Pupil Premium

Put simply, a Progress 8 score of 0 would mean a student had performed at GCSE exactly in line with how their peers with similar Primary School data performed nationally. A Progress 8 score of 1 would mean a student had done 1 grade better in every GCSE subject than their peers with similar Primary School data nationally. 

The table above shows that disadvantaged students at Beaumont have outperformed not only their disadvantaged peers, but also non-disadvantaged peers nationally. This has been the case for the past 3 years at least.

Reporting on the use of Pupil Premium Funding

It is intended that the reporting of Pupil Premium spending will demonstrate the extent to which it has had a positive impact on the learning, engagement or well-being of its recipients, while ensuring that no individual pupil or group of pupils is identifiable.  It should also be noted that many benefits of funded activities are not easily quantifiable and that it is rarely possible to identify a comparative outcome resulting from a lack of spending against which to measure the impact of the provision of additional resources.

A copy of the latest Student Premium Strategy, which details the spending and impact of Pupil Premium funding can be downloaded here.

At Beaumont School, our principles and strategy for using Pupil Premium Funding are as follows:

1. The school ensures that a designated Senior Leader (an Assistant Headteacher) plus the Headteacher and wider Senior Leadership Team have a clear overview of how the funding is being allocated and the difference it is making to the outcomes for pupils. The Senior Leader for disadvantaged students is Ms Irving, Assistant Headteacher.
2. The school reports to the governing body on a termly basis regarding the progress, behaviour and attendance of all pupils, including those eligible for Pupil Premium funding.
3. The school also ensures that class and subject teachers know which pupils are eligible for Pupil Premium so that they can take appropriate action to accelerate the progress of these students.
4. The interventions we have set up are to tackle a range of issues, e.g. attendance, behaviour, factors outside of school.  Therefore, the school focuses on ensuring effective teaching and learning (including comprehensive training about the ways to support disadvantaged students), strong careers education, information, advice and guidance (CEIAG), literacy and numeracy support, targeted subject support, good facilities for supported self-study, mentoring, counselling and further enrichment.
5. Sutton Trust Research shows that one of the most effective interventions is related to metacognition and self-regulation.  At Beaumont School we are proud of our ‘Skills for Success’ (S4S) programme which supports students to develop the skills they need to learn now, and for later life.  These ‘Skills for Success’ are taught through a varied tutor time programme, which is regularly reviewed, and through the wider whole curriculum.  In addition, Personal Development Days throughout the school year further enrich the school experience, particularly for disadvantaged students, who may not have access to these opportunities outside of school.  These skills are often those that may have been missing from home lives, when disadvantage occurs, so it is important that they are taught and experienced in school.
6. The progress of disadvantaged students is monitored closely by a team composed of the Pupil Premium Lead (Ms Irving), the Deputy Headteacher (Mrs Powdrell), the SENDCO (Mr Baker), the Key Stage Leaders and the Head of Year. This team meets weekly to monitor and review progress (pastoral and academic). As part of this monitoring, this team thoroughly analyses the performance and progress of students in all subjects, with a particular focus on English, Maths and Science.  Regular monitoring takes place at both department and pastoral level, with senior leaders monitoring that suitable interventions are in place.
7. The school never confuses eligibility for Pupil Premium with low ability and supports students to achieve the highest levels possible. 
8. The school draws on the latest research and works with relevant bodies outside the school to ensure that we are drawing on advice and best practice in supporting those pupils eligible for Pupil Premium.

Assessment of Impact

This is broadly divided into two areas:

• Case Studies are used to document the impact of single or multiple interventions upon the engagement, learning and well-being of individual pupils.  These are not published as they would make the recipients of Pupil Premium funding identifiable, however, anonymised case studies are part of the reporting to Trustees.  Indicators of positive impact include improved academic performance resulting from inclusion in a study trip; improved attendance as a result of intervention from the Attendance Officer or mentor; improved behaviour, engagement or reported well-being as a result of support from the school counsellor, mentoring or outreach workers; improved participation in school events and extra-curricular activities.
• Academic indicators, such as external examination results and internal data enable the Pupil Premium lead to analyse the impact of support in place and make adjustments where appropriate, in liaison with the wider Senior Leadership Team.  Academic indicators can help to measure the impact of interventions such as 1:1 tuition, Learning Support withdrawal groups and other mechanisms of targeted support in Literacy and Maths.

An annual report of how the previous year’s Pupil Premium funding has been spent, along with the rationale behind the allocation of resources and the impact they have had on pupils’ learning, engagement and well-being will be made to the Community, Teaching & Learning Committee of the Board of Trustees and published on the school website during the Autumn Term.