Pupil Premium

The Pupil Premium Grant

The school is in the second highest quintile for free school meals (FSM) and has a cohort of Looked After Children (LAC). Ward data also demonstrates high levels of deprivation in the local community. 

 

Main barriers to achievement faced by Disadvantaged Pupils targeted by the pupil premium:

  • Underachievement due to the financial hardship faced by their families who often struggle to provide the basics: learning resources and equipment, a quiet place to do independent work or homework, access to ICT and Wi Fi, uniform, smart clothes for interviews, snacks etc..
  • Poor access to enrichment opportunities in the home such as stimulating trips and visits to museums, art galleries, theatre and concerts, historical places, clubs and activities that help young people to grow in character and leadership and enable them to excel in education because of their rich cultural capital
  • Poor resilience and low aspirations creating a lack of optimism and motivation to continue their studies and make the most of career opportunities through higher education, training or employment. This is often because vulnerable families live in precarious circumstances and this creates a high level of instability which can be traumatic for young people at a time when they need to be able to concentrate on their studies.

 

The approach the academy uses and the reasons why:

Cranford Community College Trustees made the decision that this funding would benefit our students most by being used strategically rather than through a series of ad hoc measures because research including the EEF toolkit has shown that this is the most effective deployment of resources.

The Pupil Premium allocation for Cranford Community College for 2018-2019 was £326,315.

 

The allocation has been spent in a number of targeted ways to overcome the barriers to achievement listed above:

  • To subsidise the development and staffing of bespoke Literacy and Numeracy intervention programmes for students who need support in those areas but are not eligible for the Year 7 catch up premium.
  • To continue to invest in Information Computer Technology (ICT) equipment with those who do not have ICT facilities at home particularly in mind and to fund the supervision of ICT supervised centres open before and after school for their use.
  • To subsidise the biometric catering system thus avoiding a situation where students eligible for free school meals (FSM) might feel any sense of difference from their peers.
  • To fund targeted curriculum developments which provide a wide range of enrichment and aspiration raising events, learning experiences and unique opportunities for young people.
  • To part fund the Three Bridges Twilight School where vulnerable students receive small group teaching with a high staff/student ratio and bespoke learning programmes.
  • To provide more able students with unique enrichment opportunities that enable them to excel and reach their potential.
  • To employ an engagement officer for outreach work with the most vulnerable students and their families to help broker support from external agencies and charities.
  • To employ a counsellor to support students who struggle with resilience, confidence and mental health issues.
  • To complement departmental capitation and ensure our departments are able to provide resources for students who are less able to purchase them for themselves for example printing resources or providing materials for practical activities.
  • To assist individual students with uniform, learning materials, school trips and visits.

 

The impact of the pupil premium allocation on educational outcomes has been manifold and can be seen through:

  • The Progress 8 overall performance measure has been significantly above the national and in the top 20% of schools nationally for the last 4 years and was + 0.6 in 2018 and is + 0.64 in 2019. The P8 for Disadvantaged Pupils is +0.53 well above the national average for non- Disadvantaged Pupils at 0.13.
  • Progress 8 measures for maths, English and EBAcc subjects (science, humanities and languages) have been in the top 20% for the last 4 years for all groups of students.
  •  Across the school 96% of students are entered for EBAcc and for the Disadvantaged Pupils the figure is 97% compared to 44% for non- Disadvantaged Pupils nationally. The APS for Disadvantaged Pupils in Ebacc is 4.83 compared to 4.42 for non- Disadvantaged Pupils nationally.
  • Attainment 8 for Disadvantaged Pupils is 51.04 well above the A8 for non- Disadvantaged Pupils nationally.
  • The excellent attendance rate is well above the national average for all schools and the rate for persistent absentees who traditionally come from vulnerable and deprived families is much lower than the national average.
  • The fact that the school was graded outstanding in all areas by Ofsted and has sustained these outstanding outcomes year on year, winning SSAT awards for exceptional pupil progress each year ever since.
  • The numerous case studies of vulnerable students at risk of disengaging who have been supported to get back on track and succeed in their studies.
  • The very high rates of parent and pupil satisfaction and the fact that the local community is proud of its school and chooses it for their children, often in preference to local Grammar Schools.

 

The Pupil Premium allocation for Cranford Community College in 2019-2020 is £320,238 and will be used in the following ways:

  • To continue to subsidise the development and staffing of bespoke Literacy and Numeracy intervention programmes for students who need support in those areas but are not eligible for the Year 7 catch up premium.
  • To continue to invest in Information Computer Technology (ICT) equipment with those who do not have ICT facilities at home particularly in mind and to fund the supervision of ICT supervised centres open before and after school for their use.
  • To continue to subsidise the biometric catering system thus avoiding a situation where students eligible for free school meals (FSM) might feel any sense of difference from their peers.
  • To fund targeted curriculum developments which provide a wide range of enrichment and aspiration raising events, learning experiences and unique opportunities for young people.
  • To part fund the Three Bridges Twilight School where vulnerable students receive small group teaching with a high staff/student ratio and bespoke learning programmes.
  • To provide more able students with unique enrichment opportunities that enable them to excel and reach their potential and to use  sims to track participation and target disadvantaged students to take these up.
  • To continue to employ an engagement officer for outreach work with the most vulnerable students and their families to help broker support from external agencies and charities.
  • To continue to employ a counsellor to support students who struggle with resilience, confidence and mental health issues.
  • To continue to complement our departmental capitation and ensure our departments are able to provide resources for students who are less able to purchase them for themselves for example printing resources or providing materials for practical activities.
  • To assist individual students with uniforms, learning resources and school trips and visits.

 

The impact of this provision will be measured through:

  • Performance measures for attainment and progress at KS4 and KS5 for targeted students and overall.
  • Participation in enrichment activities in and out of school.
  • Increased confidence and improved attendance of targeted pupils.
  • Case studies for students who were particularly vulnerable or at risk.
  • Evidence of vulnerable families getting the help they need and their children being supported emotionally and practically to develop and thrive.

 

The date for the review of the Pupil Premium Strategy will be at the December meeting of the Academy Trust Board.

 

PERFORMANCE TABLES SUMMARY 2019

 

HEADLINE: Continuing a consistent and very strong ‘year on year’ trend, Cranford students in 2019, have performed WELL ABOVE NATIONAL AND LOCAL AVERAGES across a very broad curriculum, including across all the EBacc subjects, and this leads on to high destination rates to the sixth form, employment/training and higher education (including top universities). 

 

  • PROGRESS 8:  Cranford students make excellent progress over Key Stage 3 and Key Stage 4.

 

The 2019 Progress 8 (P8) score is ‘WELL ABOVE AVERAGE’ and this has been the case at Cranford ‘year on year’, as confirmed in the national performance tables for each of the last three years. 

 

Cranford P8 students achieved +0.64 compared with the National average P8 -0.03.

 

The P8 score for all students is consistently ‘WELL ABOVE’ LA and National averages. This applies to all groups of students including boys, girls, disadvantaged pupils, SEND, EAL, all bands of prior attainment (including most able and those with high prior reading and maths scores).

 

  • OVERALL ATTAINMENT 8:  The overall attainment 8 score for Cranford students is also ‘WELL ABOVE NATIONAL’.

 

Cranford students scored 54.13 compared with a National average A8 of 46.55.

 

ENGLISH & MATHS

  • 75% of Cranford students (‘WELL ABOVE NATIONAL’) achieved grade 4 or above in English and Maths (compared to 64% Nationally).

 

Additionally, the conversion rate for Cranford students who did not achieve a grade 4 by the end of KS4 but then does so in the sixth form is very high.

 

  • 58% of Cranford students (‘WELL ABOVE NATIONAL’) achieved grade 5 or above in English and Maths compared to 43% Nationally.

EBacc

  • The EBacc APS score for Cranford is also WELL ABOVE NATIONAL (Cranford EBacc APS 5.17 - National EBacc APS 4.07).

 

Disadvantaged Pupils

 

  • Progress 8 score for disadvantaged students attending Cranford is 0.53 (‘WELL ABOVE NATIONAL’) compared to the disadvantaged pupils National average Progress 8 score of -0.45.

 

  • Attainment 8 score for disadvantaged in Cranford is 51.04 (‘WELL ABOVE NATIONAL’) compared to the disadvantaged pupils National average Attainment 8 score of 36.54.

 

  • 69% of disadvantaged pupils achieved grade 4 or above in English and Maths (‘WELL ABOVE NATIONAL’) compared to 44% Nationally for disadvantaged pupils.

 

  • 50% of disadvantage pupils achieved grade 5 or above in English and Maths (‘WELL ABOVE NATIONAL’) compared to 24% Nationally for disadvantaged pupils.

 

  • EBacc APS score for disadvantage pupils is also WELL ABOVE NATIONAL (Cranford disadvantage pupils EBacc APS 4.83 - National EBacc APS 3.07). 

 

 

Back to top