Wave 1: Quality teaching in the classroom

All of our teachers are trained in how to differentiate lessons to enable all students to make progress. We actively aim to personalise the learning for each student and ensure we know what makes them learn best. The school uses a great deal of the resources available to concentrate on quality teaching and learning.

Form tutors have regular contact with students to ensure they are supported (both academically and pastorally) and their engagement in school is a priority.

Wave 2: Effective intervention at teacher level

For any of our vulnerable students struggling in lessons, teachers are well versed in adapting the work in class and at home to meet the needs of each individual case. Vulnerable students, who may not be able to afford things like calculators, writing equipment, key revision materials etc. are discreetly provided with these. Students are encouraged to have a quiet word with their teacher/tutor and ask for help. We regularly provide this sort of support and believe it can make all the difference to a student’s readiness to learn.

Teachers also offer 121 catch-up time for students who may fall behind because of issues outside of the school.

Wave 3: Effective intervention at department and Head of House level

For any student struggling with keeping up-to-date with school work due to vulnerability and hardship at home, the school has lots of support available. We offer students the chance to stay in school for our Session 6 (3pm – 4pm) to complete homework, as this is usually the first thing to suffer if things are tough at home. We also offer students the opportunity to attend session 6, simply to get further teaching and guidance on areas where they feel they might need more help.

All subject areas offer an after school provision of this type and there is also a Homework Club for students. Our tutors and Heads of Houses are also very good at knowing when students are struggling with out-of-school problems and are quick to support through things like: 121 conversations; contacting teachers to arrange ways to further support students in lessons; and contacting home to offer support.

Wave 4: Effective intervention at school level

The school’s Pupil Premium Team (made up of members of SLT and our Departmental Pupil Premium Champions) actively look to support our vulnerable students when they are in need of help. We regularly meet with students and put together support plans to assist them in keeping on top of their workload and do well in lessons.

We believe that happy and engaged students make better progress. We work hard to ensure that all of our vulnerable students know that we are there for them. We do a lot of discreet work (behind the scenes) to offer support to our students and provide them with the things they need to be happy in school.

We also hold regular  Raising the Attainment of Pupils (RAP) meetings. These involve members of the Pupil Premium team and the teachers of our vulnerable students. Together, we put together coordinated plans for supporting / challenging our students to help them achieve their potential. We ensure that students are supported and rewarded for working towards these plans. Students are set weekly targets and are rewarded for achieving these.

Income and Expenditure

For an analysis of the expenditure in 2016/17 and 2017/18, please download the pupil premium report here (PDF, 681kb).

Narrowing the gap: GCSE Results 2018

Attainment 8

The funding for Pupil premium spending in 2017/18 followed a very similar model to that we have planned for this academic year. We have had great success with our Pupil premium students and the Waves of Support that we provide pupils every day. We want to replicate this success with our current students as well as offer them more intervention and support than in previous years.

  • Our Attainment 8 score for all pupils was 46.83 the previous year we achieved 48.32. The national average in 2018 was 44.30 and the previous year 46.02.
  • Our Attainment 8 score for disadvantaged pupils was 36.77 an increase of 2.2 (34.57) against 2017 results.
  • Our Attainment 8 score for Free School Meals pupils was 34.71.

Progress 8

Progress 8 aims to capture the progress a pupil makes from the end of key stage 2 to the end of key stage 4. It compares pupils’ achievement – their Attainment 8 score – with the average Attainment 8 score of all pupils nationally who had a similar starting point (or ‘prior attainment’), calculated using assessment results from the end of primary school.

  • Our Progress 8 score for all students was 0.15. The national average was -0.03.
  • Our Progress 8 score for disadvantaged students was 0.04.

Where did Pupil Premium students go after Year 11?

Following results in August 2018:

Destination Count
Apprenticeship 2
Bath College 2
Isle of Wight College 1
Kingdown School 12
Lackham College 5
Salisbury College 1
Sunderland College 1
Trowbridge College 14
UTC – Salisbury 1

Pupil Premium Review

In October each year, a comprehensive review of school results is undertaken in which is a detailed analysis of Pupil Premium achievement is undertaken. The strategy for the year ahead is set, but is discussed fortnightly during SLT Key Stage 3 and Key Stage 4 meetings.

Catch Up Premium

In 2016/17, Kingdown School received £18,662 for literacy and numeracy catch-up. Schools receive an additional £500 for each pupil in Year 7 who did not achieve at least a level 4 in reading and/or maths at the end of KS2.

In 2017/18, we expect to receive £17,500.

At Kingdown School, we use the premium to:

  • Develop teachers’ skills in providing feedback to students;
  • Continue to invest in nurture groups in Year 7;
  • Ensure lower ability sets in English and Maths are smaller in number;
  • Introduce 1-2-1 support for students where needed;
  • Offer personalised support material;
  • Increase the number of teaching staff with directed time for SEN activities, for example, in English and Maths;
  • Invite students to a Summer School to work on literacy and numeracy;
  • Fund the ‘Lexia’ programme to support weaker readers.

Impact of the Catch Up Premium on Current Year 8 (Year 7 2016-17)

  • Maths catch-up students: Based on end of Year 7 trajectory grades, 43 out of 46 students (93.4%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).
  • English catch-up students: Based on end of Year 7 trajectory grades, 39 out of 46 students (84.7%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).

Impact of the Catch Up Premium on Current Year 8 (Year 7 2015-16)

  • Maths catch-up students: Based on end of Year 7 trajectory grades, 22 out of 23 students (95.6%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).
  • English catch-up students: Based on end of Year 7 trajectory grades, 13 out of 19 students (68.2%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).

Impact of the Catch Up Premium on Current Year 9 (Year 7 2014-15)

  • Maths catch-up students: Based on end of Year 8 trajectory grades, 21 out of 23 students (91%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).
  • English catch-up students: Based on end of Year 8 trajectory grades, 18 out of 24 students (75%) made expected progress (their end of year Trajectory grade was in line with, or better than their challenging target grade).

Barriers to Future Achievement

Some of the barriers to future achievement for our students eligible for Pupil Premium include:

  • Persistent absence for FSM students
  • Low literacy levels on entrance to the school for disadvantaged students
  • Learning beyond the classroom through accessing enrichment activities and trips
  • Being equipped and ready to learn for the lesson

Some of the strategies we have in place to overcome these barriers include:

  • Attendance reward schemes
  • Discrete literacy lessons and intervention throughout the whole school
  • Opportunities for disadvantaged students to receive support to fund extra curricular activities
  • Whole school drive on equipment with packs provided for disadvantaged students as required

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