Pupil Premium

What is Pupil Premium?

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Pupil premium funding is available to:

  • Local authority maintained schools, including special schools and pupil referral units (PRUs)
  • Voluntary Sector alternative provision (AP), with local authority agreement
  • Special schools not maintained by the local authority (NMSS)
  • Academies and free schools, including special and AP academies

In the 2019 to 2020 financial year, schools will receive the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:

  • £1,320 for pupils in reception to year 6
  • £ 935 for pupils in year 7 to year 11

Schools will receive £2,300 for any pupil:

  • identified in the January 2019 school census or the alternative provision census as having left local authority care as a result of:
    • adoption
    • a special guardianship order
    • a child arrangements order (previously known as a residence order)
  • who has been in local authority care for 1 day or more
  • recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local authority care)

(https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings)

The percentage of students eligible for the PP funding is found below and shows that it is a significant number of the cohort and well above national.

Objectives in Spending PPG:

  1. To improve the outcomes for young from the low socio economic setting through improvement in  the quality of teaching
  2. To improve life chance of young people through targeted intervention programmes to raise self-esteem, engagement in learning and opportunities for extended curriculum.
  3. To support the learning of students through targeted behaviour management and emotional development programmes.
  4. To provide additional support in core subjects where slower progress of disadvantaged students has been identified
  5. To develop and train staff in the use of accurate data packages to analyse data and compare performance of different sub groups (early identification)
  6. To provide wider curriculum opportunities for students to develop additional life skill.

Moreton School – Pupil Premium Strategy 2019-20

1. Summary Information

Academic Year2019/2020
Total number of pupils718
Total PP budget388025
Number of pupils eligible for PP415
Date of most recent PP ReviewAugust 1, 2019
Date for next internal review of this strategyNovember 1, 2019

2.Current Performance Indicators 2019 Pupil outcomes (Provisional)

2. Current performance indicators 2019PP pupils (School)*Non PP pupils (National Average)
Progress 80.330.008
Attainment 839.8246.89
% of pupils achieving grade 9-5 in English and mathematics21.342.4
% of pupils achieving grade 9-4 in English and mathematics34.764.9
EBacc APS3.14.05
*Provisional Figures based on National estimates collaboration data taken from Sisra analytics 30 August 2019. Data will be updated once national figures are released.

Barriers to educational & achievement faced by students eligible for pupil premium funding

In-school barriers
ALower literacy, reading and oracy skills across all Year groups.
BLower numeracy skills across all Year groups.
CLower aspirations through limited cultural capital, role models and career options.
DFewer opportunities to develop independent learning skills.
External barriers
EPupil premium students have a lower rates of attendance
FA lack of parental involvement and support

Intended Outcomes

BarriersIntended outcomes and how they will be measuredSuccess criteria       
APP students to make rapid progress in their literacy, oracy and reading skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes.Reduction in the overall A8 and English A8 attainment gaps between the school PP averages and the non PP national averages.
BPP students to make rapid progress in their numeracy skills so that a narrowing of the attainment gap is evident in internal data over time for each cohort and in Key Stage 4 pupil outcomes.Reduction in the overall A8 and Mathematics A8 attainment gaps between the school PP averages and the non PP national averages.
CPP students to have opportunities to access to high quality careers advice and to develop employability skills through the steps to success programme.PP students to have ambitious career plans for themselves and a clear understanding of progression pathways into post 16 courses and beyond, to realise them.
DPP students to acquire and deploy a wide range of independent learning skills in the classroom and beyond.Increased engagement and participation in learning, so that rapid progress is made in the classroom leading to raised attainment.
ENarrow the gap between attendance of non-PP and PP studentsSchool figures to be above national average data.
FIncrease the involvement attendance of PP students’ parent/carers to parental all school events so that they can support and become more involved in their child’s learning? hence, enable them to support their learner.More parent/carers are engaged and involved in their child’s learning leading to improved pupil outcomes.

Intended Action

Desired outcomeChosen action/approachWhat is the evidence and rationale of this choice?How will you ensure it is implemented well?Staff LeadWhen will you review implementation?
A+B Raise and Maintain standards for attainment in English and mathematics whilst narrowing the gap between PP and other students in all cohorts, particularly for those with high KS2 prior attainment in some cohorts.To lower the pupil – teacher ratio in the core subjects by the provision of additional teaching staff.EEF research shows that reducing class size appears to result in around three months' additional progress for pupils, on average as it will improve the quality of teaching and learning by increasing the amount of high-quality feedback or one to one attention learners receive.Lesson observations/ learning walks.DH/English HOS/
Mathematics HOS
Half termly
Pupil feedback in marking log checks.
Data analysis and reporting.
A+B Improve literacy and numeracy skills across the curriculum.All students access a rigorous programme of additional literacy and numeracy during Form time and curriculum reading time.Increase in reading ages will allow pupils greater access the wider curriculum. Learning walks.
Pupil feedback.
Termly report.
Literacy/Numeracy Co-ordinatorsTermly
A Improve Literacy, Oracy and ReadingSpeak out challenge workshops in year 11 and oracy and vocab highlighted in marking logs to address needs in lessons.Improved oracy has been shown to have cognitive gains, including improved results in English, maths and science, the retention of subject-specific knowledge, and ‘transference’ of reasoning skills across subject areas. Increase oracy also improves personal and social gains, including attitudes towards learning, enhanced self-esteem and self-confidence, and a reduction in anxietya. Pupils feedback and assessment gradesOracy lead and English HOSDuring workshop and following assessment.
E Attendance for PP parent/carers improved to events and is having an impact.Systems will be put in place to make early contact with parent/carers and confirm attendance to events. Alternative dates and times will be offered where available and reasonable.Monitoring, tracking and timely contact made has been shown to make a difference in other schools.Monitoring of attendance compare to attendance for the same year group for their prior events.HKH / ASL and HOYAfter events and shared with SLT and Year teams
A+B To raise the % of PP students securing a strong or standard pass in English and mathematics to increase their life chances.Year 10 and 11 PP students to attend a residential event at an activity centre to focus on key English and mathematics weaknesses identified from GAP analyses of assessment data.Impact on outcomes for previous visits events has proven effective.Learning schedules will be tailored to the needs of individuals and groups of students following analyses of latest mock examinations in English and mathematics.HOS English/MathematicsYear 11 - May 2020
Year 10 - July 2020
Breakfast Clubs to run core and core subjects. These will ran along side period 7s for Year 11.This has proven to be a popular way of providing additional small group targeted support in sister school.Extra session registers
Quality assurance by SLT
HOS to report on the impact from data capturesTermly
C All PP students to have ambitious career pathways for themselves.Programme of career events for all year groups in place. All students to have a careers interview.Students are motivated and inspired to achieve their academic targets and develop employability skills to access career pathways of their choice.Careers reports.Assistant Vice Principal/Career Lead/ASLs/DoE LeadTermly
All students to be involved in the enrichment programme, looking at careers and financial wellbeing.Increased financial literacy will lead to greater ambition and drive to achieve.Carers advisor feedbackPupil VoiceTermly
All students to in KS3 have a Forest School programme that leads to DofE in KS4.Students are motivated and inspired to achieveMonitoring of the completion of the course.Completion of Bronze DofETermly

6. Review of Expenditure

Total Expenditure for 2018/19 £371,195

Desired outcomeChosen action/approachImpactEvaluationCost
To raise pupil outcomes in English, mathematics and science and increase life chances for all.To lower the pupil – teacher ratio in the core subjects by the provision of additional teaching staff (2 English teachers/1.5 Mathematics teacher)Additional staffing in mathematics meant that in Year 11 core groups, the average pupil – teacher ratio was 16 : 1. The Progress 8 data indicates that PP pupils made improved progress. This is mirrored in English and across the other year groups. This based on SISRa collaboration data as of 18 /09 /19 and will be updated once official figures are released.We intend to maintain the additional staffing in the core subjects to ensure that PP pupils strive to make positive progress.£124470
The emotional health and wellbeing of all pupils is not a barrier to their educational attainment and success.To provide a dedicated and skilled team of Heads of Year, one per year group, to provide a high quality pastoral service which supports pupils and their families.Students are attending school and are in lessons engaging in learning.Logs show that the HOY intervention had an impact and were successful. The number recorded incidents dropped over the course of the year and were lower when to the year before.£119070
A programme of mental health sessions was provided to Year 11 in the lead up to examsThe feedback from pupils attending the sessions was very positive.This was a popular and well received approach and one that we might offer again if there is a need.£2000
School attendance for PP pupils is above national averageTo provide an additional Attendance team member who focuses on supporting PP pupils and their families.Provisional school data for PP pupils has narrowed with the gap being 3% difference. This was an improvement from 5%.Improvements in attendance seen, with the gap narrowing.
Was the attendance for PP higher than the previous year’s figures?
£32400
To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances.Pupils attended a residential event at an activity and conference centre in Staffordshire at Easter (Whitemoor Lakes) to focus on key English and mathematics objectives. focus on key English and mathematics weaknesses identified from GAP analyses of assessment data.Modest increases in basics realised.
% of pupils attaining:
9-5 up 5% on 2018
9-4 up 2% on 2018
This approach was very popular with pupils. As well as having an impact on attainment, pupils enjoyed the social aspects of the event as well as taking part in a range of challenging outdoor activities. We intend to continue with this approach and have already visited with year 10.£20000
PP pupils took part in ‘Blast Days’ over the course of the year. Small numbers of pupils would spend the whole day with a subject specialist focusing on specific assessment objectives just before a mock examination.Pupils went onto improve their grades at a faster rate when compared to pupils that were not selected for the blast sessions.This approach was also very popular with pupils and made a demonstrable impact on attainment. We intend to continue with this approach.£2220

7. Approaches

Desired outcomeChosen action/approachEstimated impact:Lessons learnedCost
To ensure that all pupils were able to further consolidate their learning by having access to a range of high quality before and after-school and holiday examination preparation and revision sessions.A comprehensive programme of ‘Period 7’ and holiday sessions (Easter and Whitsun) covering the whole range of subjects was provided to Year 11 and Sixth Form pupils. Residential for pupils in year 10.The provisional A8 gap is 46.4 v 39.82. The gap narrowed over the course of the year.Pupils took full advantage of this approach. Feedback confirmed that ‘period 7’ sessions were the most beneficial. Over the Easter holiday 20 separate Year 11 session were put on across the whole range of subjects. £18000
To ensure that all pupils, for whom a large school setting is not appropriate, achieve in a range of qualifications and progress onto relevant post 16 courses or training.Pupils were found appropriate places at local alternative educational providers, Some will be short term such as switch.Pupils gained a range of academic and vocational qualifications and those on short term placements off-site have returned to Moreton.For some pupils alternative provision is a very successful approach. £25000
To ensure that all pupils were able to maximise their opportunities for independent learning at school and home to raise attainment further.Pupils were provided with high quality revision and study guides/resources across the curriculum, including online resources for homework quizzing and tracking.Feedback from pupils and teaching staff was very positive and that the resources were well used. 100% of Year 11 pupils who studied a modern foreign language? used the online ‘This is Language’ software weekly to improve their Listening skills.Pupils in this year’s the 2019/20 Year 11 cohort have already been given revision and study guides/resources. Some guides for the new qualifications are not published until later in the academic year.£12235
To ensure that all pupils were given opportunities to increase their cultural capital.Pupils were provided with opportunities to access a number of out-of-school enrichment opportunities including meet the author event, rock up trip, BBC studio Visit, Spanish trip and Dance trip to Paris.Feedback from pupils and teaching staff was very positive. Pupils gained culturally, socially and educationally from these experiences.We will continue to use PP funding to subsidise enrichment opportunities.£15800

 

 

Year 7 Catch up Premium

From April 2018 – March 2019, we received £10,075 of catch-up funding.
The funding was spent in the following ways:

ItemCost
Part funding TLR for Literacy to target student and improve reading and literacy whole school£1334
Part funding for Literacy reading whole school approach£4304
Reading books (additional books for students with lower levels of literacy and reading ages) Also fund staff during lunch time to enable reading groups to take place£1500
KS3 Intervention Sessions in focusing on small group intervention for reading, literacy and numeracy £3523
Part founding of TLR for KS3 Mathematics (focusing on specific underachievement and targeting these students in regular intervention sessions within Year 7)£1334

The total spend was £11,995, with some additional funding taken from the standard school budget to support.
The impact of this spending ensured that most of these students made expected progress during the year, securing their two sub-grades of progress within English and Mathematics. In regards to attainment, the average grade attained in English and Mathematics was 1+. This data is based on students sitting full end of year summer examinations, in which all content covered during the academic year was assessed.

2019/2020

For the academic year 2019-2020, it is anticipated that we will receive £11,083 of Year 7 catch-up funding, using estimates based on pupils number and last years allocation.
The intended spending is as follows:

Intended SpendCost
Half of TLR for key stage 3 lead in English to focus on underachievement in Year 7.£3000
Half of TLR for key stage 3 lead in Mathematics to focus on underachievement in Year 7.£3000
Reading Programme withdrawal groups£3500
Additional member of support staff for lowest ability group in Year 7 Mathematics for 5 periods a week.£3000
Additional Maths resources for Year 7 set 7 to support learning£500

Additional funding to be taken from main school budget.

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