 64% |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 110,000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Small class sizes |
Smaller class sizes allow teachers to have higher quality interactions with students and increased opportunities for feedback Some research suggests the impact is greatest on reading ability (+2 months) Small class sizes also lead to less disruption EEF Small Class Sizes Increased opportunities for feedback EEF Feedback https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback |
2, 3, 4 |
|
Developing metacognition with the use of visualisers for modelling thought processes |
Teachers can demonstrate effective use of metacognitive and self-regulatory strategies by modelling their own thought processes. For example, teachers might explain their thinking when interpreting a text or solving a mathematical task, alongside promoting and developing metacognitive talk related to lesson objectives EEF Meta cognition https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation |
4 |
|
Uckfield Excellence Evidence informed practice for teaching and learning |
Uckfield Excellence is a series of research informed beliefs about how teaching and learning in delivered within Uckfield College Each part of Uckfield College is supported by a plethora of research. The over approach is supported by What Makes Great Teaching, The Sutton Trust (2014) |
1, 2, 3, 4 |
|
5 point reading strategy Every teacher communicates their subject through academic language, and that reading, writing, speaking and listening are at the heart of knowing and doing in every subject |
There is great value in every teacher teaching students to read and write effectively in their subjects. EEF Improving literacy in Secondary Schools https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 Thinking Reading - What Every Secondary Teacher Needs to Know about Reading, James and Dianne Murphy (2018) Reading Reconsidered, Doug Lemov (2016) Closing the Vocabulary Gap, Alex Quigley (2018) |
3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 50, 000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Homework Intervention Targetted intervention with those who are identified as requiring homework support. Homework intervention has three main areas -Generic intervention (providing a space and an adult to support) -Targeted subject intervention (providing space and a subject specialist to supportive -SEND intervention (providing a separate space for those with SEND that require a more nurturing approach) |
Homework has a positive impact (+5 months) on secondary students. However, not all students have a quiet, supportive environment to complete this important work EEF Homework https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework |
2, 4 |
|
Academic Intervention programme A series of specific, targeted intervention for those who are underperforming in certain subjects |
One-to-one intervention is seen as effective for students who are struggling in particular areas EEF 1-2-1 Tuition https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition |
4 |
|
Reading Champion Reading Champion is used to promote reading across the College Reading Champion also provides small group intervention to disadvantaged students to help comprehend text and address vocabulary gaps and develop a love of reading |
Reading comprehension strategies can have a positive impact on students ability to understand a text, this is particularly the case when interventions are delivered over a shorter timespan (up to 10 weeks) EEF Reading Comprehension Activities https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies |
3, 4 |
|
SEND literacy interventions The SEND team deliver a range of literacy interventions including toe by toe and jump ahead (phonics programmes) and reading for impact (reading comprehension intervention) |
Using a TA to run small group interventions has been shown to have up to 5+ months progress EEF TA Intervention Studies looking at the use of phonics in secondary school suggest that it can be helpful in students catching up with their peers EEF Phonics https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics Reading comprehension strategies can have a positive impact on students ability to understand a text, this is particularly the case when interventions are delivered over a shorter timespan (up to 10 weeks) EEF Reading Comprehension Activities https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies |
3, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 60, 954
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Super Mentor Employing a super mentor to increase the capacity of the pastoral team. The super mentor, works 1-2-1 with disadvantaged students. |
Although evidence suggests that mentoring has little impact on academic outcomes it can help to target disadvantaged students with particular needs (low engagement, attendance, poor behaviour or aspiration) EEF Mentoring https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring |
1, 2 |
|
Peer Mentoring Peer mentors are trained and then support those who have sign-up up for a mentor |
Although evidence suggests that mentoring has little impact on academic outcomes it can help to target disadvantaged students with particular needs (low engagement, attendance, poor behaviour or aspiration) EEF Mentoring https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring |
1, 2 |
|
Super-curricular |
Arts participation has been shown to have a positive impact on the academic outcomes of a range of subjects (+4 months) EEF Arts Participation Sports participation has been shown to have a positive impact on the academic outcomes of a range of subjects (+1 month) EEF Physical Activity https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/physical-activity |
4 |
|
Summer School (additional contribution on top of DfE funding) |
Summer schools have been shown to have a positive impact on academic outcomes EEF Summer School https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/summer-schools |
4 |
|
Attendance |
Attendance staff salary contribution |
1 |
|
Contingency fund for acute issues |
Based on our experiences we have identified a need to set aside a small amount of funding to respond quickly to needs that have not yet been identified. |
1, 2, 3, 4 |
Total budgeted cost: £220,954
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
|
Our targets for 2020/21 were that A8, P8 and grade 5+ in English and Maths would be in the top quartile of progress made by disadvantaged students at similar schools. External exams were not taken in 2021 because of Covid-19. The outcomes of our Key Stage 4 teacher assessed grades are not permitted to be published. However, the A8, P8 and 5+ in English and Maths are all moving on a positive trajectory. Though the gap is continuing to be difficult to narrow. Targets in relation to attendance and extra-curricular activities were also impacted by the pandemic. The 2020/21 attendance was lower than in previous years due to the pandemic (All students = 88.9%, PP = 80.7%, nonPP = 90.3 %). National attendance data is due to be released in March 2022. As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure. Our “live learning” offer during the pandemic, including all students being educated by their teachers via their 1-2-1 chromebooks was accessed by the vast majority of our disadvantaged students. Of those that did not attend online learning, the pastoral team made contact via email, telephone and with door-step visits. The College was also “open” to all disadvantaged students once a week, for students to visit the reading room and collect reading books, other learning equipment and food if needed. During these visits the disadvantaged students could also gain pastoral and/or emotional support. Form mentors also had 1-2-1 phone conservations with their disadvantaged students weekly, to check in, encourage and support. |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
|
Programme |
Provider |
|
Bedrock Vocabulary |
Bedrock Learning |
|
Accelerated Reader |
Renaissance Learning |
|
My-On |
Renaissance Learning |
|
Educake |
Educake |
|
MyMaths |
Oxford University Press |
|
Kerboodle |
Oxford University Press |
|
Jamie’s Farm Lewes |
Jamie’s Farm |
Documents
| Page Downloads |
|---|
| UC_PP_Strategy_Statement_2020-21 |
