Pupil Premium

At the Arthur Terry School we pride ourselves in providing outstanding care, guidance, support and teaching to all of our students. To help secure this for our most vulnerable students, we receive pupil premium funding.

What is Pupil Premium funding?
Arthur Terry School was allocated £152,405 of pupil premium funding for the academic year 2017-2018. The pupil premium value is allocated based on the number of students who are entitled to free school meals, have received free school meals in the last 6 years, are currently looked after or have left care. The £152,405 funding was payable based upon 163 students.

What are the main barriers faced by eligible pupils?

  • Increased occasions of absence from school (Ofsted data dashboard cites attendance as low for FSM students and persistent absence was high for FSM students)
  • Access to educational resources, including revision guides
  • Opportunities for extra-curricular and enrichment activities including trips and visits


What have we used the funding for?
During the last year this pupil premium funding has been allocated to provide:

  • Targeted support to raise attainment across all key stages through additional staffing
  • Coaching and mentoring to raise aspirations, improve attendance and support emotional wellbeing through the SSS (Student Support Services) team
  • Additional staff to provide targeted small group tuition for students in core subject areas
  • Financial support for extra-curricular activities to ensure eligible students have the opportunity to develop their social and team-building skills
  • Resources and equipment where necessary to remove barriers to learning
  • Vertical Tutoring programme to support a more personalised approach for students
  • Data Support Package (Go4Schools) to help track the progress of disadvantaged students and for teachers to provide appropriate support
  • Targeted intervention for disadvantaged students during tutor time


Coaching and Mentoring
Pupil Premium funding contributes to the funding of our Students Support Services and a specific team member to provide coaching and mentoring for vulnerable students to ensure they are supported both academically and emotionally.

Progress in Maths and English
Funding has been used to provide support for students to ensure they make continuous progress and achieve the grades they are capable of in Maths and English. This was achieved through the provision of reduced class sizes with additional staffing and support in these core subjects. Student support is targeted to ensure all students (including disadvantaged students) of all abilities are making their expected levels of progress from Year 7 onwards.

Extra-Curricular Activities

Pupil Premium funding has been used to ensure access to extra-curricular activities. For Free School Meals students this has included the funding (or part funding) of, music lessons, the Aberdovey Outward Bound Trip and school trips and visits.

Resources and equipment
Purchase of school ICT equipment to ensure students have access to equipment before and after school, revision guides, textbooks, transport arrangements, school uniform, PE kits and breakfasts to support student progress, attendance and development.


What has been the impact of this funding?
(Attainment and Progress)

As a result of the support children have received through our pupil premium funding, disadvantaged students’ results have been consistently high with 61% of students securing a grade 4 or above in English and Maths and 36% securing a 5 or above in both English and Maths. Our Progress 8 score for disadvantaged students (unvalidated) is 0.02 for 2017 (compared to 0.30 for all students). This has increased from -0.16 in 2016 (compared to 0.22 for all students).

In Key Stage 3 English all disadvantaged students either maintained or increased their grades based on the school’s Proof of Progress testing; the overall progress figure from the start of Y7 until the end was 0.26 grades compared to a National figure of 0.08.

Internal tracking and assessments in English showed that 8% more disadvantaged students achieved or exceeded their target when compared to others.

In Key Stage 3 Maths (Year 8) the Gap in attainment (WAG vs target) for disadvantaged students in foundation groups narrowed from 0.45 grades per student to 0.28 grades per student after summer assessments. In higher tier groups it remained at 0.09 grades per student

In Year 7 Gap in attainment (WAG vs target) for disadvantaged pupils in higher tier sets narrowed from 0.61 grades per student to 0.36 grades per student after summer assessments. There was a slight increase in gap between disadvantaged and other in foundation sets from 0.21 to 0.3.

Impact on attendance
Increased funding for our SSS team has enabled staff to carry out home visits and family support. This has resulted in improved attendance figures for our disadvantaged students. In the past year attendance has improved by 2%.

How the Pupil Premium funding will be spent 2017-2018

We will continue to use the funding allocated for 2017-2018 to support students in the ways identified above to ensure all of students receive outstanding teaching, care, guidance, and support. During this academic year we will also utilise our funding:

  • To provide a sixth form mentoring programme for identified Year 7 students in order to support their transition to secondary school and increase our focus on early interventions.

Key Agenda for 2017-18

One of the 4 key areas on our School Development Plan is to ‘Implement a robust and strategic action plan to raise the attainment and progress of our disadvantaged learners.’ This strategic action plan focuses on 3 key areas.

Attendance – Increasing attendance to school in order to access learning and improve attainment and progress. This also includes increasing engagement and attendance of disadvantaged students to intervention and extra-curricular sessions.

Target Setting – Ensuring that targets set are aspirational and that our disadvantaged students are appropriately but aspirationally placed in subjects where students are set by ability

Learning and Teaching – The deployment of a range of teaching and learning strategies to accelerate progress, including identification of students, use of questioning and feedback first

Our ‘Raising the Attainment and Progress of Disadvantaged Learners’ strategic action plan will be reviewed termly which includes providing progress updates to the Governing Body. Our Pupil Premium Strategy Statement will be reviewed and republished at the beginning of each academic year.

Review date – September 2018