Pupil Premium

Hampton College Pupil Premium Report for 2016/17 Academic Year

The College received £304,297 Pupil Premium funding for the Academic Year 2016/17. In addition the school received £10,551 Year 7 Catch-Up Funding.

Hampton College is a 4-19 comprehensive school offering places to pupils of all aptitudes and abilities. The development of the whole child is a major emphasis in the school. We aim to enable young people to achieve outstanding levels of achievement.

High expectations of work and behaviour, with a firm, fair code of conduct are applied consistently and these are understood by students, teachers and parents.

As members of a comprehensive school, students have full access to and experience of the curriculum regardless of race, class, gender, physical ability and religious belief. The College promotes a sense of self-esteem, responsibility and tolerance in young people. It values and challenges the individual so that they achieve the highest levels of attainment whatever their starting point.

Pupil Premium is therefore a key resource for ensuring the realisation of this inclusive and aspirational ethos. Pupil Premium is paid to schools for students who are: recorded as being eligible for Free School Meals (FSM) in the last 6 years, who are ‘Looked After’ or who have a parent serving in the armed forces. Our Pupil Premium is made up of 23.7% of the 2016/17 student population.

Pupil Premium Funds for 2016-17 were allocated as follows:

Staffing £221,655
Alternative Provision & Specialist Tutors £35,145
Direct Individual Support £22,941
Counselling & Support Services £11,600
Family Support Services £10,800
Unspent carry forward £2,156

In addition, to ensure value for money and support we have allocated staff time for:

  • Tracking the prior attainment, current and future attainment of these students;
  • Tracking and supporting good attendance;
  • Provision mapping for all SEN students to ensure they are supported in making progress with their learning (a large proportion of Pupil Premium students also require SEN support);
  • Additional careers advice to raise the aspirations, motivation and attainment and reduce the chance of NEET (Not in Employment Education or Training).

How Pupil Premium funding was used in 2016/17

Primary Phase
  • Additional Teaching Assistant employed to support individual children and small groups of children in Reception, Year 1 and Year 2 through the delivery of targeted intervention programmes.
  • Setting up and resourcing of a dedicated 'Red Rockets' intervention room in the Primary Phase to deliver targeted programme
  • The provision of strong pastoral support for children and families in the Primary Phase through the services of a dedicated Student Services Assistant and external provision of a Family Support Worker
  • Young Carers group established in Primary Phase to support our primary-aged young carers with positive, weekly interventions.
Year 7 Nurture Group & Intervention Catch-up
  • Nurture Group for Year 7 students who need additional support during the transition into Secondary education. The group is led by a full-time Teacher and supported by a full-time Teaching Assistant. Students shadow the Year 7 curriculum but learning is personalised and sometimes project-based to suit the needs of the individual students
  • Targeted support and interventions from a team of Level 2 TA's who work with small groups of students to develop key skills
  • Delivery of Maths Mastery programme within the Year 7 curriculum

Interventions at KS3 & KS4
  • Small group support across a wide range of subjects including English, Mathematics and Science at Key Stage 3 and 4
  • Intensive individual mentoring and support from internal and external providers: this included regular feedback on progress, short term target setting to help support students in independent learning, motivation and progress.
  • Additional teaching staff in Maths and English to create additional teaching groups to reduce class sizes
  • Alternative courses and qualifications to GCSEs provided by external sources for a variety of reasons: to prevent permanent exclusion; to support students unable to access a full-time curriculum; to provide a more appropriate pathway at Key Stage 4
  • Revision and study support through additional classes, revision guides and online resources
  • Individual tuition to support GCSE subjects at Key Stage 4
Pastoral Support & Interventions
  • Intense lifestyle coaching and Student Mentor to provide students with 1:1 and group support for social, emotional and some learning needs.
  • Family Support worker to extend the work of the Student Services team in the Secondary Phase in supporting students and their families as required ensuring the best outcomes for those young people.
  • Young Carers group to support our many young carers through positive interventions and peer motivation
Support for all Pupil Premium Children
  • Financial support to ensure equal opportunities to make progress, the provision of revision and learning tools and activities (such as trips and extra-curricular activities) that may not be accessible to some students due to cost.
  • Provision of targeted lunchtime and extra-curricular activities to support targeted groups of students in developing their inter-personal skills and confidence as well as providing unique opportunities for mentoring and positive role-modelling.
  • Increased communication with parents to ensure all are aware of opportunities. Developing as text messages, in the first instance.

Pupil Premium Impact Statement

Hampton College is proud of how it supports the experiences, learning and outcomes of pupil premium learners. Examples of how funds have been targeted effectively, in bespoke packages, are detailed in our case studies. These case studies also provide an insight into how we aim to support disadvantaged learners to have positive experiences in school, in ways which are not always readily quantifiable, but have a tremendous impact on an individual level.

In areas where measurement is possible and appropriate, outcomes for disadvantaged learners are scrutinised and discussed by staff at all levels and governors. The achievement and progress of disadvantaged learners are regularly tracked as part of our on-going monitoring systems at all phases. Timely interventions are planned and delivered, where necessary.

At secondary phase, we believe a key indicator of the impact of our pupil premium spending is seen in the KS4 outcomes and destinations of disadvantaged students. In 2014, the school received recognition of its work with disadvantaged students in the form of a letter from David Laws MP. Hampton College was recognised as ‘one of the most improved schools in the country in terms of attainment and value added progress of disadvantaged pupils since 2011.’ In 2016, disadvantaged students out performed non disadvantaged students, in terms of their progress KS2-4 (2016 Progress 8 score of +0.24). The 2016 GCSE English outcomes for disadvantaged students were exceptional (in the top 10% of schools) with the Progress 8 score being +0.81. In 2017, the social and emotional issues of a number of our disadvantaged students impacted their progress, which in turn impacted upon the overall progress figure for the disadvantaged at KS4 (2017 Progress 8 score of -0.81); however, all students were supported to secure a post 16 placement at the start of September 2017.

In our primary phase, at EYFS, gaps between all learners and disadvantaged learners vary between the areas of learning; in PSED FSM learners out performed non disadvantaged learners in 2016. At Key Stage One, disadvantaged children achieve broadly in line with their non-disadvantaged peers, with only a small group of children not yet reaching the expected level in Reading, Writing and Mathematics in 2017.

Pupil Premium Provision for 2017/18

Our initial allocation for Pupil Premium for 2017/18 is £277,585 (£201,025 Secondary Phase and £76,560 Primary Phase). With this funding we will continue to deliver the provision and resources detailed for 2016/17. We will also continue to review requirements and specific needs of all of our students and put into place appropriate support as identified.