Skip to content ↓

Pupil Premium 2015-16

Pupil Premium 2015/16

How did our Pupil Premium students do in 2015/16?


2015-16 Pupil Premium


Number of Students



Percentage of Cohort



% Achieving Basics (A*-C in English and Maths)



Progress8 (provisional)











Dene Magna’s allocation of Pupil Premium funding has been used for the following purposes:

We have 2 Pupil Premium Champions who work alongside our house system. Therefore they oversee 2 houses' each. The Pupil Premium Champion will have a 5-year journey with the students and parents/carers whilst at Dene Magna School. Both Pupil Premium Champions are non tutors. This allows students the availability to access further support if needed and also the Pupil Premium Champions to carry out any additional intervention work required. The Pupil Premium Champions have a dedicated office which is in the centre of the school. Therefore the students know where to go if they need further advice or support in a confidential area. 

Ms LeMarechal
Pupil Premium Champion
Mr James
Pupil Premium Champion

To part fund the introduction of two Year 7 Literacy Focus Groups (LFG).  These small groups are populated by children who require additional support to enable them to acquire age-appropriate Literacy Skills and ultimately enable them to make the required two levels of progress at Key Stage 3.  The LFG is taught by experienced Learning Support Teachers and LFG is also supported by a Teaching Assistant.  Children are selected for the LFG using baseline data, information from primary school colleagues and information provided by the children’s parents.

To part fund the well-established Literacy Support Groups (LSG).  Children are selected to join the LSG following a rigorous period of individual assessment by a Learning Support Teacher.  Furthermore, the view and advice of the MFL department, the Year 7 Pastoral Team and members of the English department.  Children for whom further Literacy support is desirable are disapplied from French and taught in three small groups (maximum group size 7) for 6 lessons per fortnight during Year 7 and 8.  The LSG groups study Functional English and Maths skills in Year 9 in preparation for GCSE Maths and English.

Part fund RAIS (the school’s Inclusion Unit)

A school counsellor who is able to undertake a period of therapeutic counselling for a given number of sessions.

Student Support Mentors who are available to support students and their parents.

To fund in school and out of school educations visits and experiences:

Year 8 on-site Civil War Day

Year 7 visit to Belmont Abbey (to complement the Medieval Realms Scheme of Work

Year 9 visit to the Black Country Museum (to complete the History Scheme of Work about Britain’s Industrial Revolution).

Social experiences – to a theatre production or sporting event.

The above bullet points are examples; this is not an exhaustive list.

Fund additional Maths tuition for Gifted and Talented Year 11 Mathematicians.  Students are taught Additional Maths (the first two topics for the ‘A’ Level Maths Syllabus) by a qualified Maths teacher after school every Friday until the Year 11 student’s official leaving date.

Music bursaries to facilitate music tuition given by a peripatetic music tutor to enable a child to learn to play an instrument of his/her choice.

Purchase of specific items of equipment.  These are items such as uniform, PE Kit, school equipment, laptops, ingredients for lessons, voice Recognition software, word processing software, adapted items of equipment to enable those with poor muscle tone or who are short of stature to participate fully in Food Technology lessons, e-books to which students have access at home via PC and USB sticks loaded with revision material for Year 11 students.

Maths tuition for students on C/D borderline at GCSE.  Additional Maths tuition for children for whom Maths is a particular challenge to ensure they develop confidence within the subject.

Year 7 Paired Reading Programme, which is designed to encourage reading and develop confidence with texts. The purchase of fiction and non-fiction books of appropriate reading age and interact age for use during the Paired Reading Programme.

Fund private Educational Psychology assessments, which are then used to design a supportive parenting and educational programme for vulnerable students.

Fund part-time employment of EWO to work alongside families whose children have a history of low attendance.

Minibus transport to school for those with low attendance.

Minibus transport for parents to attend parents evenings.

HLTA working alongside students during lunchtime in order to provide additional adult support and guidance to those students who experience difficulties with the satisfactory completion of homework and to enable students to develop independent learning skills.

Provide individual and personalised assessments of pupil premium students to ascertain their eligibility for GCSE access arrangements and thus ensuring optimum chances of GCSE success.

HLTA facilitating lunchtime Number Shark and Word Shark computer-based ICT sessions thus enabling students to develop and utilise their numeracy and literacy skills, thus increasing confidence and attainment.

An exhaustive assessment of Year 6 children during Induction Week.  The assessment consists of a standardised spelling and reading test and the students produce a piece of freewriting. Those children whose reading and spelling ages are below the Standard score of 85 will be re-assessed on an individual and personalised basis to ascertain the level of special needs support required to enable vulnerable students to make optimum progress.

Year 6 Summer transition programme.

Enable students to participate in off-site activities during the school’s Time Table Suspension (enrichment activities) week.

One to one Literacy and Numeracy tuition delivered by teachers with the requisite English/Maths/SpLD qualification.

High level of Teaching Assistant (TA) support across the curriculum.

A TA accompanies students to their off school site college course and supports them during the college working day.

Visits to universities to raise aspirations of pupil premium students.

One to one Literacy and Numeracy tuition to support Year 7 children who did not attain KS2 SATS Level 4 in English and Maths.

HLTA to deliver Social Use of Language Programme to pupil premium students to enable them to better understand the subtle nuances of social interaction both verbal and non-verbal.

Off-site college course for pupil premium students to provide a vocational element to their KS4 studies to prepare them over a long term period for life post 16.

INSET delivered by ATS to enable TAs to deliver oral intervention programmes and social use of Language Programmes.

Language and speech assessments.

Pupil Premium Income and Expenditure

The Pupil Premium income for the academic year of 2015/16 consists of:

Income Funding Actual  
Pupil Premium Funding £129,358  
LAC Pupil Premium £4,582  
Year 7 Catch-Up Funding £12,500  
Total Income  £146,440  
Expenditure   Objectives
Curriculum Interventions/Staffing    
Literacy Focus/Support Groups (Staff Cost + Lunchtime ILT Sessions) £82,692 1
Pupil Premium Co-Ordinators (£2k x 30% on costs x 2 posts) £5,200 2
Year 7 Catch-Up Interventions £12,500 3
Student Support and Pastoral Care    
Student support work (14.8%) £0 4
Counsellor £9,290 5
Attendance interventions £2,400 6
Uniform Assistance £333 7
Taxis and Transport Provision £1,512 8
Pupil PEP Review Actions - Student Specific £0  
Specific Interventions (including LAC expenditure) £31,501  
Clubs/Activities/Student Initiatives    
Educational Visits £494 9
Music Tuition £400 10
Equipment/Resources £118 11

























1. Attainment and achievement measures to show a significant reduction in the gap between PP and non-PP students in 2015.

2. To coordinate all aspects of work to ensure that PP students achieve both in and out of the classroom.

3. To support students to attain their target grades in all subjects.

4. To act as key workers for students who experience significant barriers to learning, in particular students for whom engagement and/or behaviour is a concern.

  • To raise aspirations
  • To increase parental engagement.

5. To act as a key worker for students who experience significant barriers to learning.

6. To improve attendance.

7. To enable students to feel part of the school community.

8. To improve the attendance of pupils and parents to key events.

9. To promote engagement in the curriculum and maximise attainment in controlled assessment components.

10. To promote and facilitate engagement in, and enjoyment of, learning music inside the school.

11. To enable students to feel part of the school community and be ready to learn.