Aspiration is one of the cornerstones of Arts & Media School Islington and is integral to our community of young scholars. In creating a supportive environment and providing an excellent education, we believe that a student’s background should be no obstacle to their education and their commitment to learn. At Arts & Media School a desire for knowledge and a thirst for learning are the key tools a child needs to realise their potential and succeed in achieving or exceeding their goals.
Pupil premium was introduced in 2011 to contribute to the raising of achievement for children with disadvantaged backgrounds.
|Current number of pupils on roll||657||October Census (2018)|
|Funding Received ||£38615.00||£386155|
|Current number of pupils on roll with access to Pupil Premium Funding including EVER 6 (%)||430|
|Number of students of Ever 6 list
Number of Current Students with FSM availability.
How is our pupil premium spent?
At Arts and Media every child is a scholar! We provide a robust curriculum and sound pastoral care that facilitates the academic success of all pupils. With this in mind, we provide the following intervention strategies, without discrimination, to ensure that the gap in progress and attainment for those children who are at a disadvantage is reduced.
|Targeted Intervention for Y11 Pupil Premium students. |
To improve the outcomes for Y11 High Ability Pupil Premium students at GCSE.
Raising awareness of the Pupil premium cohort, tracking the extra support and opportunities
|AAHT - Maths|
AAHT - English
|● More students improve results in Mock Examinations|
● More students obtain the target grades at GCSE
● Higher number of students receiving targeted support
|● Students attending Form Time mentoring sessions|
● Students take ownership of learning.
● Student confidence rises.
|● Continual monitoring post - mock examinations,
● Students achieve target GCSE grades.
● Data on PP students shared with staff.
● Outstanding tracking systems ensure that data is relevant and up to date.
|Increase Y11 achievement in English and Maths.|
To increase the number of students who achieve 9-4 in both Maths and English
|● High number of students achieve at least a standard or strong pass at GCSE.|
● Improved outcomes for students post GCSE.
● Targeted strategy for students on Alternative Provision
|● Teachers notice a growth in confidence and active learning within the classroom.|
● Data shows progress and the gap closing between peers.
● Behaviour improves as children strive to improve further.
● Improved test results.
● Gap in progress and attainment closes.
● Exam results improve.
|● Continual Monitoring post-mock exam.
● Provision of materials for Y11 students on Alternative Provision
● Assessment of work provided and consistent monitoring of outcomes of those Y11 students on Alternative Provision
● Strategies for those students who underperformed in Mock Examinations.
|Reduce the number of Pupil Premium students who are underachieving in Maths and English at KS3.||AMSI scholar club (afterschool)||● Improved confidence, attitude to learning and engagement with school.|
● Improved communications with parents/carers regarding student attendance and attainment.
● Higher start data in Y11 and stronger GCSE outcomes.
|● Fewer students underachieving.|
● Improved confidence and attitude to learning.
|● Consistent review of data.
● Consistent review of interventions.
|Mentoring & Attainment|
Our school runs Achievement, Inspiration and Mentoring sessions weekly. All students are encouraged to attend after school for one hour.
The Mentoring sessions are targeted at students who require assistance in progressing through to KS5
|Staff Overtime |
|● Students are able to look forward to their own futures and map their learning journey to succeed.|
● Attainment improves because students are inspired and focused on their own development both academically and personally.
|● Focused and inspired students in classrooms.|
● Achievement is raised due to additional access to all subject areas.
● The strategies and advice given are in use and observed in lessons.
● Grades improve and gaps in learning close and are evident.
● Attendance and behaviour improves due improvement in personal skill set of individuals.
● AIM Timetable.
● Data on progression/transition KS5
● Learning Walks
Our school provides study guides at subsidised rates that are cheaper than the high street.
|● Access to expensive study guides ensures that the learning experience is the same for all.|
● Pupils do not feel that they have a barrier to their learning due to financial pressure.
|● Students are happy in class – peer pressure is removed because each child has access.|
● Improved outcomes shown in books.
● Positive feedback during learning time is observed.
● Progress and attainment raised and is evident in data and exam results.
|● Exam Results
● Data on sales of guides
All school visits and trips are heavily subsidised by the school for pupils who are eligible for FSM.
|Variable – decided on trip by trip basis|
|● Pupils gain access to offsite educational activities that may be out of bounds for financial reasons.|
● Pupils feel part of the class.
● Extended Learning objectives met.
|● Number of pupils attending.|
● Confidence elevated and learning progresses.
|● Educational Visits data.
● Attendance of Pupil Premium Students (summary)
|InTo University & London School of Economics|
We work in partnership with Into University, a charitable organisation which targets deprived pupils from a very early age
London School of Economics (LSE) provide mentoring sessions for our Y11 students.
|No cost||● Pupils gain access to a dedicated team of professionals. |
● Pupils gain experience of an enterprise that is dedicated to enabling pupils to have skills that will move them through their educational practice without discrimination.
● Pupils empowered with knowledge and understanding.
● Individual skill sets increase.
|● Confident learners|
● Progress is seen through marking of work and verbal feedback during lessons.
● Aspirations raised via mentoring programme.
|● Number of attendees .
● Case Studies
● Feedback from Into University and LSE.
|Pupil-Premium Resource Fund|
This fund is used to supply resources for students - extra curricular activities etc
|£3500||● Pupils are able to attend visits without prejudice.|
● Pupils are able to come to school in the correct uniform and footwear.
|● Use of fund||● Use of fund.|
|Pupil Support Team|
Statistics show that pupils who are entitled to FSM have a high persistent absence rate.
Absence rates are higher for pupils who are known to be eligible for and claiming free school meals. The overall absence rate for these pupils was 7.0 per cent, compared to 4.0 per cent for non-FSM pupils. The persistent absence rate for pupils who were eligible for FSM was more than twice the rate for pupils not eligible for FSM (21.3 per cent and 8.3 per cent respectively). –
DFE –Oct 17
The school employs a dedicated team who ensure that pupils are attend school regularly and are safe and secure.
Welfare x 1
|● Barriers to attending school are broken down by continued communication with children and parents.|
● Barriers to learning narrow due to the intervention of mentoring and H.O.Y support.
● Pupils are able to build solid relationships with their peers and the adults at school.
● Behaviour changes.
● Progress and attainment improves.
● Pupils are safe and their well-being improves.
|● % absence of Pupil Premium children rises.|
● Persistent absence rate falls.
● Contact with parents on the day of the first absence.
● Consistent and accurate monitoring.
● Pupils report that they feel safe and secure in school.
|● Visible rise in attendance rates month on month, year on year.
● Pupil Survey & Pupil Voice (school council).
● Termly Census reports
Students who are at risk of permanent exclusion are catered for with an appropriate alternative provision
|£80,000||● Barriers to learning are reduced.|
● Peers are able to be productive in classrooms at AMSI
● Pupils at the provision are helped to keep themselves motivated
|● Behaviour is controlled.|
● Pupils at Alternative Provision use the strategies given to be able to move forward.
● Pupils return from alternative provision.
|● Case Studies
● Data on Behaviour and rewards system.
● Exclusions data.
● Data on Return to school meetings.
Available to all students
|No charge||● Pupils, are warm, safe and ready to start the day.|
● Safe harbour for those whose parents work and are not able to provide care from 8am.
|● Happy, safe students.|
● Revitalised and energised pupils because they are well nourished.
● Whole school attendance rises and Late for school figure drops.
|● Whole school attendance figure
● Late for school data.