Performance Tables Information
School Performance Tables 2018
|Percentage of pupils with a standard pass in English and Maths (9-4)||66%|
|Percentage of pupils with a strong pass in English and Maths (9-5)||45%|
|Percentage of pupils entering the EBacc||30%|
|Percentage of pupils gaining the standard EBacc||19%|
|Percentage of pupils gaining the strong EBacc||15%|
|Student Destinations||99.4% as of November 2016|
DfE Performance Website
Hall Green School welcomes the initiative to provide ring fenced funding, via the Pupil Premium, to support those who received free school meals in the last 6 years (FSM6). This is a limited fund that we want to use strategically to ensure our pupils who most need extra financial help receive targeted support that secures improved outcomes.
If support is available for a particular resource or school trip, the ParentPay website will contain details for those who are eligible.
Funding for the current year is £318 835.
This funding is currently being used to:
- Support our whole school RADY project, aiming to remove the attainment gap between pupil premium pupils and other pupils.
- Employ City Year to deliver mentoring support to identified KS3 pupil premium pupils.
- Reduce class sizes in KS4 Maths and in selected KS3 groups
- Employ a Pupil Progress Mentor to focus on extra support for pupils in Maths.
- Employ external companies to provide study skills and advice for parents that enables increased support at home.
- Purchase ICT equipment to boost learning.
- Provide staff with essential T&L CPD.
- Provide individual pupils with key curriculum resources.
- Support pupil welfare.
- Cover the costs associated with participation in certain courses.
- Reduce trip costs where appropriate.
- Provide pupils with increased opportunity for social interaction and enjoyment.
- Support an active careers programme for our pupil premium cohort.
- Provide free breakfasts in the school canteen and also provide an after school study club.
- Cover the costs of our data analysis software package.
In 2018, the percentage of our pupil premium pupils gaining 9-4 in English and Maths was 58.1% and the percentage gaining 9-5 in English and Maths was 39.2%. The Progress 8 measure for our pupil premium pupils is +0.08 and above the Progress 8 of our other pupils. All in-school gaps closed in 2018 and 15 different subject areas had positive progress figures for their pupil premium pupils. In Maths, pupil premium pupils made 0.15 of a grade more progress than other pupils.
In October 2012, OFSTED conducted research into how schools were spending the Pupil Premium. Hall Green was one of 30 schools included in the survey. The inspection highlighted the success we have been having in improving the attainment of free school meal pupils. Indeed, OFSTED’s final report identified us as ‘having spent the pupil premium well in all respects’ and we were included as their lead case study of a school successfully raising the performance of free school meal pupils. We have continued to develop our approach since that inspection and now work with the Challenging Education team to deliver their RADY project at Hall Green. The success of our strategies has meant that our pupil premium pupils have made progress above the national average for all pupils in 4 of the last 6 years.
We have identified 4 key areas to address with our pupil premium allocation.
- Enjoyment and Engagement
We believe the following initiatives are having a measurable impact on student performance.
Achievement and Attainment
- Student voice has identified barriers to learning, sometimes of a very practical nature. We support this student group through a purchase of memory sticks, revision guides, text books and ICT hardware/software.
- We ensure all staff continually look to update their T&L and provide access to CPD through our pupil premium allocation.
- We provide pupil premium pupils who are struggling with English and maths access to small group teaching and/or support sessions.
- We invest time and resources into a forensic study of achievement, to ensure that our targets for every student are aspirational.
- Given the nature of our school intake, which is highly ethnically diverse, we finance a particular focus on literacy, including regular testing and provision of standardised scores, to inform planning, at an individual level.
A breakdown of the 2017-2018 pupil premium attendance will be provided here in the evaluation of 2017-2018 expenditure which will be available once Department for Education has released information on school performance in October 2018.
- All pupil premium pupils are provided with additional careers support.
- They receive extra support in their college, employment and apprenticeship applications.
- Funding will help to support the costs of appropriate progression visits and courses for pupil premium pupils. These have involved partnerships with BMW, Birmingham University, The Skills Show, Coca Cola and BT.
- Our Careers Department were aware that pupil premium pupils found it more difficult to acquire worthwhile placements for work experience. Targeted additional support has been provided for the last 5 years and will also be available in 2019, ensuring the week-long placement is as constructive as possible. High quality work experience placements are targeted towards pupil premium pupils.
Enjoyment and Engagement
- It will be made clear to all students in this group that finance for travel costs, equipment and fees for extra-curricular activity should not be a barrier to their involvement. Individual departments who are offering these opportunities will be asked to ascertain what support is needed and encourage parental involvement. Very significant costs, as for example, a foreign visit, will be subsidised by the appropriate funding where possible.
Parents should contact Mr M Hosfield at school to discuss this further.
We are also keen to learn from successful practice elsewhere and chair a South Network Pupil Premium support group for local schools each year. Our expertise has been sought at a local and national level and we have been used as a case study by OFSTED and spoken of our strategies and successes at a national CAPITA Pupil Premium conference.
We hope that parents and carers of our Pupil Premium children will continue to work closely with the school, so that we can all achieve our aims. We also believe that our free school meals figure is not necessarily an accurate reflection of need in our community, and would encourage all families to contact us if funding has become a barrier to the progress of their sons and daughters.
In addition to pupils eligible for free school meals, the government has added an additional category to the eligibility criteria for Pupil Premium. This came in force in April 2014. If your son/daughter is adopted and was looked after immediately before adoption on or after 30 December 2005, being placed on a special guardianship order (SGO) or residence order (RO) they may qualify. If you wish to discuss this new criteria with a member of staff or inform the school that this applies to your son/daughter please contact the school.
Catchup Premium report: September 2017 – July 2018
The literacy and numeracy “Catchup Premium” gives schools additional funding to support year 7 pupils who did not achieve at the expected standard in reading and/or maths at the end of key stage 2 (KS2). Hall Green School will receive additional funding to boost the academic progress of each of these pupils. In order to know which pupils are eligible, the following data will be used:
Based on data downloaded from the Gov.uk website, we now believe that:
- 57 pupils were working below the expected standard in English
- 35 pupils were working below the expected standard in Maths
|16-17 Cohort||Funding in 16-17||17-18 Cohort||Funding in 17-18|
* Funding is no longer allocated based upon the specific number of pupils failing to reach the expected standards in KS2, and the table above outlines how much funding we received for 2016 to 2017. In 2017 to 2018, funding will be allocated on the basis that they receive the same overall amount of year 7 catch-up premium funding they received in 2016 to 2017. It will be adjusted to reflect the percentage change in the size of the year 7 cohort, based on the October 2017 census. No further information is currently available for 2018/2019 arrangements.
English: Nationally, 28% of pupils arrive in Year 7 below the expected standard for English (reading). This year, around 31% of our Year 7 pupils arrived below the expected score.
Maths: Nationally, 25% of pupils arrive in Year 7 below the expected standard in Maths. This year, around 19% of our Year 7 pupils arrived below the expected standard.
(A small number of pupils arrive without KS2 data. We currently have seven pupils in this category for Maths, and nine for Reading)
|Identified barrier||Hall Green School action|
|A number of pupils in receipt of Catchup Premium also require additional pastoral and family support||Robust transition process supports Year 7 pupil needs and Assistant Headteacher leads on interventions for specific pupils.
Identified in 2016/2017, and is ongoing
|Pupils lack motivation and can display challenging behaviours||New behaviour protocol encourages potentially disengaged pupils to avoid sanctions and fully engage in their learning.|
|New pupils and parents are not familiar with regular homework expectations||Hall Green School has invested in ClassCharts software, which allows homework to be set online and checked by pupils and parents. There has been a renewed and sustained promotion since September 2017
Identified in 2016/2017, and we continue to launch and promote ClassCharts with new pupils/parents.
Catchup Premium provisions: 2017 to 2018
|GL Assessments||Year 7 GL assessments in English and Maths were again used to measure progress and inform intervention.||£3,500|
|Lexia||Software aimed at improving pupils’ literacy||£1,800|
|MyMaths||Subscription to the My Maths online maths software to improve pupils’ numeracy and support maths homework||£625|
|Teaching Assistants||Teaching Assistants are allocated to core lessons to support the work of the teacher, one in maths and two in English. Maths x 4 hours a week and English x 8 hours a week.
Teaching Assistants are also used to promote the paired reading scheme in form time and to administer the annual reading tests for Key Stage 3 pupils.
Impact (Measured by validated GL Assessments, June 2018)
- 6% are already working at a “good pass” or beyond (grade 4 or above)
- 49% are currently working at a grade 3.
- 54% are already working at a “good pass” or beyond (grade 4 or above)
- 89% are already working at a grade 3
- 81% of the 16 pupils arriving with KS2 reading scores of below 90 are currently working to secure a GCSE grade 3 or above, and 4 pupils are actually working at a grade 4.
Our Year 8 Catchup pupils continued to make progress in 2017/2018
- 20% of 51 pupils are working at a grade 4 or higher, compared to 7% in 2016/2017
- 43% of 66 pupils are working at a grade 4 or higher, compared to 36% in 2016/2017
Provisional GCSE results for LPA (Low Prior Attainment) pupils: 2017/2018:
- School P8 score of +0.16
- English P8 score of +0.40
- Maths P8 score of –0.12
Planned provisions: September 2018 to July 2019
We plan to
- adapt the KS3 maths Scheme of Work to reflect that cohort’s needs
- bring pupils to Homework Club if they need same-day support
- continue the use of GL Assessments across KS3
- deploy “City Year” mentoring for targeted pupils across KS3 (Year 8/9)
- focus on literacy-based initiatives across all subjects
If you have any queries, please visit the DfE website (www.gov.uk/year-7-literacy-and-numeracy-catch-up-premium-guide-for-schools), or contact Mr. Slattery (email@example.com).
Hall Green School is proud of its inclusive ethos and its commitment to its stated values of respect, equality, achievement and learning. Our dedication to ensuring that our young people leave the school as independent and responsible citizens means that our work supports and fulfils the school’s duty to promote British Values, as defined by the DFE document ‘Promoting fundamental British values through SMSC in schools’. The document can be accessed here: https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc
Hall Green School aims to
- enable students to develop their self-knowledge, self-esteem and self-confidence;
- enable students to distinguish right from wrong and to respect the civil and criminal law of England;
- encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
- further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
- encourage respect for other people;
- encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England
The school addresses these areas through the curriculum. A range of subjects, including history, English, Business Studies and RE, directly teach key aspects of the values agenda. The pastoral work of the school is also central to developing pupils’ awareness of their rights and responsibilities. Whole school events, such as a recent mock general election, further add to pupils’ understanding of democracy and respect for other peoples’ opinions.
Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance. Visitors to Hall Green School often note the peaceful and collaborative atmosphere, and the good relationships between pupils and staff; the very essence of fundamental British Values.
If you are interested in further details of how the school delivers SMSC, please contact the school.
Mrs J Owen – Parent Governor – Chair of Governors
Mr D Adams – Headteacher
Mr M Hosfield – Companies Secretary
Mr B Bowles – Community Governor – Pastoral and Curriculum Committee
Mrs F Dennis-Stephens – Parent Governor – Pastoral and Curriculum Committee
Mrs M Shellis – Community Governor – Pastoral and Curriculum Committee
Mr M Alcott – Community Governor – Finance and GP Committee
Mr R Harvey – Community Governor
Mr K Chohan – Community Trustee
Mrs C McLoughlin – Staff Trustee – Pastoral and Curriculum Committee
Mrs Z Ziebeck – Staff Trustee – Pastoral and Curriculum Committee
Ms E Clarke – Parent Trustee
Mrs S Khan – Parent Trustee
Mr T Kambo – Parent Trustee
Contact details via the clerk and the governing body
Mr A Poulton
Phone: 0121 628 8787