Pupil Premium

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

Evaluation of Actions 2017 - 2018

PP Evaluation.

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.
Purchase of specialist materials in subjects, such as Art and Technology as well as ICT support. This also includes on mass buying of Revision Guides. Each student was allocated £10 to choose a selection of revision guides and PP students were offered £15. PP students were also all purchased a full collection of English, English Literature and Maths revision guides.

£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