Pupil Premium

Pupil Premium Funding was introduced by the Government in 2011 to address the disadvantage evident in the outcomes of young people entitled to Free School Meals (FSM), who are Looked After (LAC) or whose parents are in the Forces (Forces children).

2016-17 Pupil Premium Review


The funding for New Mills School last year amounted to £116,820. The detailed plan and review of how this funding was allocated can be found here.

There were some fantastic individual achievements from the fourteen Y11 students eligible for Pupil Premium in their GCSE results, one of whom achieved a Progress 8 score of above +1.3. This means she achieved over a grade more than national expectations from her starting points across all subjects.

The chart below is a summary of how the 2016-17 funding was spent:

PP Pie

The document below details some of the impact of this spending:

Whilst there has been some positive impact of the 2016-17 plan, the outcomes for these students remains a primary focus for New Mills School. Many of the systems, processes and initiatives that have been put in place need time to embed and show their full impact on students.

2017-18 Pupil Premium Plan

Our core purpose is to ensure that students of all abilities and backgrounds have high aspirations and achieve their potential. By continuing our relentless drive to maintain and improve the quality of teaching and learning we expect to further improve the outcomes of all the students at New Mills this will be demonstrated through our headline figures. We aim to identify skills gaps, and address them, as early as possible. Therefore, during the 2017 – 2018 academic year we will increase, and embed, our provision and interventions (when needed) in all year groups. The strategic aims of the pupil premium plan are:

  1. Being ready to learn. Being ready to learn is focused on making sure students attend school, on time.
  2. Engaging with school (students and families).  Engaging with school is ensuring that when the students are in school they make the most out of the opportunities afforded to them.  This aim involves supporting students to behave well, have good attitudes to learning, and participate in extra-curricular activities. It also involves working with families to make sure the child’s education is supported at home.
  3. Learning and achieving. Learning and achieving focuses on the outcomes of a student’s time at New Mills School. It looks at ways to maximise progress and attainment as well as the future education and careers of our students

The detailed pupil premium plan is based on these three strategic aims. A copy of the detailed plan is available to download here. The impact of each strategic aim of this work will be ascertained through the following measures comparing students eligible for the Pupil Premium with those who are not eligible:

  1.  Being ready to learn 
    • The percentage attendance for NMS disadvantaged students to be better than national disadvantaged, aiming towards the percentage for all pupils nationally
    • The percentage of NMS disadvantaged students who are persistently absent to be lower than national disadvantaged, aiming towards the percentage for all pupils nationally
    • The percentage of NMS disadvantaged students who are late to be lower than national average 
    • The proportion of NMS disadvantaged students with fixed term exclusions to be lower than national disadvantaged, aiming towards the percentage for all pupils nationally
  2. Engaging with school (students and families)
    • The proportion of C3 and C4 incidents from eligible students and non- eligible students to be in line with cohort proportions
    • A difference of less than 10% between eligible students and non- eligible students in the percentage of the parents attending parents evenings
    • A difference of less than 10% between eligible students and non- eligible students in the percentage of the students attending extra-curricular provision
    • No significant differences in 3R’s scores* or work scrutiny
    • Positive pupil voice
  3. Learning and achieving: For disadvantaged pupils as a cohort, and when analysed for gender and ability differences there is:
    • Less than 5% difference in the percentage of students achieving or exceeding expected targets
    • Attainment 8 scores in line with targets for the cohort
    • A difference of less than 10% between eligible students and non- eligible students on the basics measure
    • A difference of less than 10% between eligible students and non- eligible students on the EBacc measure
    • All D students continue to appropriate further education and training

 

The impact measures with historical data can be found here.