The Philip Morant school has a significant number of students who are part of service families. For each service child at Philip Morant we receive a Service Pupil Premium grant of approximately £300 per student, per year. The Department for Education states that this extra funding should be primarily used to offer pastoral support to students during periods of parental deployment or mobility.
Every student meets with their tutor each morning and all tutors are aware of the children in their tutor groups who belong to service families. Each student belongs to a House and every student has access to their House Manager who is responsible for the overall pastoral care of their House. Furthermore, the House Managers can direct individual students to more specialised provision if required. Where a need is identified students are able to access 1:1 pastoral support through our THRIVE provision and counselling services.
Each House also has a Raising Standards Leader. The Raising Standards Leaders are responsible for the academic performance of the students in their House. Raising Standards Leaders regularly review the academic performance of students from service families and intervene as appropriate.
We are also privileged to have a former Regimental Sergeant Major on our teaching staff and in the RSL team who acts as a point of contact for service families for anything that does not quite fit into the pastoral / academic umbrellas. Furthermore, throughout the year he will arrange opportunities for the children of service families to meet and share their experiences.
We have completed our annual review of how the premium is used. This is detailed further in the ‘Guide to Service Families’ and our ‘Strategy for 2018 – 2019’. The next review will take place in September 2019 when we would welcome any comments and ideas.
Strategy 2018 - 2019
Service Children Strategy / Self-Evaluation
| 1. Summary information | ||||||
| School | The Philip Morant School & College | |||||
| Academic Year | 2018/19 | Total budget | £30,000 | Date of most recent review | Oct 18 | |
| Total number of pupils | 1605 | Number of pupils eligible | 103 | Date for next internal review of this strategy | Sept 19 | |
| 2. Barriers to future attainment (for eligible pupils) | |||
| Academic barriers (issues to be addressed in school, such as poor oral language skills) | |||
| A. | Emotional issues resulting from deployment / mobility effect schooling | ||
| B. | Lower levels of attainment due to deployment / mobility | ||
| C. | Lower attendance due to deployment /mobility | ||
| Additional barriers (including issues which also require action outside school, such as low attendance rates) | |||
| D. | Low attendance of certain students | ||
| 3. Intended outcomes (specific outcomes and how they will be measured) | Success criteria | ||
| A. | Attendance in line with whole school | ||
| B. | Attainment above or in line with all students | ||
| C. | Students are happy in school and are confident learners | ||
| 4. Planned expenditure | |||||
| Academic year | 2018 – 2019 | ||||
| i. Support 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? |
| All students have a tutor, whom they see each morning.
All students have access to their House Managers. Students can access more individualised support (1:1, counselling through HM) |
Students are happy and successful in school. Better attendance and less behavioural issues. | The emotional strain resulting from deployment or mobility can affect mental health and academic studies. | Termly review of attendance and behavioural data. | LHL | July 2019 |
| Total budgeted cost | £% of overall cost | ||||
| 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? |
| Half Termly SPP Breakfast | Students are supported by their peers | Best Practice Guide | Monitoring of attendance, Student Voice, Annual Review with parents. | LHL | July 2019 |
| Routinely ask for information from parents of dates of deployment and / or mobility | School aware of times of potential vulnerability and able to take pre-emptive action. | The emotional strain resulting from deployment or mobility can affect mental health and academic studies. | Responses to letters / quality of information received. | AMU | July 2019 |
| RSL Team to regularly review data for SPP children and intervene as appropriate | SPP students out perform all others | Tracking works (best practice guide) | Student data will be in line with all others. | AMU | On going |
| Specific focus on SPP in attendance and behaviour reports | Leads to interventions which raise attendance and reduce poor behaviour | The emotional strain resulting from deployment or mobility can affect mental health and academic studies. | Regular reports are being produced and disseminated. | JNN |
| Total budgeted cost | £1000 + % of RSL TLRs |
| 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? |
| Leaflet created and sent to all SPP Parents detailing how money is sent and the support that is on offer – put on website | Parents are positive about support offered | Best Practice Guide, AFF | Letter sent, Guide on website, Annual Review with parents. | AMU | Done |
| A member of Admin is responsible for ensuring that as much paperwork as possible follows our students if they leave PM and that we get as much info as possible from schools sending students to PM. | Improved transitions for students if they move school | The emotional strain resulting from deployment or mobility can affect mental health and academic studies. | Review with Admin – identify how many students this relates too | AMU | July 2019 |
| Total budgeted cost | £ | ||||
