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Mulberry School for Girls Pupil Premium Impact Report

May 2016

The Pupil Premium is additional funding for publicly-funded schools in England to raise the attainment of disadvantaged students and close the gap between them and their peers. At Mulberry, the Pupil Premium is used to provide targeted enrichment and support for groups of students who need different types of intervention so that they can engage with the school’s aims effectively. (See the separate document “Case Study: Effective Use of the Pupil Premium” for the scope of our intervention.)

Mulberry had 792 students eligible for Pupil Premium in the 2015-16 financial year (69% of the school cohort). 29% of students nationally are eligible. Our total funding was £674,840 (5% of the school’s revenue funding) excluding Summer School which is separately evaluated.  

This report presents the impact of our use of this funding, evidenced in exam outcomes, progress data, attendance data and other indicators where relevant. The report looks separately at the impact on 2015 outcomes, on progress of the current Y11 and the current Y7-10.

Headlines

  • The progression rate to university, and to Russell Group universities, is significantly higher for disadvantaged students at Mulberry than for non-disadvantaged students nationally (school and national data)
  • In 2015, the gap between disadvantaged and non-disadvantaged Y11 students at Mulberry was significantly less than the national gap, for all published indicators. (Raise-on-line 2015)
  • Gaps for all indicators are on a downward trend over the last three years. (Raise on line 2013-15)
  • In 2015, disadvantaged Y11 students did better at Mulberry than non-disadvantaged Y11 students nationally for all published indicators except Maths progress. (Raise-on-line 2015)
    • Current Y11 predictions suggest a further reduction in (or reversal of) these gaps for all indicators (school data – prediction 3)
    • Current Y10 data shows that the gaps for all indicators, except exceeding expected progress in English, are lower than for last year’s Y10 at the same time (school data – spring 2)
    • Specific interventions have had a measurable impact on progress and attendance. Beyond this, evaluations show the value students place on the additional support and opportunities.
    • In totality, Mulberry’s provision for disadvantaged students is accelerating their progress and participation significantly, compared to their peers nationally. Detailed evaluations for each funded provision, showing hard and soft indicators are available
 

Gap PP/non PP

 

Less strong than other   areas

 

Data not available

National gap increase

National gap decrease