All students qualifying for the Pupil Premium benefit from additional academic support and encouragement to ensure they are successful at school. Our aim is to close any gap in attainment and achievement between them and their non-Pupil Premium peers.
Further information about the Pupil Premium can be found at www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings
Pupil Premium Strategy 2018 - 2019
Pupil Premium Strategy / Self-Evaluation
| 1. Summary information | ||||||
| School | The Philip Morant School & College | |||||
| Academic Year | 2018/19 | Total PP budget | £317,900 | Date of most recent PP Review | n/a | |
| Total number of pupils | 1605 | Number of pupils eligible for PP | 303 | Date for next internal review of this strategy | 1/11/18 | |
| 2. Current attainment | |||||
| Pupils eligible for PP | Pupils not eligible for PP (national average) | ||||
| Progress 8 Score | -0.28 | ||||
| Attainment 8 Score | 4.3 | ||||
| 3. Barriers to future attainment (for pupils eligible for PP) | |||||
| Academic barriers (issues to be addressed in school, such as poor oral language skills) | |||||
| A. | Students not being challenged in their learning (Ofsted, 2018) | ||||
| B. | Barriers to learning of individuals not identified and addressed | ||||
| C. | Time to catch up with peers due to underachievement in the past? | ||||
| D. | Reading & Comprehension | ||||
| Additional barriers (including issues which also require action outside school, such as low attendance rates) | |||||
| E. | Low Attendance | ||||
| F. | Lack of parental engagement and support | ||||
| 4. Intended outcomes (specific outcomes and how they will be measured) | Success criteria | ||||
| A. | Increased attainment and progress | 4.9 / 0.1 | |||
| B. | Increased Attendance | No less than Year Group | |||
| C. | Increased parental support and engagement | Attendance at PTIs | |||
| 5. Planned expenditure | |||||
| Academic year | 2018 – 2019 | ||||
| i. Quality of teaching for all | |||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
| Whole School CPD ‘Research Groups’ | Attainment of all students will increase due to better QTF | QFT identified by DfE as best way to raise attainment. Ofsted report (2018) identified that some students are not challenged. | T&L review to monitor impact / learning walks / lesson observations | CPY | Jan 2019
July 2019 |
| Re-visit strategies from 2017/18 (PP questioned, PP sat on route, setting) | Attainment of PP students increases in all year groups to be above whole cohort. | A range of strategies worked well last year. Most can be refreshed in a few minutes in briefings. | Learning Walks, reviews etc | DTL | Jan 2019
July 2019 |
| Reintroduction of homework | Attainment of all students will increase due to better QTF | EEF Toolkit identifies homework as low cost effective strategy. Exams analysis identified lack of homework as a barrier. | Monitoring of the homework that is set by T&L Team.
Monitoring of completion of HW by PPG by RSL team |
CPY
RHE AMU |
Jan 2019
July 2019 |
| Development of feedback strategies & Development tasks | Attainment of all students will increase due to better QTF | Identified in EEF Toolkit as highest impact strategy. | T&L review to monitor impact / learning walks / lesson observations | CPY | Jan 2019
July 2019 |
| Teaching staff to visit Y5&6 classes in feeders to better join curriculum | Greater awareness of students proficiencies = removal of ‘dip’ between Year 6 & 7 which has particular impact on PPG | ‘No Wasted Years’ (Ofsted) | Well planned | AMU | Early Spring 2019 |
| Extra set in Maths & English | Enables greater support for all PPG students as teacher pupil ratio is less | In place | AMU | ||
| Total budgeted cost | £80,000 | ||||
| ii. Targeted support | |||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
| Identify barriers to learning and also preferred ways of learning. | Improved outcomes | EEF identifies meta cognition as one of the top ways to improve outcomes. | RSL team will have met with students and families.
Questionnaire developed and used with students in tutor time |
AMU | December 2018 |
| Instruction on memory techniques for Y8, 10
& 11 |
DP8 increase from -0.28 to +ve and 5+E&M to 30% (2018/19) | Student feedback after sessions, internal & external examination results | AMU | Feb 2019 | |
| Purchasing of Revision Guides for PP students | PPP8 to be at least 0.2 in 2020 and 5+E&M increase to 35% | Cited as a reason for success by students in previous cohorts. | Focus groups | AMU | ASAP for current Year 10 |
| Additional Core Support during reduced Timetables | PPP8 increase from -0.28 to +ve and 5+E&M increase to 30% in 2019 | Cited as a reason for success by students in previous cohorts. | Students in groups, feedback from those students | DTL | November 18 |
| RSL team maintain a tight focus on the attainment of PP students | PPP8 increase from -0.28 to +ve and 5+E&M increase to 30% in 2019. Progress of PP in line with whole school in all year groups. | RSL team had +ve impact on students they worked closely with last year. Mentoring has an impact | Termly analysis of in house performance data. | RHE | On going |
| Peer Mentoring – initially using KS4 PPG to support Y7 Catch up cohort. | PPP8 increase from -0.28 to +ve and 5+E&M increase to 30% in 2019 | EEF Toolkit identifies this strategy as impactful | Reviews after first round | AMU | February |
| Year 7 Catch Up Programme formalised
|
Enhance outcomes for those who came to PM below 100. | Funding is received for this purpose | Review by CBE leading to presentation to SLT and recommendations | CBE | On going |
| SLT Mentoring | Improve outcomes for Year 11 | Worked last year | DTL AMU | ||
| PPG Catch Up Period 6 for identified students | Enable students who have fallen behind peers to get ahead | AMU | |||
| Total budgeted cost | £30,000 / £20,000 | ||||
| iii. Other approaches | |||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
| Excellent Pastoral Support delivered by House Managers | Students are happy and successful in school | Various | Focus Groups and Student Survey | DFX | In line with whole school review schedule |
| Targeted pastoral support available where there is a need | Students are happy and successful in school | Our tiers of support (THRIVE, EMHS, Counselling) meant hardly any exams were missed last year. | Focus Groups and Student Survey | DFX | In line with whole school review schedule |
| Access Arrangements / Lucid Exact screening process | Students are more successful in exams as appropriate support is in place | Recent exam results | Monitoring of process | AMU / SBE | After Mocks and every summer |
| Enhanced monitoring of absence | Attendance and PA rate to be in line with whole school | 2017 / 18 D attendance = 91.1%; Non D = 95.5%. D PA = 27.7% Non D PA = 9.6% | Half termly meeting with AP Attendance and AP Outcomes to review figures and interventions. | JNN | Dec 2018 |
| Monitoring of PP parental attendance at events | Increased parental engagement | Better record keeping of PTI attendance, trip take up etc | Records on GO – intervention following on (need to improve booking system admin) | AMU | On going |
| Parental Workshop | Increased parental support of students | Methods to be explored | At least one event has happened | AMU / RHE | Summer 2019 |
| Careers Action Plan | Increased aspirations | Without a good understanding of the range of jobs available students will be less likely to strive to achieve | Annual careers survey | MMN | On going |
| Total budgeted cost | £80,000 | ||||
Year 7 Catch Up Strategy 2018 - 2019
Year 7 Catch Up Strategy / Self-Evaluation
| 1. Summary information | ||||||
| School | The Philip Morant School & College | |||||
| Academic Year | 2018/19 | Total budget | £19,653 | Date of most recent review | n/a | |
| Total number of pupils | 1605 | Number of pupils eligible | 48 | Date for next internal review of this strategy | Jan 19 | |
| 2. Current attainment | |||||
| 3. Barriers to future attainment (for eligible pupils) | |||||
| Academic barriers (issues to be addressed in school, such as poor oral language skills) | |||||
| A. | Low starting points in English and Maths | ||||
| B. | Poor handwriting and Spelling | ||||
| C. | Poor Reading Skills | ||||
| Additional barriers (including issues which also require action outside school, such as low attendance rates) | |||||
| D. | Low attendance of certain students | ||||
| E. | |||||
| 4. Intended outcomes (specific outcomes and how they will be measured) | Success criteria | ||||
| A. | Enhance student’s ability in English and Maths | Improved scaled score when sitting the following years KS2 papers | |||
| B. | Improve students Handwriting and Spelling | Compare writing and spelling throughout the year | |||
| C. | Improve reading | Improved scaled score when sitting the following years KS2 papers | |||
| 5. Planned expenditure | |||||||||
| Academic year | 2018 – 2019 | ||||||||
| The three headings enable you to demonstrate how you are using the Catch Up funding to improve classroom pedagogy, provide targeted support and support whole school strategies | |||||||||
| i. Quality of teaching for all | |||||||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When is review of implementation? | ||||
| Teaching for Mastery in Maths | Acquire a deep, long-term, secure and adaptable understanding of Maths | Underpinned by research on task design, variation theory, concept development & raising achievement. | Learning Walks / M&E | Carina Hicks/
Alice Davies |
July 2019 | ||||
| Highlight students in Year 7 Catch Up cohort | Increased awareness of this cohort will lead to a greater focus on them and better outcomes. | Learning Walks & Student Voice | CBE | July 2019 | |||||
| Total budgeted cost | £3,000 | ||||||||
| ii. Targeted support | |||||||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When is review of implementation? | ||||
| Small Group Intervention for Maths | Significantly improved KS2 score at end of year. | Studies suggest student’s in small group tuition are given greater feedback and given work to do which is closely matched to their needs. | Attendance check, teacher feedback, End of Year ‘KS2 tests’. | ADS/MDN | July 2019 | ||||
| Small group intervention for English | Significantly improved KS2 score at end of year. | Studies suggest student’s in small group tuition are given greater feedback and given work to do which is closely matched to their needs. | Attendance check, teacher feedback, End of Year ‘KS2 tests’. | PSH/SES | July 2019 | ||||
| Accelerated Reader in Tutor Time | Improve students reading skills from KS2 | Accelerated Reader involves reading eBooks and eTextbooks to promote text comprehension alongside playing online quizzes etc. Proven to be effective. | Attendance check, teacher feedback, End of Year ‘KS2 tests’.
|
GPL | Easter 2019 | ||||
| Total budgeted cost | £8,000 | ||||||||
| iii. Other approaches | |||||
| Action | Intended outcome | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When is review of implementation? |
| Spelling and Handwriting in Tutor Time | Improve student’s spelling and handwriting | Writing interventions assessed were found to be effective by EEF. Improving Writing Quality saw a high positive effect (Torgerson & Torgerson, 2014c). | Referrals only made by Heather Clarkson (SENCO) /Check that students are attending their support | GPL | Spring 2019 |
| Appoint Year 7 Catch Up Co-ordinator | Catch Up strategies become ever more effective and outcomes for cohort increase year on year. | Re-test cohort with new KS2 tests each July. Annual review with all involved. | AMU | July 2019 | |
| Visits to feeder Primary Schools | Plan schemes of work that promote continuity of curriculum and of teaching and learning styles/ Bridge units which include joint working between teachers in different Key Stages to promote an understanding of pupils’ abilities and levels of knowledge. | Evidence shows that school visits and induction programmes can improve social and academic outcomes provided they are well planned and resourced | Organise visit to Primary Schools | CBE | Spring 2019 |
| Total budgeted cost | £3,000 | ||||
| 6. Additional detail |
| NOTE:
Strategies identified above are targeted for students who scored below 95 scaled score in Maths or English. Those who have scored between 95-100 have been identified and will be made aware to teachers. These students should make progress in lesson as they are now with subject specialists and teaching for mastery is taking place in all lesson.
|
Progress & Attainment 2017 - 2018
| All Students | Disadvantaged Students | |
|---|---|---|
| Progress 8 | +0.14 | -0.28 |
| Attainment 8 | 4.9 | 4.0 |
| Maths Progress | 0.00 | -0.3 |
| English Progress | +0.1 | -0.2 |
Pupil Premium Strategy 2017-18
Pupil Premium Related Action 2017-18
Pupil Premium Impact Statement 2016-2017
The purpose of the Pupil Premium is to narrow the attainment and progress between students from low income families and their peers by ensuring that this funding reaches the student who need it most. Schools have the freedom to spend this funding as they see fit based upon their knowledge of pupil needs.
| Current Attainment: | |||
| Disadvantaged (PMS)
2016 Validated data |
Disadvantaged other (national average) | Disadvantaged other (PMS) | |
| Progress 8 | -0.29 | 0.00 | 0.18 |
| Progress 8
English element |
-0.29 | 0.00 | 0.26 |
| Progress 8
Maths element |
-0.05 | 0.00 | 0.35 |
| Disadvantaged (PMS)
2017 validated data |
Disadvantaged other (national average) | Disadvantaged other (PMS) | |
| Progress 8 | -0.68 | 0.00 | -0.28 |
| Progress 8
English element |
-0.4 | 0.00 | -0.1 |
| Progress 8
Maths element |
-0.3 | 0.00 | -0.1 |
Barriers to future attainment (for pupils eligible for PP)
- Low prior attainment
- Low levels of literacy and numeracy
- Challenging social, emotional and behavioural needs.
- Low attendance
| Desired outcomes: | Success Criteria: | |
| A.
|
Increased attainment overall for disadvantaged pupils. | A diminishing of the difference between disadvantaged and disadvantaged – eventually leading to no gap at all. |
| B. | Increased attainment for disadvantaged pupils in Maths and English | A diminishing of the difference between disadvantaged and disadvantaged – eventually leading to no gap at all. |
| C. | Improved behaviour for learning and engagement with school. | Reduction in the % of disadvantaged pupils who receive 1 or more fixed term exclusions.
Reduction in the % of disadvantaged pupils who receive 1 or more internal isolations. Overall ATL scores for disadvantaged pupils in line with all PMS pupils. |
| D. | Increased levels of attendance for disadvantaged pupils | Higher % of attendance for disadvantaged pupils than in 2016/17.
Lower % of persistent absentees who are disadvantaged than in 2016/2017. Overall rates of attendance and persistent absenteeism for disadvantaged pupils in line with other PMS pupils.
|
PPG Spending 2017/18
|
Description
|
Impact |
Cost |
|
Professional CPD delivered by the Teaching & Learning team.
|
Quality First Teaching will ensure all Pupil Premium students benefit from excellent academic provision and differentiated resources at all levels. Closing the Gap training and continued support will contribute to our ongoing successes. |
£59354.5 |
|
One to One Tutoring for identified students.
|
Students are assessed and tracked throughout the process and the support rotated to ensure as many students as possible improve their levels of progress in Maths and English.
|
£38,201 |
|
Specialist SEND/ Thrive Practitioner to work with target group of students
|
To remove barriers to learning for vulnerable students and increase capacity for promoting academic progress. To increase positive school engagement leading to positive behaviour for learning in classes.
|
£51,277 |
|
Additional teacher of Maths |
Diminish the difference in performance of disadvantaged students due to reduced class size and therefore improved teacher: student ratio.
|
£48,729 |
|
Additional teacher of English
|
Diminish the difference in performance of disadvantaged students due to reduced class size and therefore improved teacher: student ratio.
|
£40,561 |
|
Holiday Revision Sessions English/Maths Further Maths Engagement revision sessions
|
Increased support given to allow identified, underperforming students access to courses to improve their future life chances. Course to be run during holidays, after school and during school. To increase disadvantaged students’ engagement in Maths and English leading to a narrowing of the gap between disadvantaged and ‘other’ students nationally. |
£5,000 |
|
Specialised focused resources to support students within individual departments
|
Students are able to access the curriculum more effectively. |
£15,000 |
|
Introduction of RSL (Raising Standards Leader) for each House
|
To remove barriers to learning for vulnerable students and increase capacity for promoting academic progress. Improved tracking of student attendance, behaviour and progress.
|
£16,500 |
|
Development of reading recovery programme
|
Increased value added and improvements in student reading ages. Using |
£8,457 |
| Money available to purchase uniform for identified students
|
Support students’ self-esteem. |
£500 |
|
House & Principal trips to further support & reward identified students
|
Support students’ self-esteem, leading to increased engagement in school and positive behaviour for learning. |
£2,000 |
|
Afterschool Prove it Plus support club
|
Students can access IT resources and staff after school hours every day to aid and support learning. |
£10,000 |
|
Prove it Plus resources |
Students have access to numerous resources to help aid and support any work on Prove it +. It offers students additional support and increases capacity for promoting academic progress. |
£2,000
|
|
Prove it Plus family opportunities
|
Students and parents to be offered opportunities to come and listen and involve themselves in motivational activities provided by outside groups. Students will be encouraged to then engage in Prove it Plus tasks and be shown how to become a more independent learner.
|
£4,000 |
|
Total allocated
|
£293122.50 |
