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STUDENTS
Parents

Pupil Premium

Pupil Premium2020-02-21T09:07:46+00:00

Dear parent/carer,

Re: pupil premium and free school meals

If your child is eligible for ‘free school meals’ and you register them for this, we’ll receive extra funding called ‘pupil premium’. We use this extra money to improve the educational provision and resources at the school.

What is pupil premium funding?

Pupil premium funding from the government is given to schools to help pupils reach their full potential, regardless of their background or financial situation. It’s provided for pupils who:

  • Are registered for free school meals
  • Have been registered for free school meals at any point in the past 6 years
  • Are, or have been, in care
  • Have parents in the armed forces

At Crown Hills Community College, we get an extra £935 for every eligible pupil who is registered for free school meals. This extra money could make a real difference to the quality of education we offer.

For example, we’ve previously used pupil premium funding for:

  • Educational provision/resources/trips
  • Academic interventions
  • Wellbeing and self-esteem building interventions

 

Is my child eligible for free school meals?

Your child might be eligible if you receive:

  • Income Support
  • Income-based Jobseeker’s Allowance (JSA) or Employment and Support Allowance
  • Support under part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of Pension Credit
  • Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on
  • Universal Credit, provided you have an annual net earned income not exceeding £7,400 (£616.67 per month)

 

Does my child have to eat the free school meals?

No.   Pupils who are registered for free school meals don’t have to eat them. If you’re eligible but you want your child to have packed lunches you should still register because the school will receive the funding which can support your child in other ways.

How do I Apply?

You only need to apply once.

Free School Meal Applications forms can be obtained from the School Office.   Once completed they should be posted to Free School Meals Service, 3rd Floor City Hall,  115 Charles Street, Leicester,  LE1 1FZ   or deliver by hand to Customer Services, Ground Floor, 91 Granby Street,  Leicester.

Alternatively applications can be completed over the phone on 0116 4541009 (option3) or online at www.leicester.gov.uk

More information

For more information about pupil premium go to our website, which contains details of how the pupil premium has been spent in the past academic year and how it will be spent this year.

If you have any questions or specific concerns, please contact the school.

Crown Hills Community College – Pupil Premium                              

Pupil Premium

Pupil Premium funding was introduced by the Government in April 2011. This funding is allocated to the school to support children from low-income families that are eligible for Free School Meals (FSM) or have been eligible at any point in the last 6 years. Pupil Premium funding is also given for pupils in care who have been looked after continuously (LAC) for more than 6 months and support children with parents serving in the regular British Armed Forces.

How much is the Pupil Premium?

In 2016/17 the allocation was £386,275 including LAC Pupils.

In 2017/18 the allocation was £327,980 including LAC pupils.

In 2018/19 the allocation was £327,315 including LAC pupils.

For the 2019/20 academic year, the premium will be worth £935 per student, which is provisionally set to £310,685 including LAC pupils. 

How many students at Crown Hills Community College are eligible for the Pupil Premium?

  Year 7 Year 8 Year 9 Year 10 Year 11 KS3 KS4 Whole school
Number PP students 66 67 78 67 71 211 138 349
Total number of students 300 296 297 294 256 893 550 1,443
%PP 22 22.6 26.3 22.8 27.7 23,6 25.25 24.28

How does Crown Hills Community College spend Pupil Premium funding?

The Department for Education states that Pupil Premium funding, which is in addition to the main school budget, is the best way to address the current underlying inequalities between children eligible for FSM and their wealthier peers, by ensuring that funding to tackle disadvantage reaches those pupils who need it most.

Schools are free to spend the Pupil Premium as they see fit. However, the Government have stated that schools will be held accountable for how they have used the additional funding to support pupils from low income families through the outcomes they achieve.

At Crown Hills Community College, we rigorously ensure that the Pupil Premium funding is used to ‘transform lives’ and allows every student to achieve. The overriding aim for the Pupil Premium spend is to raise the achievement of our disadvantaged students across the curriculum, closing the gaps between the achievement of our disadvantaged students and others, as well as the national achievement standards of all students. Our Pupil Premium students at Crown Hills achieved a Progress 8 score of +0.07 in 2019, which is significantly above the National Average figure of -0.44, with 39.3% achieving 9-5 in English and Maths, again, significantly above the National Average figure for this group, and in line with other non-disadvantaged students nationally.

To ensure the Pupil Premium funding has the highest impact for our most disadvantaged students we have set the following objectives for this academic year. These key strategic objectives are part of the whole college development plan, with the actions and spending plans, which constitute each one for this year.

Key desired outcomes of the Pupil Premium Strategy 2019_20

Parental Engagement Parents are supported and their varying needs are met, which enables them to better support their children.
Independent Learning Students improve the quality and amount of homework they complete as they are more organised with their equipment and use their planner more effectively.
Attendance / Punctuality There are continued improvements in attendance of PP students comparative to their peers, as well as improved punctuality rates.
Cultural Capital / Aspiration Our PP students will have an improved cultural capital awareness and be exposed to a variety of enrichment opportunities as a priority group.
Commitment Our PP students show improved commitment across all subjects.
Curriculum and Attainment There is a reduced in-school gap in attainment.

Barriers to educational achievement faced by students at Crown Hills Community College

Almost a quarter of the students at Crown Hills are disadvantaged and eligible for the Pupil Premium. As such, it is difficult to report on barriers to learning that apply to all such students. However, there are common threads that apply to many disadvantaged students at Crown Hills:

Physical barriers

  • Attendance – Poor attendance and persistent unauthorised absences of some disadvantaged students.

Academic barriers

  • Low Reading Ages on entry – Disadvantaged students, as well as other students in school, have low levels of reading on entry, including students with high EAL needs.
  • Independent Learning – Some PP students and others, struggle to time manage and to learn effectively and independently at home.
  • Parental Engagement – Some parents of PP students are hard to reach (i.e. attendance at parents’ evenings). Building strong relationships with these families can be more complex, as many languages spoken as a first language at home = poor communication with parents and parental support impeded.

Emotional, social and cultural barriers

  • Commitment/Aspiration – Students have extremely high aspirational goals and visions for the future, but are not fully able to understand how or what they need to do in order to achieve this, including working independently at home and gaining high attainment levels in subjects.
  • Health, social, emotional, physical – High proportion of PP students are from extremely deprived backgrounds. They have not had regular eye screening, have poor eating and sleeping habits, and lack the energy and motivation needed in class.
  • Enrichment/Building Cultural Capital – Many PP students are unable to participate in extra-curricular activities to enhance confidence and cultural capital.

With these barriers in mind, the spending and actions have been formed as can be seen in the attached Crown Hills Community College Pupil Premium Strategy 2019-20.

Impact – Review 2019

Gaps

Our 2019 GCSE results show that the attainment gap between the percentage of disadvantaged students that achieved a grade 5 or above in both English and Maths (known as the ‘Basics’ measure) and other students at CHCC was 0.8%, closing the gap compared to 2018, where the ‘within school gap’ was 1.7%. The percentage of disadvantaged students achieving the Ebacc with grades 5 and above also improved to a figure of 10.7%, up from 9% in 2018, with ‘non-disadvantaged’ seeing results of 7.8%.

Outcomes of disadvantaged students on new performance measures

Results for disadvantaged students in Summer 2019 (GCSE)
  Pupils eligible for PP at CHCC All Pupils at CHCC % In school gaps PP NA 2019
% achieving 4+ (standard pass) GCSE 51.8 56.8 5 44.5
% achieving 5+ (Strong pass) GCSE 37.5 38.3 0.8 24.9
% achieving 9-7 GCSE 10.7 13.2 2.5 /
% achieving EBACC (strong Pass) GCSE 10.7 7.8 2.9 7.0
Progress 8 score average (Ability) Total 0.07

LPA -0.36

MPA 0.19

HPA 0.15 

Total 0.40

LPA 0.34

MPA 0.44

HPA 0.32

0.33 Total -0.44
Progress 8 score average (Gender) Male -0.40

Female 0.74

Male 0.10

Female 0.88

0.70

0.14

/
Attainment 8 score average 44.34 45.39 1.05 38.42
Progress 8 Attendance (>96%) 0.38 0.65 0.27 /

Academic Achievement

The academic progress and attainment of all KS4 students is tracked, and the Commitment of all students through Years 7 -11. This enables us to arrange targeted intervention and to measure the progress of pupil premium students.  Comparisons can then be made against the progress of their non-pupil premium peers.

The following provision was made available in 2018/19 to ensure that all students attained their full academic potential thereby bridging the gap between pupil premium and non-pupil premium students.

  • Academic Coaching – tutors worked with small groups of students to provide intervention in Maths, English and Science, predominantly in KS4 as a preparation for GCSE examinations.
  • Holiday revision classes – were provided by class teachers and were available to all students who wished to attend. They were focused on exam preparation and course work catch up at key points in the academic year.
  • Pupil Premium Y10 Catch up intervention session- parents and students were invited to an intervention session with targeted underachieving students. Revision materials and equipment was provided along with revision training.
  • The Achievement Team – worked across the whole school, liaising with Heads of Faculty and Heads of Years, to increase students’ confidence in examination techniques and improved revision methodology, by teaching memory aids and revision workshops.
  • The Health and Wellbeing Team – promoted healthy lifestyles and healthy eating to ensure that the students were physically and mentally prepared for school life.
  • Library Study Time – The school library was open at break time, lunch time and after school to ensure that students had a quiet place for homework or lesson preparation.
  • Year 6/7 Induction carried out by the Transition Leader in our feeder primary schools ensured that all students moving up to Crown Hills were familiar with our routines, have met their form tutors and felt confident about the change. Identified vulnerable students experienced additional transition days with support from the Learning Mentors.
  • Raising Aspiration – two members of staff, the Challenge Co-ordinator and the Widening Participation Co-ordinator arranged university visits, guest speakers, masterclasses, lectures and other experiences. They monitored achievement of the more able students.
  • Parental Engagement – Phone calls made to parents to ensure sign up to parents evening attendance, as well as Coffee mornings set up to increase parental engagement as part of the community.
  • Attendance Team – close monitoring of attendance in all years to ensure improved attendance, in particular with persistent offenders.
  • Extra-Curricular Activities – Pupil Premium students prioritised in selection of application for music lessons and sports clubs.
  • Careers Advice – all students attend a careers guidance session to assist with future aspiration decisions.
  • Clothing Provision – donations made for school uniform and provision set up in the family room to support vulnerable students
  • Academic Achievement – All teachers given training on how to support PP students in the classroom to meet individual needs. Monitoring systems established to ensure those who are underachieving are closely monitored, and names communicated to relevant teams across the school.
  • Pupil Premium Budget – budget analysed and reviewed to ensure spending is effective for impact.

Impact of above

2017/18

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 39% and non-Pupil Premium was 41.5%, making a gap of 2.5% within the school.

The Progress 8 Score for Pupil Premium students was -0.07 and for the whole school was 0.25.  This means the progress made by pupil premium students is average compared to National Average figures, and above average for Disadvantaged students, where the NA figure is -0.44.

In English, 59.8% of Pupil Premium students achieved a grade 5 or above, with 55.5% of non-Pupil Premium students achieving a grade 5 +.  

In Maths, 43.9% of Pupil Premium students achieved a grade 5 or above, with 47% of non-Pupil Premium students achieving the same.  

In Combined Science 29.2% of Pupil Premium students achieved a grade 5 or above, with 32.3% of non-Pupil Premium students achieving the same.

2018/19

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 37.5%, and non-Pupil Premium was 38.3%, making a gap of 0.8 which is significantly reduced compared to the previous year.

The Progress 8 Score for Pupil Premium students was +0.07 and for the whole school was 0.40. Although the in-school gap is the same, the P8 score is still much higher than National Average for this cohort, at -0.44.

The Attainment 8 (Average score) increased to 44.34 for disadvantaged students from 43.26 in 2018 (Nation Average for this group is 38.42).

Student Engagement and Attendance

A network of key workers supports all students, particularly the most vulnerable, to ensure they feel safe and happy in school and are able to fulfil their full potential.

  • Breakfast Club – All pupils have the opportunity of a free breakfast before the start of lessons. This increases readiness for learning and has a positive effect on the behaviour and ethos of students.
  • Learning Mentors – Mentors work towards removing the barriers to learning that some students encounter. They work with students identified by Heads of Years and provide emotional support as well as arranging involvement of other key workers as required. Behaviour and attendance improves as a result of regular mentoring sessions.
  • Nurture Group supports children who lack the skills to integrate socially with their peers. Through regular sessions of group work they learn new social skills and invite parents and other adults to join them in the Nurture base where they confidently show their work and serve refreshments.
  • Counsellors from Knighton Counselling provides one to one, confidential counselling sessions for students with complex, personal issues that make progress and learning in school difficult to achieve. Attendance and Welfare Officers support students and families by closely monitoring attendance. Regular contact by text and email ensures parents are aware of any issues as they arise.
  • Behaviour Support Team work with our most challenging students, enforcing sanctions when necessary but also providing encouragement and support to keep them on track academically.
  • Alternative Academic Provision is arranged on the very rare occasions when all the above interventions fail and arranging an alternative academic provision off site is deemed the best option.

Impact of above

In 2016/17 the attendance of pupil premium students was 93.5% and whole school was 94.9%, with a gap of 1.4%.

In 2017/18 the attendance of pupil premium students was 93.26% and attendance for whole school was 94.5%, so the gap reduced to 1.2%.

In 2018/19 the attendance of pupil premium students was 93.6% and attendance for whole school was 94.8%, so the gap remained at 1.2%.

Enrichment

Academic Trips Subsidy ensures that all students from a disadvantaged background can attend trips and visits free of charge where the college feels it is appropriate. Pupil Premium students are prioritised when being selected for extracurricular activities such as music lessons and sports activities, including applications for the highly prestigious CHCC Sports Academy.

Impact of above

Access for pupil premium students to out of school activities and trips ensures they have the opportunities to develop social skills and confidence, to take part in team building activities and to enjoy academic achievements by celebrating with their peers. This is monitored and recorded centrally.

Review

An analysis of how the 2018/19 Pupil Premium was spent and an impact statement is attached. Extensive research on soft and hard data, including a student survey completed by over 300 PP students has driven the objectives for the 19/20 strategy. The Pupil Premium strategy will be quality assured and challenged by the named Pupil Premium linked Governor, Mr M Giga.

Our Pupil Premium allocation for 2019/20 and how we plan to spend it is attached.  We will continue to monitor progress and review our practices to ensure that any barriers to success for all of our students are removed.

 

Please click here to view/download the Pupil Premium and Free School Meals Application Form

Dear parent/carer,

Re: pupil premium and free school meals

If your child is eligible for ‘free school meals’ and you register them for this, we’ll receive extra funding called ‘pupil premium’. We use this extra money to improve the educational provision and resources at the school.

What is pupil premium funding?

Pupil premium funding from the government is given to schools to help pupils reach their full potential, regardless of their background or financial situation. It’s provided for pupils who:

  • Are registered for free school meals
  • Have been registered for free school meals at any point in the past 6 years
  • Are, or have been, in care
  • Have parents in the armed forces

At Crown Hills Community College, we get an extra £935 for every eligible pupil who is registered for free school meals. This extra money could make a real difference to the quality of education we offer.

For example, we’ve previously used pupil premium funding for:

  • Educational provision/resources/trips
  • Academic interventions
  • Wellbeing and self-esteem building interventions

 

Is my child eligible for free school meals?

Your child might be eligible if you receive:

  • Income Support
  • Income-based Jobseeker’s Allowance (JSA) or Employment and Support Allowance
  • Support under part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of Pension Credit
  • Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on
  • Universal Credit, provided you have an annual net earned income not exceeding £7,400 (£616.67 per month)

 

Does my child have to eat the free school meals?

No.   Pupils who are registered for free school meals don’t have to eat them. If you’re eligible but you want your child to have packed lunches you should still register because the school will receive the funding which can support your child in other ways.

How do I Apply?

You only need to apply once.

Free School Meal Applications forms can be obtained from the School Office.   Once completed they should be posted to Free School Meals Service, 3rd Floor City Hall,  115 Charles Street, Leicester,  LE1 1FZ   or deliver by hand to Customer Services, Ground Floor, 91 Granby Street,  Leicester.

Alternatively applications can be completed over the phone on 0116 4541009 (option3) or online at www.leicester.gov.uk

More information

For more information about pupil premium go to our website, which contains details of how the pupil premium has been spent in the past academic year and how it will be spent this year.

If you have any questions or specific concerns, please contact the school.

Crown Hills Community College – Pupil Premium                              

Pupil Premium

Pupil Premium funding was introduced by the Government in April 2011. This funding is allocated to the school to support children from low-income families that are eligible for Free School Meals (FSM) or have been eligible at any point in the last 6 years. Pupil Premium funding is also given for pupils in care who have been looked after continuously (LAC) for more than 6 months and support children with parents serving in the regular British Armed Forces.

How much is the Pupil Premium?

In 2016/17 the allocation was £386,275 including LAC Pupils.

In 2017/18 the allocation was £327,980 including LAC pupils.

In 2018/19 the allocation was £327,315 including LAC pupils.

For the 2019/20 academic year, the premium will be worth £935 per student, which is provisionally set to £310,685 including LAC pupils. 

How many students at Crown Hills Community College are eligible for the Pupil Premium?

  Year 7 Year 8 Year 9 Year 10 Year 11 KS3 KS4 Whole school
Number PP students 66 67 78 67 71 211 138 349
Total number of students 300 296 297 294 256 893 550 1,443
%PP 22 22.6 26.3 22.8 27.7 23,6 25.25 24.28

How does Crown Hills Community College spend Pupil Premium funding?

The Department for Education states that Pupil Premium funding, which is in addition to the main school budget, is the best way to address the current underlying inequalities between children eligible for FSM and their wealthier peers, by ensuring that funding to tackle disadvantage reaches those pupils who need it most.

Schools are free to spend the Pupil Premium as they see fit. However, the Government have stated that schools will be held accountable for how they have used the additional funding to support pupils from low income families through the outcomes they achieve.

At Crown Hills Community College, we rigorously ensure that the Pupil Premium funding is used to ‘transform lives’ and allows every student to achieve. The overriding aim for the Pupil Premium spend is to raise the achievement of our disadvantaged students across the curriculum, closing the gaps between the achievement of our disadvantaged students and others, as well as the national achievement standards of all students. Our Pupil Premium students at Crown Hills achieved a Progress 8 score of +0.07 in 2019, which is significantly above the National Average figure of -0.44, with 39.3% achieving 9-5 in English and Maths, again, significantly above the National Average figure for this group, and in line with other non-disadvantaged students nationally.

To ensure the Pupil Premium funding has the highest impact for our most disadvantaged students we have set the following objectives for this academic year. These key strategic objectives are part of the whole college development plan, with the actions and spending plans, which constitute each one for this year.

Key desired outcomes of the Pupil Premium Strategy 2019_20

Parental Engagement Parents are supported and their varying needs are met, which enables them to better support their children.
Independent Learning Students improve the quality and amount of homework they complete as they are more organised with their equipment and use their planner more effectively.
Attendance / Punctuality There are continued improvements in attendance of PP students comparative to their peers, as well as improved punctuality rates.
Cultural Capital / Aspiration Our PP students will have an improved cultural capital awareness and be exposed to a variety of enrichment opportunities as a priority group.
Commitment Our PP students show improved commitment across all subjects.
Curriculum and Attainment There is a reduced in-school gap in attainment.

Barriers to educational achievement faced by students at Crown Hills Community College

Almost a quarter of the students at Crown Hills are disadvantaged and eligible for the Pupil Premium. As such, it is difficult to report on barriers to learning that apply to all such students. However, there are common threads that apply to many disadvantaged students at Crown Hills:

Physical barriers

  • Attendance – Poor attendance and persistent unauthorised absences of some disadvantaged students.

Academic barriers

  • Low Reading Ages on entry – Disadvantaged students, as well as other students in school, have low levels of reading on entry, including students with high EAL needs.
  • Independent Learning – Some PP students and others, struggle to time manage and to learn effectively and independently at home.
  • Parental Engagement – Some parents of PP students are hard to reach (i.e. attendance at parents’ evenings). Building strong relationships with these families can be more complex, as many languages spoken as a first language at home = poor communication with parents and parental support impeded.

Emotional, social and cultural barriers

  • Commitment/Aspiration – Students have extremely high aspirational goals and visions for the future, but are not fully able to understand how or what they need to do in order to achieve this, including working independently at home and gaining high attainment levels in subjects.
  • Health, social, emotional, physical – High proportion of PP students are from extremely deprived backgrounds. They have not had regular eye screening, have poor eating and sleeping habits, and lack the energy and motivation needed in class.
  • Enrichment/Building Cultural Capital – Many PP students are unable to participate in extra-curricular activities to enhance confidence and cultural capital.

With these barriers in mind, the spending and actions have been formed as can be seen in the attached Crown Hills Community College Pupil Premium Strategy 2019-20.

Impact – Review 2019

Gaps

Our 2019 GCSE results show that the attainment gap between the percentage of disadvantaged students that achieved a grade 5 or above in both English and Maths (known as the ‘Basics’ measure) and other students at CHCC was 0.8%, closing the gap compared to 2018, where the ‘within school gap’ was 1.7%. The percentage of disadvantaged students achieving the Ebacc with grades 5 and above also improved to a figure of 10.7%, up from 9% in 2018, with ‘non-disadvantaged’ seeing results of 7.8%.

Outcomes of disadvantaged students on new performance measures

Results for disadvantaged students in Summer 2019 (GCSE)
  Pupils eligible for PP at CHCC All Pupils at CHCC % In school gaps PP NA 2019
% achieving 4+ (standard pass) GCSE 51.8 56.8 5 44.5
% achieving 5+ (Strong pass) GCSE 37.5 38.3 0.8 24.9
% achieving 9-7 GCSE 10.7 13.2 2.5 /
% achieving EBACC (strong Pass) GCSE 10.7 7.8 2.9 7.0
Progress 8 score average (Ability) Total 0.07

LPA -0.36

MPA 0.19

HPA 0.15 

Total 0.40

LPA 0.34

MPA 0.44

HPA 0.32

0.33 Total -0.44
Progress 8 score average (Gender) Male -0.40

Female 0.74

Male 0.10

Female 0.88

0.70

0.14

/
Attainment 8 score average 44.34 45.39 1.05 38.42
Progress 8 Attendance (>96%) 0.38 0.65 0.27 /

Academic Achievement

The academic progress and attainment of all KS4 students is tracked, and the Commitment of all students through Years 7 -11. This enables us to arrange targeted intervention and to measure the progress of pupil premium students.  Comparisons can then be made against the progress of their non-pupil premium peers.

The following provision was made available in 2018/19 to ensure that all students attained their full academic potential thereby bridging the gap between pupil premium and non-pupil premium students.

  • Academic Coaching – tutors worked with small groups of students to provide intervention in Maths, English and Science, predominantly in KS4 as a preparation for GCSE examinations.
  • Holiday revision classes – were provided by class teachers and were available to all students who wished to attend. They were focused on exam preparation and course work catch up at key points in the academic year.
  • Pupil Premium Y10 Catch up intervention session- parents and students were invited to an intervention session with targeted underachieving students. Revision materials and equipment was provided along with revision training.
  • The Achievement Team – worked across the whole school, liaising with Heads of Faculty and Heads of Years, to increase students’ confidence in examination techniques and improved revision methodology, by teaching memory aids and revision workshops.
  • The Health and Wellbeing Team – promoted healthy lifestyles and healthy eating to ensure that the students were physically and mentally prepared for school life.
  • Library Study Time – The school library was open at break time, lunch time and after school to ensure that students had a quiet place for homework or lesson preparation.
  • Year 6/7 Induction carried out by the Transition Leader in our feeder primary schools ensured that all students moving up to Crown Hills were familiar with our routines, have met their form tutors and felt confident about the change. Identified vulnerable students experienced additional transition days with support from the Learning Mentors.
  • Raising Aspiration – two members of staff, the Challenge Co-ordinator and the Widening Participation Co-ordinator arranged university visits, guest speakers, masterclasses, lectures and other experiences. They monitored achievement of the more able students.
  • Parental Engagement – Phone calls made to parents to ensure sign up to parents evening attendance, as well as Coffee mornings set up to increase parental engagement as part of the community.
  • Attendance Team – close monitoring of attendance in all years to ensure improved attendance, in particular with persistent offenders.
  • Extra-Curricular Activities – Pupil Premium students prioritised in selection of application for music lessons and sports clubs.
  • Careers Advice – all students attend a careers guidance session to assist with future aspiration decisions.
  • Clothing Provision – donations made for school uniform and provision set up in the family room to support vulnerable students
  • Academic Achievement – All teachers given training on how to support PP students in the classroom to meet individual needs. Monitoring systems established to ensure those who are underachieving are closely monitored, and names communicated to relevant teams across the school.
  • Pupil Premium Budget – budget analysed and reviewed to ensure spending is effective for impact.

Impact of above

2017/18

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 39% and non-Pupil Premium was 41.5%, making a gap of 2.5% within the school.

The Progress 8 Score for Pupil Premium students was -0.07 and for the whole school was 0.25.  This means the progress made by pupil premium students is average compared to National Average figures, and above average for Disadvantaged students, where the NA figure is -0.44.

In English, 59.8% of Pupil Premium students achieved a grade 5 or above, with 55.5% of non-Pupil Premium students achieving a grade 5 +.  

In Maths, 43.9% of Pupil Premium students achieved a grade 5 or above, with 47% of non-Pupil Premium students achieving the same.  

In Combined Science 29.2% of Pupil Premium students achieved a grade 5 or above, with 32.3% of non-Pupil Premium students achieving the same.

2018/19

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 37.5%, and non-Pupil Premium was 38.3%, making a gap of 0.8 which is significantly reduced compared to the previous year.

The Progress 8 Score for Pupil Premium students was +0.07 and for the whole school was 0.40. Although the in-school gap is the same, the P8 score is still much higher than National Average for this cohort, at -0.44.

The Attainment 8 (Average score) increased to 44.34 for disadvantaged students from 43.26 in 2018 (Nation Average for this group is 38.42).

Student Engagement and Attendance

A network of key workers supports all students, particularly the most vulnerable, to ensure they feel safe and happy in school and are able to fulfil their full potential.

  • Breakfast Club – All pupils have the opportunity of a free breakfast before the start of lessons. This increases readiness for learning and has a positive effect on the behaviour and ethos of students.
  • Learning Mentors – Mentors work towards removing the barriers to learning that some students encounter. They work with students identified by Heads of Years and provide emotional support as well as arranging involvement of other key workers as required. Behaviour and attendance improves as a result of regular mentoring sessions.
  • Nurture Group supports children who lack the skills to integrate socially with their peers. Through regular sessions of group work they learn new social skills and invite parents and other adults to join them in the Nurture base where they confidently show their work and serve refreshments.
  • Counsellors from Knighton Counselling provides one to one, confidential counselling sessions for students with complex, personal issues that make progress and learning in school difficult to achieve. Attendance and Welfare Officers support students and families by closely monitoring attendance. Regular contact by text and email ensures parents are aware of any issues as they arise.
  • Behaviour Support Team work with our most challenging students, enforcing sanctions when necessary but also providing encouragement and support to keep them on track academically.
  • Alternative Academic Provision is arranged on the very rare occasions when all the above interventions fail and arranging an alternative academic provision off site is deemed the best option.

Impact of above

In 2016/17 the attendance of pupil premium students was 93.5% and whole school was 94.9%, with a gap of 1.4%.

In 2017/18 the attendance of pupil premium students was 93.26% and attendance for whole school was 94.5%, so the gap reduced to 1.2%.

In 2018/19 the attendance of pupil premium students was 93.6% and attendance for whole school was 94.8%, so the gap remained at 1.2%.

Enrichment

Academic Trips Subsidy ensures that all students from a disadvantaged background can attend trips and visits free of charge where the college feels it is appropriate. Pupil Premium students are prioritised when being selected for extracurricular activities such as music lessons and sports activities, including applications for the highly prestigious CHCC Sports Academy.

Impact of above

Access for pupil premium students to out of school activities and trips ensures they have the opportunities to develop social skills and confidence, to take part in team building activities and to enjoy academic achievements by celebrating with their peers. This is monitored and recorded centrally.

Review

An analysis of how the 2018/19 Pupil Premium was spent and an impact statement is attached. Extensive research on soft and hard data, including a student survey completed by over 300 PP students has driven the objectives for the 19/20 strategy. The Pupil Premium strategy will be quality assured and challenged by the named Pupil Premium linked Governor, Mr M Giga.

Our Pupil Premium allocation for 2019/20 and how we plan to spend it is attached.  We will continue to monitor progress and review our practices to ensure that any barriers to success for all of our students are removed.

 

Please click here to view/download the Pupil Premium and Free School Meals Application Form

Dear parent/carer,

Re: pupil premium and free school meals

If your child is eligible for ‘free school meals’ and you register them for this, we’ll receive extra funding called ‘pupil premium’. We use this extra money to improve the educational provision and resources at the school.

What is pupil premium funding?

Pupil premium funding from the government is given to schools to help pupils reach their full potential, regardless of their background or financial situation. It’s provided for pupils who:

  • Are registered for free school meals
  • Have been registered for free school meals at any point in the past 6 years
  • Are, or have been, in care
  • Have parents in the armed forces

At Crown Hills Community College, we get an extra £935 for every eligible pupil who is registered for free school meals. This extra money could make a real difference to the quality of education we offer.

For example, we’ve previously used pupil premium funding for:

  • Educational provision/resources/trips
  • Academic interventions
  • Wellbeing and self-esteem building interventions

 

Is my child eligible for free school meals?

Your child might be eligible if you receive:

  • Income Support
  • Income-based Jobseeker’s Allowance (JSA) or Employment and Support Allowance
  • Support under part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of Pension Credit
  • Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on
  • Universal Credit, provided you have an annual net earned income not exceeding £7,400 (£616.67 per month)

 

Does my child have to eat the free school meals?

No.   Pupils who are registered for free school meals don’t have to eat them. If you’re eligible but you want your child to have packed lunches you should still register because the school will receive the funding which can support your child in other ways.

How do I Apply?

You only need to apply once.

Free School Meal Applications forms can be obtained from the School Office.   Once completed they should be posted to Free School Meals Service, 3rd Floor City Hall,  115 Charles Street, Leicester,  LE1 1FZ   or deliver by hand to Customer Services, Ground Floor, 91 Granby Street,  Leicester.

Alternatively applications can be completed over the phone on 0116 4541009 (option3) or online at www.leicester.gov.uk

More information

For more information about pupil premium go to our website, which contains details of how the pupil premium has been spent in the past academic year and how it will be spent this year.

If you have any questions or specific concerns, please contact the school.

Crown Hills Community College – Pupil Premium                              

Pupil Premium

Pupil Premium funding was introduced by the Government in April 2011. This funding is allocated to the school to support children from low-income families that are eligible for Free School Meals (FSM) or have been eligible at any point in the last 6 years. Pupil Premium funding is also given for pupils in care who have been looked after continuously (LAC) for more than 6 months and support children with parents serving in the regular British Armed Forces.

How much is the Pupil Premium?

In 2016/17 the allocation was £386,275 including LAC Pupils.

In 2017/18 the allocation was £327,980 including LAC pupils.

In 2018/19 the allocation was £327,315 including LAC pupils.

For the 2019/20 academic year, the premium will be worth £935 per student, which is provisionally set to £310,685 including LAC pupils. 

How many students at Crown Hills Community College are eligible for the Pupil Premium?

  Year 7 Year 8 Year 9 Year 10 Year 11 KS3 KS4 Whole school
Number PP students 66 67 78 67 71 211 138 349
Total number of students 300 296 297 294 256 893 550 1,443
%PP 22 22.6 26.3 22.8 27.7 23,6 25.25 24.28

How does Crown Hills Community College spend Pupil Premium funding?

The Department for Education states that Pupil Premium funding, which is in addition to the main school budget, is the best way to address the current underlying inequalities between children eligible for FSM and their wealthier peers, by ensuring that funding to tackle disadvantage reaches those pupils who need it most.

Schools are free to spend the Pupil Premium as they see fit. However, the Government have stated that schools will be held accountable for how they have used the additional funding to support pupils from low income families through the outcomes they achieve.

At Crown Hills Community College, we rigorously ensure that the Pupil Premium funding is used to ‘transform lives’ and allows every student to achieve. The overriding aim for the Pupil Premium spend is to raise the achievement of our disadvantaged students across the curriculum, closing the gaps between the achievement of our disadvantaged students and others, as well as the national achievement standards of all students. Our Pupil Premium students at Crown Hills achieved a Progress 8 score of +0.07 in 2019, which is significantly above the National Average figure of -0.44, with 39.3% achieving 9-5 in English and Maths, again, significantly above the National Average figure for this group, and in line with other non-disadvantaged students nationally.

To ensure the Pupil Premium funding has the highest impact for our most disadvantaged students we have set the following objectives for this academic year. These key strategic objectives are part of the whole college development plan, with the actions and spending plans, which constitute each one for this year.

Key desired outcomes of the Pupil Premium Strategy 2019_20

Parental Engagement Parents are supported and their varying needs are met, which enables them to better support their children.
Independent Learning Students improve the quality and amount of homework they complete as they are more organised with their equipment and use their planner more effectively.
Attendance / Punctuality There are continued improvements in attendance of PP students comparative to their peers, as well as improved punctuality rates.
Cultural Capital / Aspiration Our PP students will have an improved cultural capital awareness and be exposed to a variety of enrichment opportunities as a priority group.
Commitment Our PP students show improved commitment across all subjects.
Curriculum and Attainment There is a reduced in-school gap in attainment.

Barriers to educational achievement faced by students at Crown Hills Community College

Almost a quarter of the students at Crown Hills are disadvantaged and eligible for the Pupil Premium. As such, it is difficult to report on barriers to learning that apply to all such students. However, there are common threads that apply to many disadvantaged students at Crown Hills:

Physical barriers

  • Attendance – Poor attendance and persistent unauthorised absences of some disadvantaged students.

Academic barriers

  • Low Reading Ages on entry – Disadvantaged students, as well as other students in school, have low levels of reading on entry, including students with high EAL needs.
  • Independent Learning – Some PP students and others, struggle to time manage and to learn effectively and independently at home.
  • Parental Engagement – Some parents of PP students are hard to reach (i.e. attendance at parents’ evenings). Building strong relationships with these families can be more complex, as many languages spoken as a first language at home = poor communication with parents and parental support impeded.

Emotional, social and cultural barriers

  • Commitment/Aspiration – Students have extremely high aspirational goals and visions for the future, but are not fully able to understand how or what they need to do in order to achieve this, including working independently at home and gaining high attainment levels in subjects.
  • Health, social, emotional, physical – High proportion of PP students are from extremely deprived backgrounds. They have not had regular eye screening, have poor eating and sleeping habits, and lack the energy and motivation needed in class.
  • Enrichment/Building Cultural Capital – Many PP students are unable to participate in extra-curricular activities to enhance confidence and cultural capital.

With these barriers in mind, the spending and actions have been formed as can be seen in the attached Crown Hills Community College Pupil Premium Strategy 2019-20.

Impact – Review 2019

Gaps

Our 2019 GCSE results show that the attainment gap between the percentage of disadvantaged students that achieved a grade 5 or above in both English and Maths (known as the ‘Basics’ measure) and other students at CHCC was 0.8%, closing the gap compared to 2018, where the ‘within school gap’ was 1.7%. The percentage of disadvantaged students achieving the Ebacc with grades 5 and above also improved to a figure of 10.7%, up from 9% in 2018, with ‘non-disadvantaged’ seeing results of 7.8%.

Outcomes of disadvantaged students on new performance measures

Results for disadvantaged students in Summer 2019 (GCSE)
  Pupils eligible for PP at CHCC All Pupils at CHCC % In school gaps PP NA 2019
% achieving 4+ (standard pass) GCSE 51.8 56.8 5 44.5
% achieving 5+ (Strong pass) GCSE 37.5 38.3 0.8 24.9
% achieving 9-7 GCSE 10.7 13.2 2.5 /
% achieving EBACC (strong Pass) GCSE 10.7 7.8 2.9 7.0
Progress 8 score average (Ability) Total 0.07

LPA -0.36

MPA 0.19

HPA 0.15 

Total 0.40

LPA 0.34

MPA 0.44

HPA 0.32

0.33 Total -0.44
Progress 8 score average (Gender) Male -0.40

Female 0.74

Male 0.10

Female 0.88

0.70

0.14

/
Attainment 8 score average 44.34 45.39 1.05 38.42
Progress 8 Attendance (>96%) 0.38 0.65 0.27 /

Academic Achievement

The academic progress and attainment of all KS4 students is tracked, and the Commitment of all students through Years 7 -11. This enables us to arrange targeted intervention and to measure the progress of pupil premium students.  Comparisons can then be made against the progress of their non-pupil premium peers.

The following provision was made available in 2018/19 to ensure that all students attained their full academic potential thereby bridging the gap between pupil premium and non-pupil premium students.

  • Academic Coaching – tutors worked with small groups of students to provide intervention in Maths, English and Science, predominantly in KS4 as a preparation for GCSE examinations.
  • Holiday revision classes – were provided by class teachers and were available to all students who wished to attend. They were focused on exam preparation and course work catch up at key points in the academic year.
  • Pupil Premium Y10 Catch up intervention session- parents and students were invited to an intervention session with targeted underachieving students. Revision materials and equipment was provided along with revision training.
  • The Achievement Team – worked across the whole school, liaising with Heads of Faculty and Heads of Years, to increase students’ confidence in examination techniques and improved revision methodology, by teaching memory aids and revision workshops.
  • The Health and Wellbeing Team – promoted healthy lifestyles and healthy eating to ensure that the students were physically and mentally prepared for school life.
  • Library Study Time – The school library was open at break time, lunch time and after school to ensure that students had a quiet place for homework or lesson preparation.
  • Year 6/7 Induction carried out by the Transition Leader in our feeder primary schools ensured that all students moving up to Crown Hills were familiar with our routines, have met their form tutors and felt confident about the change. Identified vulnerable students experienced additional transition days with support from the Learning Mentors.
  • Raising Aspiration – two members of staff, the Challenge Co-ordinator and the Widening Participation Co-ordinator arranged university visits, guest speakers, masterclasses, lectures and other experiences. They monitored achievement of the more able students.
  • Parental Engagement – Phone calls made to parents to ensure sign up to parents evening attendance, as well as Coffee mornings set up to increase parental engagement as part of the community.
  • Attendance Team – close monitoring of attendance in all years to ensure improved attendance, in particular with persistent offenders.
  • Extra-Curricular Activities – Pupil Premium students prioritised in selection of application for music lessons and sports clubs.
  • Careers Advice – all students attend a careers guidance session to assist with future aspiration decisions.
  • Clothing Provision – donations made for school uniform and provision set up in the family room to support vulnerable students
  • Academic Achievement – All teachers given training on how to support PP students in the classroom to meet individual needs. Monitoring systems established to ensure those who are underachieving are closely monitored, and names communicated to relevant teams across the school.
  • Pupil Premium Budget – budget analysed and reviewed to ensure spending is effective for impact.

Impact of above

2017/18

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 39% and non-Pupil Premium was 41.5%, making a gap of 2.5% within the school.

The Progress 8 Score for Pupil Premium students was -0.07 and for the whole school was 0.25.  This means the progress made by pupil premium students is average compared to National Average figures, and above average for Disadvantaged students, where the NA figure is -0.44.

In English, 59.8% of Pupil Premium students achieved a grade 5 or above, with 55.5% of non-Pupil Premium students achieving a grade 5 +.  

In Maths, 43.9% of Pupil Premium students achieved a grade 5 or above, with 47% of non-Pupil Premium students achieving the same.  

In Combined Science 29.2% of Pupil Premium students achieved a grade 5 or above, with 32.3% of non-Pupil Premium students achieving the same.

2018/19

The Basics measure of a grade 5 or above in English and Maths for Pupil Premium students was 37.5%, and non-Pupil Premium was 38.3%, making a gap of 0.8 which is significantly reduced compared to the previous year.

The Progress 8 Score for Pupil Premium students was +0.07 and for the whole school was 0.40. Although the in-school gap is the same, the P8 score is still much higher than National Average for this cohort, at -0.44.

The Attainment 8 (Average score) increased to 44.34 for disadvantaged students from 43.26 in 2018 (Nation Average for this group is 38.42).

Student Engagement and Attendance

A network of key workers supports all students, particularly the most vulnerable, to ensure they feel safe and happy in school and are able to fulfil their full potential.

  • Breakfast Club – All pupils have the opportunity of a free breakfast before the start of lessons. This increases readiness for learning and has a positive effect on the behaviour and ethos of students.
  • Learning Mentors – Mentors work towards removing the barriers to learning that some students encounter. They work with students identified by Heads of Years and provide emotional support as well as arranging involvement of other key workers as required. Behaviour and attendance improves as a result of regular mentoring sessions.
  • Nurture Group supports children who lack the skills to integrate socially with their peers. Through regular sessions of group work they learn new social skills and invite parents and other adults to join them in the Nurture base where they confidently show their work and serve refreshments.
  • Counsellors from Knighton Counselling provides one to one, confidential counselling sessions for students with complex, personal issues that make progress and learning in school difficult to achieve. Attendance and Welfare Officers support students and families by closely monitoring attendance. Regular contact by text and email ensures parents are aware of any issues as they arise.
  • Behaviour Support Team work with our most challenging students, enforcing sanctions when necessary but also providing encouragement and support to keep them on track academically.
  • Alternative Academic Provision is arranged on the very rare occasions when all the above interventions fail and arranging an alternative academic provision off site is deemed the best option.

Impact of above

In 2016/17 the attendance of pupil premium students was 93.5% and whole school was 94.9%, with a gap of 1.4%.

In 2017/18 the attendance of pupil premium students was 93.26% and attendance for whole school was 94.5%, so the gap reduced to 1.2%.

In 2018/19 the attendance of pupil premium students was 93.6% and attendance for whole school was 94.8%, so the gap remained at 1.2%.

Enrichment

Academic Trips Subsidy ensures that all students from a disadvantaged background can attend trips and visits free of charge where the college feels it is appropriate. Pupil Premium students are prioritised when being selected for extracurricular activities such as music lessons and sports activities, including applications for the highly prestigious CHCC Sports Academy.

Impact of above

Access for pupil premium students to out of school activities and trips ensures they have the opportunities to develop social skills and confidence, to take part in team building activities and to enjoy academic achievements by celebrating with their peers. This is monitored and recorded centrally.

Review

An analysis of how the 2018/19 Pupil Premium was spent and an impact statement is attached. Extensive research on soft and hard data, including a student survey completed by over 300 PP students has driven the objectives for the 19/20 strategy. The Pupil Premium strategy will be quality assured and challenged by the named Pupil Premium linked Governor, Mr M Giga.

Our Pupil Premium allocation for 2019/20 and how we plan to spend it is attached.  We will continue to monitor progress and review our practices to ensure that any barriers to success for all of our students are removed.

 

Please click here to view/download the Pupil Premium and Free School Meals Application Form

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