Pupil Premium Strategy
Pupil Premium Financial Support
The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged students and close the gap between them and their peers.
“It is for schools to decide how the Pupil Premium, allocated to schools per FSM student, is spent, since they are best placed to assess what additional provision should be made for the individual students within their responsibility.” Source – DfE website
At Lutterworth High School, we have high aspirations and ambitions for our students and we believe that no student should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure.
We are determined to ensure that our students are given every chance to realise their full potential. Pupil premium funding, along with allocations made from the school’s own budget will help ensure this money is spent to maximum effect to ensure quality-first teaching and learning.
Our pupil premium money is also used to provide a range of additional support for our students and these interventions, along with quality first teaching are having a positive impact on students’ progress, outcomes and self-belief.
Through targeted interventions we are working hard to eliminate barriers to learning and progress. One of the schools aims is to ensure that ALL groups of students make good progress in order to reach age related expectations as they move through the school.
Year 7 Literacy/Numeracy Catch Up Premium
The literacy and numeracy catch-up premium gives us additional funding to support Year 7 students who did not achieve the expected standard (SS<100) in reading and/or maths at the end of key stage 2.
Catch Up 7 2019 – 2020
We received £8,733 Year 7 catch-up funding for 2019/20. The funding was used to provide additional small group interventions to help these students close the gaps from their KS2 assessments.
Students were identified using their KS2 SATs scores and standardised spelling and reading test results that are completed by all students at the start of the year at Lutterworth High School.
Catch up funding was used to support 43 students in English and 44 in maths. 30 students were in both groups.
The following strategies and interventions were used to secure positive outcomes:
Intensive small group tuition in Maths and English: A base line test was completed at the start of the interventions. Students were re-tested to confirm progress at the end of the courses. This enabled staff to identify gaps in students’ knowledge and skills and to target teaching appropriately.
Courses in English targeted identified weaknesses in reading, revisiting phonics for some students as well as spelling, grammar and punctuation to improve basic knowledge and understanding of key literary concepts.
Courses in maths concentrated on basic number skills as well as content transferable to other areas in the curriculum, such as reading scales and drawing graphs.
Students with scaled scores between 80 and 90 received additional intervention and support in key areas. In maths they followed the Passport to Maths Scheme with an HLTA as well as having a personal log-in to use outside of school. In English, these students were taught in very small groups with input from a HLTA specially trained to deliver a recognised phonics package, suitable for the age of the students.
Additionally, LSAs and HLTAs worked on a one-to one basis with a number of students to support their transition from KS2 to KS3.
Beyond the interventions we also:
Asked them to attend homework clubs that are targeted at low attaining students both at lunchtime and after school.
Meet with primary schools in the term before enrolment and identify students likely to be below SS100, where appropriate, these students then have an enhanced transition tailored to meet individual need.
Offer places on summer school to all Year 6 students who are due to start with us in Year 7. This runs for one week and the programme’s key focus is on both numeracy and literacy. Students here are targeted in the same way as for enhanced transition.
Worked closely with families of the students targeted for catch up 7 through regular communication.
Outcomes showed that:
In English 31 of the 43 students improved their reading ages by more than would have been expected between the two testing points. Ten students did not make any improvement and two students achieved the same score. Whilst this was generally pleasing and showed good impact from the intervention, we must also consider that 18 of these students still have a reading age below 10 years old. These students will therefore struggle to access the general KS3 curriculum materials used at LHS. Twelve of these 18 students have a diagnosed SEND and will continue to access additional support to meet their needs. It will be appropriate to monitor the others and test as appropriate for underlying, undiagnosed SEND’s. These students will be prioritised for further intervention and will continued to be offered support beyond the scope of the Catch Up 7 Programme.
In Numeracy, the students were tested initially at the start of the intervention, and have since had a second wave of testing in late November. The table below shows the progress of students in this time:
Sep 19 Dec 19
% ever passed (Scaled 99 or under) 47.5 61.9
% ever passed (Scaled 95 or under) 28 46.2
As the table shows, there has already been significant initial progress in terms of success between the two tests, with a 14.4% increase in students with 99 or below passing, and an 18.2% increase in successes with the 95 and under cohort. There will be further half-termly assessments through the year to further measure these improvements.
Coronavirus Catch Up Premium
- Provide a curriculum that is accessible to all students
- Provide an environment which is accessible to everyone
- Provide access to information for students and parents
Offer clarity regarding legal requirements and statutory guidance
- Identify different types of provision and associated requirements
- Seek to encourage partnership and avoid conflict at a local and an authority level
- Maintain parental rights and ease the process of admission for parents and children
- Aim for one consistent first-time admissions date to mainstream education
- Ensure that extension of provision is a long-term commitment and not at the expense of other local provision
- Confirm that funding must not be used for groups of students outside the designated age-range
- Entitlement to a place in the catchment area school (dependent on the parent applying at the appropriate time, or on compliance with infant class size regulations)
- Entitlement to a place the preferred school if there is room
- Entitlement to be considered according to the same priority criteria as other children where the school is oversubscribed
- To ensure that all students are free from the actuality or the threat of bullying
- To ensure the active involvement of the whole school community
- To maintain a raised awareness of bullying
- To promote an atmosphere in which bullying is actively and universally condemned
- To encourage a climate in which it is acceptable to disclose incidents of bullying either experienced directly, or observed
- To develop a consistent approach to dealing with incidents of bullying which is shared with and understood by the whole school community
Aim, at all times to be positive in our treatment of students
- Use positive reinforcement to encourage good behaviour
- Develop positive attitudes to learning and to encourage positive attitudes between students,teachers and other adults.
- To develop common values of citizenship based on dialogue, respect and acceptance of diversity
- To contribute to building good community relations and challenge all types of discrimination and inequality
- To remove barriers to access, participation, progression, attainment and achievement
- To close the attainment and achievement gap
- To provide high quality education for the lifetime needs of each student
- To provide a caring, disciplined and stimulating environment where effort, achievement and success are recognised
- To encourage the professional development of all staff
- To promote values of tolerance, sensitivity and mutual respect
- To work effectively in partnership with parents, the family of schools and the wider community
- To use resources effectively and economically
- Learning – We aim to help everyone enjoy learning, reach their full potential, and see learning as a lifelong process. We are committed to developing a moral perspective within students by fostering an understanding of Christianity and other religions, in order to develop a tolerant understanding of the world
- Technology – Lutterworth High School is committed to building upon a broad range of achievements, by placing Information Technology at the heart of every student’s curriculum
- Contribution & Participation – We aim to encourage all students to participate in school and to feel their contribution is valued
- Care & Self Respect – We work to have a community which supports and cares about everyone. We encourage individuals to respect themselves, others and the environment
- Innovation – Lutterworth High School values tradition while embracing innovation, in order to plan sensitively for the learning and participation of all
- Environment & Communication – As a community we aim to create an environment which is welcoming and accessible to all
- Preparing students for life in a multicultural society
- Eliminating racism
- Promoting equality of opportunity
- Promoting good relations between people of different racial groups
Sexual Orientation and Gender Identity
To create an environment where the sexual orientation and gender identity of all workers and service users are respected, and where all are afforded dignity and equal rights
- To value the diversity of lesbian, gay, bisexual and transgender (LGBT) people themselves, who are of every age, race, nationality, religion, disability, occupation, and family situation
Specialist Educational Needs
- To liaise with feeder schools to identify students with special educational needs as early as possible
- To create an effective learning environment that meets the special needs of each student
- To ensure that all students have equal access to a broad, balanced and differentiated curriculum
- To encourage students to develop confidence and self-esteem and to recognise the value of their own contributions to their learning To encourage students to be fully involved in their own learning
- To have high expectations of all partners in the process and provision of special needs
- To ensure parents/carers are kept fully informed and are engaged in effective communication about their child’s special educational needs
- To support the Lutterworth High School Behaviour Management Policy
Our Special Educational Needs and Disabilities Co-ordinator (SENDCo) liaises closely with all staff and other external agencies in order to support our most vulnerable students and those who have additional needs. Our SENDCo leads a team of very experienced Learning Support Assistants (LSAs), who work with class teachers to ensure that work is differentiated and accessible for all of our students. The parents of those students with an Individual Educational Plan (IEP) or Statement of Educational Need are invited into school frequently and we are available to the parents of any child who feels that support may be needed.
If a student has special educational needs, then we will most likely have that information from the Primary School.
Some children have special needs that we don’t know about. If you have any concerns about your child please contact the SENDCo. In turn, if we are concerned we will contact you.
Room E6 in the English base is available for use by students at Break and Lunchtimes. Room E7 (Computer Room) is available for Homework help at Lunchtimes.
Annual Audited Accounts
Individuals Earning Over £100k
As part of the Academies Financial Handbook, all schools are required to publish annually, the number of individuals earning over £100,000.
Currently Lutterworth High School have 1 individual in this bracket.
Please use the following link to access the schools financial benchmarking website, where our Consistent Financial Reporting (CFR) statement of income, expenditure and balances is published.