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Kingsbury
High School

At Kingsbury High School we are determined that our students’ financial circumstances will not be a barrier to their success and to getting the most from what our school has to offer.

Kingsbury High School Pupil Premium Report 2016 - 2017

Introduced in 2011, the Pupil Premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children. This is based on research showing that children from lower income families perform less well at school than their peers. Often, children who are attract Pupil Premium funding to schools face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance and punctuality. The Pupil Premium is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their classmates. We measure the impact of our Pupil Premium spend primarily through progress data, collected through various assessments throughout the year.  It is the culmination of all our strategies that we measure, not necessarily each individual intervention. 

At Kingsbury High School, we want our Pupil Premium funding to:

  • Develop strategies to enable staff to know and understand the background of each individual pupil.
  • Remove barriers to learning for individuals and groups of pupils.
  • Build the capacity and resilience in pupils to enable them to build their own futures.
  • Ensure that our students have positive mental health and wellbeing.
  • Give every student the opportunity to access all pathways into the world of work, education and training.

In the academic year 2016 – 2017, we received a total of £493,000 for our Pupil Premium students. Below is a breakdown of how we spent our funding and the impact that it has had. This year, according to the impact our provision has had, we have planned accordingly for our students to ensure the best use of this funding.

Strategy

Spend

Rationale

Impact

Specific staffing:

  • PP champions
  • Counsellor
  • Mentors
  • Intervention teachers
  • Learning support assistants
  • Extended library hours

£357,839

Students who have fallen behind or have gaps in their knowledge due to a lack of resources at home often respond best to small group or 1-2-1 support. Students who suffer financial deprivation often have additional emotional and social needs with need addressing separately to academic needs. Extended library hours means students without an appropriate learning environment at home can study Student well-being was evident from student voice. Students who were targeted for academic intervention and support achieved well and made good progress as evidenced by our P8 disadvantaged score: 0.32: above average (national is 0.11).

Resources:

  • Music lessons subsidy
  • PiXL sessions
  • Printing credits
  • Revision materials
  • Equipment for learning

£76,061

Music is supported as it is an expensive subject for students to study. It is also vulnerable to a drop in numbers as it is in the open element. PiXL sessions help students to make excellent progress, as evidenced by our P8 disadvantaged score: see above.  All students are able to access study materials outside the classroom

Progress in Music was good: and students are continuing to choose it at KS4. It is a key part of the Kingsbury community. Middle leaders have reported that the PiXL style of intervention had a great impact and contributed to the P8 score considerably. We are consequently using the same system this year. Students in Y12 have reported that they found it very helpful to have revision guides, equipment and printer credits. We will repeat this provision this year.

Alternative Provision:

  • Right Track (Harlesden)
  • Jubilee Academy (Harrow)
  • LAC students provision

£59,100

Alternative providers are used as a respite intervention tool for student who are struggling with school. LAC students are given 1-2-1 tuition, travel to and from examinations, resources for learning and mentoring.

All students who were given respite in 2017 responded well to the provision and returned to school with an improved attitude to learning and/or higher achievement academically. We have found that we prefer the Jubilee Academy for longer term placements rather than 6 week placements and have adjusted our provision accordingly for this year.  

 

Our LAC students made good progress in years 7-10: all improved their attitude to learning scores and well-being. All but 2 improved their academic scores: these students have since been identified as EAL students and are now receiving appropriate provision to help them succeed. Our Y11 students were successful pastorally: the targets we set these students were for then to be safe and be in school, and although they did not meet their P8 targets, they successfully finished school and gained useful qualifications.

 

Glossary:

P8: Progress 8

EAL: (A student who has) English as an Additional Language

LAC: Looked After Child

PP: Pupil Premium

PiXL: An organisation that aims to support schools in raising attainment at KS4