Pupil Premium - The Sweyne Park School

Pupil Premium Grant Allocation and Expenditure for The Sweyne Park School
N.B. This document will be updated once validated examination data is released in December 2013.
The Pupil Premium Grant (PPG) is received in addition to our main school budget, to address the variation in
equality, opportunity and achievement between children eligible for free school meals (FSM) and their
peers. From 1 st April 2012, the eligibility criteria changed to include any pupil who has been eligible for FSM
in the last 6 years (known as ‘Ever 6 FSM’). The Sweyne Park School will also receive funding to support
children who have been looked after continuously (CLA) for more than six months, and children of service
personnel.
The key principle behind the allocation and targeted spending of this grant is to address the inequalities and
raise the attainment of pupils from low income families.
The Sweyne Park School strategy for ‘Eliminating the Gap’
The strategy employed at the Sweyne Park School for use of the PPG is directly linked to our School
Development Plan and concentrates on the following three key areas.
Raising Aspirations and
Eliminating the Gap
Improving Teaching and
Learning
Securing
Pupil
Success
Spiritual, Moral, Social,
Cultural, Progression,
Behaviour
These three focal areas underpin our core values as a school and break down in further sub‐categories which
include the specific details on the expenditure and intended impact for our FSM pupils. In general, we aim
to ensure that all our pupils, regardless of financial disadvantage, have the means to access and experience a
wide variety of opportunities with us, which will in turn lead to improved levels of progress, engagement and
attainment.
It is our aim to ensure that all children have an equal opportunity to not only meet, but exceed and go
beyond their potential.

Pupil Premium: Expenditure and Impact for Academic Year 2012/13
Qualifying pupils at The Sweyne Park School resulted in additional funding of £111,717 for the academic year
2012/13.
Overview of Expenditure
The table below highlights the allocation of the PPG for 2012/13, highlighting the initiative and the
approximate costs.
Initiative
Expenditure
Support for pupils’ uniform costs, music lessons and school trips £2,000
Additional careers advice and guidance £3,700
Targeted progress monitoring of all pupils on free school meals (including ‘Ever 6) £15,863.23
Targeted mentoring of FSM pupils at risk of underachieving £9,383.88
Curriculum support for Key Stage 3 and Key Stage 4 via:
(i) Additional LSA support
£16,486.23
(ii) Additional Pupil & Family Support
£12,495.60
(iii) Alternative/additional educational opportunities
£17,463.96
Reduced class sizes £10,704
Additional staff costs and staff training £24,236.42
TOTAL EXPENDITURE £112,333.32
Impact and Outcomes
Raising Aspirations
EFL Figures 2012/13
Excellent outcomes were achieved in regard to The Employability for Life Charter (EFL), proving that pupils
within the cohort value the importance of the skills desired by both employers and educational
establishments. A greater percentage of the FSM cohort gained accreditation, with 88% in total achieving at
least the bronze award, in comparison to 85% of all other pupils.
Total number in
cohort
GOLD SILVER BRONZE Did not
achieve
All Pupils 253 45% 21% 20% 15%
FSM 27 36% 24% 28% 12%
Non FSM 226 46% 20% 19% 15%
Variance (Gap) N/A ‐10% +4% +9% +3%
Additional careers advice and guidance was provided via one‐to‐one consultation with our careers advisor.
This provided students with information and an action plan to research and apply for Further Education (FE)
courses. This had a positive effect with a high majority of pupils going onto further education or training.

Improving Teaching and Learning/Raising Aspirations
Year 11 exam Results 2013
There has been targeted progress monitoring of all pupils eligible for free school meals and ‘ever6’ register.
All teaching staff now identify pupils eligible for Free School Meals in their context sheets. Whole school
professional development has focused on teaching strategies that have been proven to raise the
achievement of different cohorts, including disadvantaged pupils.
The following statistics provide evidence of the impact of strategies put in place within each year group.
Although we are narrowing the gaps in many areas, e.g. percentage achieving EBacc and 5A*‐A, we have not
made progress with the percentage of pupils achieving 5A*‐C grades including English and Maths. However,
results in current year 11 Core Science show the gap has reduced to just 5.5%. Internal data analysis also
indicates that the gap is also narrowing rapidly in other areas.
2011/12 1 A*‐A 5A*‐A 5A*‐C iEM E.Bacc
All Pupils 45.7% 17.8% 65% 30.4%
FSM/CLA 25% 0% 41% 9.4%
Non FSM/CLA 48.8% 20.5% 69% 33.5%
FSM/CLA–Non FSM/CLA
‘The 2012 Gap’
‐23.8% ‐20.5% ‐28% ‐24.1%
2012/13 1 A*‐A 5A*‐A 5A*‐C iEM E.Bacc
All Pupils 44.5% 14.2% 63% 31%
FSM/CLA 34.5% 6.9% 38% 17%
Non FSM/CLA 46% 15% 67% 33%
FSM/CLA–Non FSM/CLA ‐11.3% ‐8.2% ‐29% ‐16%
‘The 2013 Gap’
Gap Variance 2012‐2013 ↑12.5% ↑12.3% ↓1% ↑8%
2011/12 Capped APS English
Expected
Progress
All Pupils 339.8 80% 80%
FSM/CLA 314.3 57% 63%
Non FSM/CLA 343.5 83% 82%
FSM/CLA–Non FSM/CLA
‘The 2012 Gap’
‐29.2 ‐26% ‐19%
2012/13 Capped APS English
Expected
Progress
Maths
Expected
Progress
Maths
Expected
Progress
All Pupils 335.6 64% 75%
FSM/CLA 311.0 43% 63%
Non FSM/CLA 338.8 67% 77%
FSM/CLA–Non FSM/CLA ‐27.8 ‐24% ‐14%
‘The 2013 Gap’
Gap Variance 2012‐2013 ↑1.4% ↑2% ↑5%

Current Year 11 Core Science Results
Between 2012 and 2013 there has been a rise in the percentage of pupils gaining A*‐C in both FSM/CLA and
non FSM/CLA cohorts, however the gap between the two cohorts has narrowed noticeably to just 5.5%.
2012
Grade A* A B C D E F G A*‐C %A*‐C
FSM/CLA 0 0 4 3 5 1 0 0 7 53.8%
Non 0 5 35 55 34 8 2 1 95 67.9%
FSM/CLA
In 2012 the Gap between FSM/CLA and non FSM/CLA grade A*‐C in core science is ‐14.1%
2013
Grade A* A B C D E F G A*‐C %A*‐C
FSM/CLA 0 1 7 10 4 3 1 0 18 69.2%
Non 6 17 36 56 32 5 2 0 154 74.7%
FSM/CLA
In 2013 the Gap between FSM/CLA and non FSM/CLA grade A*‐C in core science is ‐5.5%
Spiritual, Moral, Social, Cultural, Progression, Behaviour
By providing support for pupils’ uniform costs, music lessons and school trips, pupils felt part of the school
community, in turn improving engagement. This is evidenced in FSM attendance figures which read as
follows;
% Attendance % Persistent Absentees
FSM
FSM
91.3% 14.4%
*Persistent absentees – absent for 15% or more sessions
There were no permanent exclusions of FSM pupils during the academic year. Our pilot Enrichment Tracking
indicated that: over 50% of FSM pupils partook in an extra‐curricular sporting activity or club; 20% of FSM
pupils had alternative education provision; 69% attended an afterschool club.
Parental engagement is key to supporting disadvantaged pupils. All parents (100%) of FSM pupils attended
their Key Stage 4 Learning Review meetings to discuss their Child’s progress with a senior member of staff.
Attendance at Parents’ Evening across all year groups for FSM pupils was also extremely high.

Pupil Premium: Allocation and Intended Impact for 2013/14
The Sweyne Park School has been allocated £161,100 for the academic year 2013/14, in addition to our main
budget, based on our Census return. There are currently 214 pupils who are either currently eligible for Free
School Meals or registered as ‘ever6’. There are no children of service personnel currently attending The
Sweyne Park School.
The Pupil Premium Grant is an addition to the school’s delegated budget. It is allocated to children from low
income‐families and children who have been looked after continuously for more than six months. Pupil
Premium Funding is used to raise attainment, promote social skills, independent learning and positive
behaviour in order to increase pupil progress. The ultimate goal will be to eventually eliminate the gap in
achievement, although initial steps aim to continue to reduce the variance between eligible pupils and their
peers.
At The Sweyne Park School, we aim to direct the funding to support the following planned interventions,
which are again directly linked to the three core areas of our school Development Plan.
Raising Aspirations
Initiative
Additional careers advice and
guidance via one‐to‐one
consultation with our careers
advisor (including work
experience)
Anticipated
Intended Impact
Expenditure
£10,418 Pupils develop a clear understanding and aspiration
towards a pathway into Education or Training, resulting
in the NET figure for Sweyne Park remaining well below
the national average.
One‐to‐one meetings with
parents/carers to discuss pupil
progress and target setting
(KS4 Learning Reviews & Y7
Academic Induction)
£6,286 To raise parent’s awareness of progress and ability,
improving engagement and proactivity in helping their
child reach their potential.
KS3 profiling & pastoral mentoring £1,148 More pupils will choose to take part in extra‐curricular
activities and effort levels indicate excellent engagement
in school and with the school community.
Targeted mentoring of KS4 cohort
by SLT
£4,473.84 Pupils achieve and exceed expected progress. Guidance
provided with regard to exam and organisational skills.
Improving Teaching and Learning/Raising Aspirations
Initiative
Targeted progress monitoring of
all pupils eligible for FSM and on
the Ever6 register
Targeted mentoring of individual
pupils at risk of
Anticipated
Intended Impact
Expenditure
£8,942.40 Pupils within Key Stage 3 will continue to make at least
expected progress with regards to National Curriculum
levels. Key Stage 4 pupils either remain on target or
exceed/achieve their Good Progress targets in English
and Maths.
£3,420.01 Increased confidence in exam techniques, revision
methodology, planning and preparation. Targeted KS4

underachievement, including
additional English/Maths
mentoring in years 10/11
Reduced class sizes for English,
Maths and Literacy in key Stage 3
Additional staff costs to maintain
a high level of teaching and
support in all classes
Targeted Learning Development
Support
Staff training/development to
improve staff knowledge and
confidence
Extra‐curricular support via Home
Learning Club
Improvements in ICT provision
across all year groups (part costs)
pupils will either achieve or exceed their Good Progress
target in English and Maths. Percentage of pupils
achieving 5A*‐C grades including English and Maths
variance is reduced to 10%.
£20,434.30 Improved conditions allowing strategies to be maximised
in small groups. Improved teacher‐pupil ratio leading to
pupils meeting/exceeding progress targets.
£23,758 Improvement in pupil engagement and effort whereby
pupils continue to make expected progress. Individual
support provided for eligible pupils in key subject areas.
£9,202.83 Pupils are supported accordingly and make expected
progress, especially in regard to English and Maths.
£3,311 Staff identify pupil needs in their planning and are
confident in applying teaching strategies to address their
needs. Improvement in pupil attainment and progress.
£8,697 Support for improving the organisational skills of
disadvantaged pupils. Effort and levels of progress
remain high.
£9,422.50 ICT provision becomes more accessible to all pupils,
especially for use outside of normal lesson time.
Spiritual, Moral, Social, Cultural, Progression, Behaviour
Initiative
Support for pupils’ uniform costs,
music lessons and school trips
Additional Pupil & Family Support
for pupils on FSM/CLA, requiring
extra emotional/behavioural
support
Alternative/additional educational
opportunities
Additional staff responsibilities to
monitor/support FSM cohort
(including FSM focus meetings)
Forecast of total spend for
Academic Year 2013/14
Anticipated
Expenditure
£3000
(estimate based
on 2012/13
figure)
£12,495
(estimate based
on 2012/13
figure)
Intended Impact
Supports learning outside of the classroom and
enhances subject specific skills, e.g. languages. Will
provide opportunity for pupils to experience social and
cultural events.
To support identified pupils and families and overcome
their barriers to learning, e.g. anxiety.
£23,509 Improvement in pupil engagement and effort.
Evidenced via: improved attendance figures, effort
grades and levels of progress.
£14,593.14 Eligible pupils across all year groups are supported.
Percentage of pupils experiencing extra‐curricular
opportunities, trips and visits increases. All pupils make
or exceed expected progress and demonstrate excellent
engagement and effort.
£163, 110.85
A review of the expenditure and impact of funding allocations will be take place in the Spring term of 2014.