For the period to 31st August 2016
In 2015/16 Launceston College received £189,189 of pupil premium funding. This was spent on the following interventions and supportive measures:
Student support: £80,798
A number of support strategies have been implemented including the following:
- Student support centre (SSC)
- Professional counselling
- Social skills group, peer mentoring and praise.
- Key stage coordinator, Head of House, pastoral and attendance support.
The key target in this area is to improve attainment through a focus on social and emotional learning (SEL).
The student support centre provides a secure environment for students with social and emotional difficulties so that they can maximise their progress in their studies. It provides support for; students who are new to the school and need additional support with their studies, anger management, behaviour modification and those who lack confidence.
SEL is deemed by the Education Endowment Foundation (EEF) to have a significant impact on learning, relationships and attainment, which can lead to up to four months additional progress.
Year 11 students that attended the Student Support Centre (SSC) during 2015/16 successfully completed their examinations, 40% of these students achieved A*-C including English and Maths; which match the expected progress from KS2. These students maintained a gradual progression with their core subjects and completed expected target goals.
At Launceston College, we invest heavily in our pastoral support systems. Since the introduction of pupil premium funding, we have increased the number of staff working directly with students to provide pastoral support, including the introduction of Deputy Heads of House. The House structure has therefore given flexibility for a greater number of pastoral staff to be supporting students at ‘pinch points’ in the academic year, for example during Year 7 transition, Year 9 options and culminating in supporting Year 11 students prepare for their GCSEs and post 16 choices. Pastoral staff are in regular contact with parents when needs arise, and are the key in individual pastoral support plans in school.
Literacy intervention: £52,502
We implemented a number of interventions to improve literacy:
- Accelerated reader
- Accelerated learner group
- Read, Write, Inc.
- 1:1 reading and writing classes
- Literacy support
- Reading mentoring, creative writing classes and handwriting club.
Accelerated reader is a reading programme that encourages and promotes daily reading thus increasing reading ages. 98 pupil premium students were enrolled on the accelerated reader programme in years 7 and 8. Over 13 million words have been read by those pupil premium students. 83% of the pupil premium students enrolled are making progress above the national benchmark.
Read, Write, Inc. is a literacy intervention programme targeted at students with reading difficulties. Small groups of year 7 students have 1 hour of input a day, 5 days a week. The EEF reports that pupils engaged in 1:1 reading and writing tuition can make up to 5 months additional progress. In 2015/16, 950 hours of intensive literacy intervention was delivered to pupil premium students; results to date have shown that participating students at Launceston College have progressed not only with their literacy, but their confidence and ability to access the wider curriculum. One student of note improved their reading age by over 12 months, following intensive support.
Additionally, in 2015/16 we introduced the Accelerated Learner Group, responding to a need to enhance the transition between primary and secondary education for students who were struggling to make progress in English and maths. 7 pupil premium students benefitted from this programme in 2015/16, increasing their confidence in lesson, and accelerating their progress in all subjects, particularly English and maths.
Year 7 and 8 literacy support is provided 3 hours a week for students with reading difficulties in KS3. In the school year 2015/16 the 16 pupil premium students accessing this support increased their reading ages by 2 additional months on average. The EEF states that small group tuition can boost progress by up to 4 months.
Year 11 students below their GCSE target attended intervention sessions weekly for feedback and targeted support in the 2015/16 school year. Between 2014 and 2016, the students making 3 levels of progress in English increased by 30 percentage points, to 78%. In 2016 pupil premium students in Launceston College outperformed non-disadvantaged students nationally. The EEF deems feedback to be a high impact intervention, which can lead to up to eight months additional progress.
In addition, the use of individualised instruction and different learning styles through specific intervention groups can boost progress by up to 2 months each.
Numeracy intervention: £12,616
Students with poor numeracy skills are invited to after school numeracy intervention sessions once a week. Additionally, our intervention teacher in maths carries out targeted support for pupil premium students when needs arise. In 2015/16 33 pupil premium students across KS3 benefitted from this support; internal assessments at the end of year 9 show that 97% of pupil premium students had made, or exceeded, expected levels of progress in mathematics. Results for the 2015/16 school year showed that the disadvantaged middle ability students performed better in maths than the other middle ability students in the rest of the country. This can be traced backed to the intervention at KS3 giving them a better start to their GCSE course and the weekly targeted intervention sessions.
Behaviour intervention: £30,617
Ensuring excellent behaviour is an area of great importance for Launceston College and one we feel makes a significant contribution to students learning, which is supported by the outstanding judgement in our Ofsted report.
A number of strategies are in place to promote excellent behaviour, with a zero tolerance approach to behaviour that is deemed unacceptable. Students are removed immediately from class using our ‘on call’ system and placed in an environment where their behaviour can be addressed and supportive measures put in place using our IER room or off site centre. A considerable investment is made in pastoral support meetings, the involvement of parents and outside agencies, such as family support workers and social workers.
The EEF strongly supports behaviour interventions and states that they can produce significant improvements in academic performance, particularly when interventions are matched to specific students. Research estimates that behaviour intervention can boost progress by up to 4 months in one year.
Late bus: £17,180
Launceston College runs a ‘late bus’ that provides free transport to students that live out of town to enable them to attend after school lessons and revision sessions, ensuring that no child is disadvantaged. 23 pupil premium students made use of the late bus in 2015/16 with 917 trips home from after school activities ensuring that the pupil premium students have equality of access compared to their peers.
EEF research estimates that after school programmes can boost progress by up to two months over a year and running the late bus ensures that students at Launceston College can access these after school programmes.
Intervention coordination: £13,936
We have invested in a member of staff to coordinate and provide targeted interventions and monitor progress to ensure that all pupil premium students are receiving effective support.
Other subject intervention: £11,882
Student specific interventions take place where required to improve attainment in a number of subjects including Humanities, Science, MFL, PE, Music and Drama.
Data from the science intervention, for example, shows that between the mock exams and the final GCSE exams the following percentage points’ increase was made in the pupil premium students’ performance:
|1 GCSE A*-C||2 GCSE A*-C||3 GCSE A*-C|
|Science||56% in mock exam||19% in mock exam||33% of entries in mock exam|
|64%in the actual exam||44% in the actual exam||66% of entries in mock exam|
|Increase of 8%||Increase of 25%||Increase of 33%|
Summer school: £11,163
Summer school at Launceston College combines adventure learning with academic activities and aids the transition from primary to secondary school. 98% of students attending the 2016 summer school reported that they feel more confident starting year 7 at Launceston College due to the summer school. In observing year 7 lessons at the start of the 2016 autumn term, it was noted that the teachers involved in summer school had a greater knowledge of the students and were able to meet their learning needs more effectively as the result of the summer school.
The EEF states that summer schools can advance progress by up to 2 months.
Launceston College understand the importance of providing focussed interventions and as such, we have implemented a number of support measures targeted at individual or smaller groups of students where the need is greatest.
A specifically trained support assistant with focus on autism provides direct support to individual pupils and delivers social skills intervention courses to small groups. The EEF states that TAs who support individual pupils or small groups show higher positive benefit than those that support whole classes, with an estimated one month additional progress.
Other areas that have been funded by pupil premium include gifted and talented strategies, additional music tuition, work related learning, revision material and exam support.
Adventure learning: £13,604
The College runs an adventure learning residential trip for year 7 and 9 students to promote practical problem solving, reflection and team building. The EEF state that adventure learning interventions consistently show positive benefits on academic learning and wider outcomes such as self-confidence and can advance progress by up to 3 months.
Launceston College strongly believes in the benefits of adventure learning on academic learning and consistently sees positive results in confidence and behaviour following the residential trips.
Study support: £4,228
Launceston College runs a well-attended homework club to assist students with completing their homework, which benefitted 39 pupil premium students in 2015/16. Holiday revision schools for older students to provide exam revision support and guidance. Research states that the impact of homework on learning is consistently positive and can lead to, on average, five months additional progress.
Total: £260,940 (of which £71,751 was funded from non PP funding)
2015/16 IMPACT DATA
Percentage of pupils attaining 5 or more A*-C GCSEs (or equivalent) including English and mathematics at key stage 4:
|A*-C Inc. English and Maths 2016|
|Percentage of students achieving (2015 data shown in brackets for comparison)||National 2016||Launceston College
Non Pupil premium cohort
Pupil Premium cohort
|All Students||62||67 (66)||70 (75)||52 (37)|
The percentage of pupil premium students attaining A*-C GCSEs including English and mathematics at key stage 4 has increased by 15 percentage points from 2014-16. The pupil premium cohort at Launceston College narrowed the gap to 17% with national non disadvantaged 2015 cohort; this is a significantly positive result. In the high ability and lower ability ranges pupil premium students produced results as good as or better than whole national cohort.
Progress scores – English:
|English progress from KS2|
|Student score where 0 indicates expected progress||National 2016||Whole cohort||Pupil Premium cohort|
2016 saw the introduction of progress scores, standardising pupils’ attainment against expected progress from key stage 2. A score of 0 indicates expected progress is made, and confidence intervals are given to show the range where the true value is expected to be found. Whilst pupil premium students appear to be making less progress compared to their peers, the confidence intervals indicate there is no significant difference between pupil premium progress, when compared to the whole cohort nationally.
Progress scores – Maths:
|Maths progress from KS2|
|Student score where 0 indicates expected progress||National 2016||Whole cohort||Pupil Premium cohort|
Our focus in 2015/16 was middle ability pupil premium students, as we had identified in the 2015 results that this was an area of weakness. Targeted support was provided, including additional lessons, small group tutoring, holiday revision sessions and access to materials. A focus on positive mind set was also being trialled. As a result, all middle ability students outperformed their peers nationally, with pupil premium students achieving half a grade, on average, higher than their peers. This focus in now spread to all prior ability levels.
In 2016/17 we expect to receive around £198,000 in pupil premium funding. We will continue with the wide range of focussed interventions in attempt to further narrow the gap in attainment between pupil premium and non pupil premium students. We will be building on the intervention strategies for which demand has increased including homework club, the late bus and numeracy intervention. We are also focusing on positive mindset programmes, with the aim to build resilience which will support students’ progress, both during their College career and beyond.