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Pupil Premium

Continuous Improvement

Pupil Premium Strategy Statement 

The staff and Trustees are committed to improving life chances for pupil premium students and ensuring pupil premium students have an equally positive experience at school as non – pupil premium students. We recognise that this remains a priority at the college and pupil premium spending is constantly assessed and evaluated. We have a Senior Leader who is responsible for tracking the progress of Pupil Premium students throughout their time at Brixham College. Whilst the gap is narrowing between Pupil premium and non-pupil premium, there is still much work to be done in reducing this.

For many Pupil Premium students, barriers to achievement include poor literacy skills, disorganisation, reduced access to cultural and enriching opportunities and low aspiration. For this reason, much of our spending of the Pupil Premium is focussed around addressing these barriers. While examination results are the ultimate measure of the effectiveness of this spending, we consider the following to be additional measure of impact: accessing lessons, attendance, literacy and transition into further education, training or work.

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

Brixham College

Number of pupils in school

1077

Proportion (%) of pupil premium eligible pupils

28.7%

Academic year/years that our current pupil premium strategy plan covers

2021/2022

 

Date this statement was published

December 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Mark Eager, Principal

Pupil premium lead

Tracey Hale, Vice Principal

Governor / Trustee lead

Anthony Prowse, Vice Chair of Board of Trustees

Funding overview
Detail Amount
Pupil premium funding allocation this academic year £248,000
Recovery premium funding allocation this academic year £40,052
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0.00

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£288,052
Pupil Premium Strategy Plan

Statement of intent

Brixham College recognises that all students, regardless of their background, should have equal access to a curriculum which will enable them to reach their potential. Pupil Premium is a government initiative where additional funding is given to schools to enable them to support students who are either entitled to Free School Meals, are Looked After or who are children of armed services personnel, in an attempt to ensure that their progress is maximised and the attainment gap between them and their peers is closed.

Our priority is to ensure that all disadvantaged students, including those who are performing well and other groups of students in need of support, are supported and challenged by adopting a personalised approach to ensure that their progress and attainment is maximised. We therefore use regular tracking of where the money is spent, evaluating the effectiveness and the impact, enabling plans to evolve or be amended if they are not having the intended impact.

The Department of Education has emphasised that ‘the government is quite serious in its ambition not to micromanage schools’. Schools should be the decision makers, using evidence to inform professional judgements. They have no particular view on using Pupil Premium on whole College initiatives, as long as the progress and attainment gap is closing between the highest and lowest achieving students, within the context of generally improving attainment.

Ofsted also agree that schools should have the autonomy to decide how the Pupil Premium is spent and confirm that there are no specific evaluations or judgements to be made. The Department of Education and Ofsted unanimously agree that Pupil Premium funding can be spent ‘where school leaders feel it is most needed’, as long as every effort is taken to ensure that all students, regardless of their background or ability, are given the opportunity to excel academically.

Pupil Premium funding is a national initiative, launched in 2011, designed to raise attainment for all disadvantaged pupils.

‘Closing the attainment gap between disadvantaged children and their peers is the greatest challenge facing English schools. The gap is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators. However, it is clear that schools can make a difference.

In England, the gap has closed in both primary and secondary schools since the introduction of the Pupil Premium, and in every part of the country schools have demonstrated how great teaching and careful planning can make a huge impact on the outcomes of disadvantaged children.’

Education Endowment Foundations – The EEF Guide to Pupil Premium Funding

For further details visit: https://educationendowmentfoundation.org.uk/public/files/Publication_s/Pupil_Premium_Guidance_iPDF.pdf

Strategy – A tiered approach

At Brixham College we have adopted a tiered approach to Pupil Premium spending which allows the school to focus on a series of targeted strategies which will have the greatest impact. These are:

1.    Teaching

Spending on improving teaching and providing professional development opportunities is at the forefront of our approach. Ensuring that every pupil is receiving the best quality experience in the classroom that we can offer is essential to success, and it is therefore the top priority for our Pupil Premium spending.

2.    Targeted academic support

Evidence consistently demonstrates the positive impact of well-planned and delivered targeted academic support. We use a variety of support mechanisms including 1:1 and small group support as a key part of our strategy, to supplement effective classroom teaching and learning.

3.    Wider strategies

The final element of our approach is to provide support in tackling the most significant, non-academic barriers to success at school, including attendance, behaviour and social and emotional support.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1

Our assessments, observations and discussions with disadvantaged students would suggest that they require additional targeting through high quality teaching and learning, explicit use of questioning, scaffolding, modelling and high-quality feedback to support progress.

Data suggests that the progress of disadvantaged students is below that of their peers, and assessments indicate the gap widens as students progress at Key Stage 4, exasperated by the pandemic and lockdown period.

2

Assessments and observations of KS3 pupils indicate that disadvantaged pupils generally have lower levels of reading comprehension than peers. Observations and assessments suggest disadvantaged students have weaker literacy and numeracy skills than their peers. ate more. This impacts on their progress in all subjects.

On entry to year 7 in 2020, the reading age of disadvantaged students is approximately 10% lower than that of their peers, and the gap is wider for disadvantaged boys. This gap remains steady during pupils’ time at our school. This reading gap has widened in 2021.

3 Disadvantaged students are more likely to be sanctioned repeatedly and more likely to be identified as less engaged in lessons that their peers. Disadvantaged students are more likely to be at risk of suspensions  than their peers. Behaviour records suggest this is the case. In 2020-2021 a higher number of PIP serious breaches were awarded to disadvantaged proportionally than non-disadvantaged. 50% of all Serious Breaches were given to disadvantaged students
4 The curriculum is increasingly knowledge focused and observations would suggest that many disadvantaged students are likely to have has less prior exposure to this knowledge that their peers. This is indicated across the curriculum, including their engagement and completion of Seminar Study. Lesson observations, work sampling and Seminar Study indicate a gap with Disadvantaged students and their peers in study skills, memory retention and metacognition
5 Our assessments, observations, student surveys, parental contacts have identified social and emotional issues for many pupils, such as anxiety, depression (some of which is diagnosed by medical professionals) low confidence, low self-esteem. This is partly driven by concern about catching up lost learning and exams/future prospects, and the lack of wider College experiences due to the pandemic. These challenges particularly affect disadvantaged pupils, including their attainment. In the period 2020 – 2021, students accessing students support services was 20% higher with non disadvantaged. Nearly 50% of disadvantaged students access small group work and 1-1 support.
6

Our attendance data over the last 2 years indicates that attendance among disadvantaged pupils has been lower than for non-disadvantaged pupils, both impacted by the pandemic.

50% of disadvantaged pupils have been ‘persistently absent’ compared to 25% of non- disadvantaged students during that period. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.

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
Improved attainment among disadvantaged pupils across the curriculum at the end of KS4.

By the end of our current plan in 2024/25, student attainment at Key Stage 4 will be broadly in line with the school average. This year the cohort attainment figure was 4.68, for disadvantaged students it was 3.67

2024/25 KS4 outcomes demonstrate that disadvantaged pupils achieve:

·         an average Attainment 8 score of 4.16 (FFT50), 4.58 (FFT20), 5.05 (FFT5)

 

Improved reading comprehension among disadvantaged pupils across KS3.

 

Reading comprehension tests demonstrate improved comprehension skills among disadvantaged pupils and a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers. Teachers should also have recognised this improvement through engagement in lessons, a focus on Tier 2 and 3 vocabulary, being able to read challenging texts, Targeted questioning via Guided Reading, an improvement of academic writing and book scrutiny.

To achieve and sustain Improved attitude to learning with disadvantaged students.

 

 

Teacher reports, class observations and discussions with students would indicate that students are more able to monitor and regulate their own behaviour and attitude to learning. This is supported by a reduction in the number of disadvantaged students isolated or experiencing suspensions.
To improve disadvantaged engagement in challenging activities, including self-regulation of Seminar Study. Teachers develop effective in class approaches to ensure the progress of disadvantaged students. Students demonstrate the equivalent progress in lessons as that of their peers. Students will be equipped with being able to answer challenging questioning and engagement in thinking tools. Disadvantaged students have high rates of completion with Seminar Study.
To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged.

Sustained high levels of wellbeing from 2024/25 demonstrated by:

·         Qualitative data from student voice, student and parent surveys and teacher observations.

·         a significant increase in participation in enrichment activities, particularly among disadvantaged pupils.

·         Destination (NEETs)

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

·         Sustained high attendance from 2024/25 demonstrated by:

·         the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 50%.

·         the percentage of all pupils who are persistently absent being below 15% and the figure among disadvantaged pupils being no more than 20% lower than their peers.

 

 

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: £133,052

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of standardised diagnostic assessments for Year 7 and Year 9.  

Training will be provided for staff to ensure assessments are interpreted correctly.

 

Year 7 Literacy Intervention small group work

 

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1, 2, 3

Investment in developing a mastery curriculum. CPD to support high quality T&L and delivery of the mastery curriculum. This includes Knowledge Organisers and Seminar Study.

 

 

This includes teaching a range of strategies to support students with approaches used in the classroom and independent seminar study, with the securing of knowledge and skills.

Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF

‘Developing Boys Literacy’ from ‘The  Boy Question’ by Mark Roberts

‘The 6 Principles’ by Andy Tharby

‘Teaching for Mastery‘ by Mark  McCourt

 

4

Ensure the curriculum has a rigorous and sequential approach to developing students’ fluency, confidence and enjoyment in reading.  Reading in all year groups is regularly assessed and interventions are swift to address any gaps

It is critical to develop student resilience and confidence to be able to deal with challenging texts which enables them to them from attempt and access assessments and examination questions. Students who read more widely will extend their vocabulary.

Closing the Vocabulary’ Gap by Alex Quigley

‘Improving Literacy in Secondary Schools’ EEF

‘Developing Boys Literacy’ from ‘The Boy Question’ by Mark Roberts

‘Reading Reconsidered’ by Doug Lemov

‘Reading for Meaning’ by Doug Lemov

‘Wigfield, Guthrie and McGough’ Measuring Motivation in Reading.

1

Enhancement of our maths teaching and curriculum planning in line with DfE KS3 and EEF guidance and implementation of a mastery curriculum.

We will fund teacher release time to embed key elements, including Teaching for Mastery training.

To develop a positive culture towards Numeracy with students, staff and parents.

To develop and enhance consistency with commonly used methods and procedures.

The DfE non-statutory KS3 guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

To teach maths well, teachers need to assess pupils’ prior knowledge and understanding effectively, employ manipulatives and representations, teach problem solving strategies, and help pupils to develop more complex mental models.

Teaching mathematics at key stage 3 – GOV.UK (www.gov.uk)

 KS2_KS3_Maths_Guidance_2017.pdf (educationendowmentfoundation.org.uk)

Ofsted- Principles behind Ofsted’s research reviews and subject reports

Ofsted and DfE – ‘Research review series: mathematics’

EEF – ‘Improving Mathematics in Key Stage 2 and 3’

EEF – Using your Pupil Premium funding effectively

EEF – ‘Teacher Feedback to Improve Pupil Learning’

EEF –  ‘A marked Improvement?’ April 2016

The Sutton Trust – ‘Potential for Success’

SSAT – ‘Leading and Managing Numeracy across the curriculum’

Perth and Kinross Council – ‘Education Improvement Plan 2021/22’

1, 3, 4

Improving literacy in all subject areas in line with recommendations in the EEF Improving literacy in schools’ guidance.

We will fund professional development and faculty Improvement time to support teacher CPD with whole school reading strategies and vocabulary.

We will invest in the English Faculty to ensure staff have good disciplinary literacy across subjects and they adapt teaching to prioritise literacy.

We will ensure our literacy lead has up to date research to engage across all subjects

 

Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject.

Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in maths and English.

Teacher Quality: why it matters, and how to get more of it’ 2010 by Dylan William

‘Lesson Study Handbook’ by Pete Dudley

word-gap.pdf (oup.com.cn)

Closing the Vocabulary’ Gap by Alex Quigley

‘Improving Literacy in Secondary Schools’ EEF

‘Developing Boys Literacy’ from ‘The Boy Question’ by Mark Roberts

‘Teaching for Mastery‘  by Mark McCourt

‘Reading for Meaning’ by Doug Lemov

‘Wigfield, Guthrie and McGough’ Measuring Motivation in Reading

 

2

We will fund CPD which will include Lesson study, learning dips, professional dialogue and access to a breadth of online networking and resources to support teacher pedagogy.

 

 

Continued professional development, understanding the specific needs of our disadvantaged students and developing pedagogy which supports high quality teaching and learning.

‘Teacher Quality: why it matters, and how to get more of it’ 2010 by Dylan William

‘Lesson Study Handbook’ by Pete Dudley

‘Closing the Vocabulary’ Gap by Alex Quigley

‘Improving Literacy in Secondary Schools’ EEF

Teaching and Learning Toolkit – EEF

EEF – Using your Pupil Premium funding effectively

EEF – ‘Teacher Feedback to Improve Pupil Learning’

‘Developing Boys Literacy’ from ‘The Boy Question’ by Mark Roberts

‘Reading Reconsidered’ by Doug Lemov

‘Teaching for Mastery‘  by Mark McCourt

‘Reading for Meaning’ by Doug Lemov

‘Wigfield, Guthrie and McGough’ Measuring Motivation in Reading

‘The 6 Principles’ by Andy Tharby

‘Teaching for Mastery‘ by Mark McCourt

1,2,3,4

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £65,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted reading intervention for disadvantaged pupils who need additional help to comprehend texts and address vocabulary gaps.

 

Reading comprehension strategies can have a positive impact on pupils’ ability to understand a text, and this is particularly the case when interventions are delivered over a shorter timespan:

Reading comprehension strategies | Toolkit Strand | Education Endowment Foundation | EEF

2

Targeted Maths intervention for disadvantaged pupils who need additional help to support numeracy gaps

 

Numeracy intervention strategies can have a positive impact on students’ ability to access and understand mathematics.

EEF – ‘Improving Mathematics in Key Stage 2 and 3’

2

Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1, 2, 3

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £90,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Adoption of a ‘SWAN’ approach to behavioural therapy intervention for specific pupils who require support with regulating their behaviour and emotions.

This includes training for school staff, differentiated CPD to support all staff and develop a consistent approach through pastoral and academic intervention.

 

 

 

There is evidence to suggest a ‘SWAN’ approach to behaviour therapy can have a high impact on risk behaviours and behavioural difficulties.

EIF’s report on adolescent mental health found good evidence that CBT interventions support young people’s social and emotional skills and can reduce symptoms of anxiety and depression.

SWAN approach  – Dr  Pooky Knightsmith

Attachment Theory  – Louise Bomber

Boys don’t try  – Matt Pinkett and Mark Roberts

Cognitive Behavioural Therapy – Youth Endowment Fund

Adolescent mental health: A systematic review on the effectiveness of school-based interventions | Early Intervention Foundation (eif.org.uk)

Safeguarding Team to support the understanding of ACE on a child’s development

5

The adoption on Tom Bennet’s approach to support effective behaviour management and attendance at school.

 

Use the approach of Tom Bennet to ensure consistency and transparency in the implementation of behaviour expectations for both students and staff.

 

There is evidence to suggest that Tom Bennet’s approach to behaviour management is effective and can have a high impact on reducing low level disruption and reducing isolations, Fixed term suspensions and permanent exclusions.

EEF –Effective Behaviour Management

Tom_Bennett_summary.pdf (tombennetttraining.co.uk) – Training for beginner teachers

Resources for School Leaders – Tom Bennett Training

 

 

Embedding principles of good practice set out in DfE’s Improving School Attendance advice.

Staff will get training and release time to develop and implement new procedures. Attendance/support officers will be appointed to improve attendance.

 

The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels.

 

Attendance Matters  – publication

School attendance: guidance for schools – GOV.UK (www.gov.uk)

Leaders

Personal, social, health and economic (PSHE) education – GOV.UK (http://www.gov.uk)

The Key  –  Online support tool for Senior

KSIE  2021

 

6

Contingency fund for acute issues.

 

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

 

Total budgeted cost: £288,052

 

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.

There is an improving with disadvantaged outcomes of disadvantaged students, more students achieving the BASICS at grade 4 and above and 5 and above. However, although there is a trend of improvement, the gap between Disadvantaged and their peers remains, and this gap has widened in the 2021 outcomes.

Despite being on track during the first year (2018/19), the outcomes we aimed to achieve in our previous strategy by the end of 2020/21 were therefore not fully realised. Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all of our subject areas to varying degrees. 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. Not being in the classroom and receiving face to face teaching was significant for many of these students. The impact was mitigated by the school’s response to ensure all students had technology access or access to paper copies in initial lockdowns. The impact was also mitigated through the high quality delivery of remote learning and the use of multiple online resources, including Oak Academy.

Our attendance data over the last 2 years indicates that attendance among disadvantaged pupils has been lower than for non-disadvantaged pupils, both impacted by the pandemic. 50% of disadvantaged pupils have been ‘persistently absent’ compared to 25% of non- disadvantaged students during that period. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress. We continue to focus on improving attendance in this years plan.

Our assessments demonstrated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach in our new plan.

Externally provided programmes

Programme Provider

Service pupil premium funding (optional)

Measure Details
How did you spend your service pupil premium allocation last academic year? Support with enrichment activities.
What was the impact of that spending on service pupil premium eligible pupils? Students accessed a residential trip.

Further information (optional)

Additional activity

Our Pupil Premium Strategy has been supplemented by the College’s investment in technology. Access to technology will ensure our students organise, communicate, learn and study at home and in the College. The provision of chromebooks to all of our students will narrow the gap with the digital divide and compensate for the negative impact of College closure or periods of isolation which impact on student progress. This wider school strategy and been implemented to support all students, most importantly ensuring disadvantaged students are not marked out from their peers.

We have continued to move to a digital world in our ‘normal way of working taking a blended approach to teaching and learning, continuing to develop digital literacy with both our students and staff.

 

 

What is the profile of disadvantaged students at Brixham College?

The table below shows the percentage of disadvantaged students compared to other students currently attending Brixham College, broken down by Year Group.

Year 7

%

Year 8

%

Year 9

%

Year 10

%

Year 11

%

Whole School

Pupil Premium

 

34% 26% 32% 31% 21% 29%

Non-Pupil

Premium

 

66% 74% 68% 69% 79% 71%
What funding does Brixham College receive for the Disadvantaged Students?

 

2018-2019

 

 

Number of Pupil Premium Students

 

 

170

 

Percentage of Pupil Premium students

 

 

24.2%

 

 

Pupil Premium Allocation

 

 

£230,010.00

 

What did Brixham College spend Pupil Premium funding on during 2020-2021?

The College’s rationale for spending its pupil premium funding is founded on research and evidence, particularly the EEF Toolkit guidance from the Sutton Trust. We decided to spend the money last year on a range of both general and specific ways that we believed would have the most impact on disadvantaged students, in terms of both holistic achievement and well being and specific attainment and progress.

In 2020/21, the pupil premium funding at Brixham College is £251,515 and is being used in the following ways:

· Quality First Teaching for students

· Ensure all students have access to a broad and balanced curriculum and a commitment to raising aspiration through increased disadvantaged uptake of the EBacc in Key Stage 4

· Revision classes taught by a range of subjects after school and during holidays.

· Additional staffing in English, Maths and Science.

· Trained SEND teachers to provide 1-1 support with low literacy and numeracy.

· Accelerated Reader programme

· Classcharts to support students with accessing HL

· Education psychologist to undertake specialist assessment and intervention to identify barriers to learning.

· Provision of independent learning and revision resources, additional educational resources and equipment.

· Subject specific targeted support and intervention

· Financial contribution towards music Tuition (Priority given to students studying Music at Key Stage 4)

· Financial contribution towards enrichment trips (Priority given to enrichment which support qualifications). Amount to be confirmed with the publication of a trip or visit.

· Financial support with equipment purchases, residential/daily trips, provision of revision resources and equipment.

· Mentoring and anger management support

· Good attendance tracked and monitored by VP, HOY, Attendance Officer and Education Welfare Officer.

· To promote parent communication and engagement at Brixham College.

· Providing small group work with an experienced teacher focused on overcoming gaps in learning.

· Specialist 1:1 Maths and English tutor provision and intervention.

· Specialist HPA PP mentoring

· One to one support.

· Additional teaching, learning and social development opportunities provided through teaching assistants, behaviour mentors and external agencies.

· Discrete literacy and numeracy lessons with a specialist teacher.

· Parental engagement and an understanding of how they can make a positive contribution to their child’s progress.

· Breakfast club provision.

· Supporting smaller teaching class sizes.

· Dedicated SEN Co-ordinator, led by the SENCO.

· ICT infrastructure and software to facilitate home learning.

· Engagement in out-of-school clubs and enrichment activities such as swimming, visits to universities, Enterprise Days, Healthy Living Camp

· Engagement in out-of-school clubs and enrichment activities such as swimming, visits to universities, Enterprise Days, Healthy Living Camp

· Counselling services

· Purchasing of software to track and monitor behaviour, attendance and attainment

· Subsidised school travel to improve attendance

· Whole-school teaching and learning initiatives

· Delivery of additional intervention projects for specific subject and faculty areas.

Next year Brixham College currently plans to continue to use pupil premium funding in the same way.

What has been the impact of our Pupil Premium expenditure so far?

Quality support is given to Free school meal and Pupil Premium students to ensure that they are supported to achieve outcomes which reflect their potential. Students are well supported on entrance into the college, pupil premium students given a high focus on transition points e.g Year 6 into 7, making choices in Year 9 and applying for 6th Form or making applications to other providers. Pupil Premium students receive thorough advice and guidance to support them with this process. We support our Pupil Premium prior to examinations, we ensure excellent attendance at examinations, which is chased by the Head of Year and the attendance and student support services.

In 2019 the results were as follows:

 

5 at Grade 5 or above (incl English and Maths)

 

5 at Grade 4 or above (incl English and Maths)

 

Progress 8

 

Attainment

 

Pupil Premium

 

 

12%

 

30%

 

-0.90

 

32.6%

 

Non -Pupil Premium

 

26.3%

 

50.4%

 

-0.25

 

41.1%

 

National

 

-0.45 (PP)

+0.13

36.7 (PP)

50.3 (Non PP)

Therefore, we remain committed to improve the outcomes of our Disadvantaged Students through targeted, evidence based support. We are not satisfied that we gave not yet been able to increase their outcomes to match those of our other students at Brixham College.

Impact Report 2021

Pupil Premium Application Form

Success in Learning, Success in Life at a Values Led College.