Pupil Premium Strategy Statement
|School name||Moreton School|
|Pupils in school||782|
|Proportion of disadvantaged pupils||60.6%|
|Pupil premium allocation this academic year||£397,157|
|Number of pupils eligible for PP||474|
|Academic year or years covered by statement||2019/2020 – 2020/2021|
|Publish date||November 2020|
|Review date||August 2020|
|Statement authorised by||Nicola Bayliss|
|Pupil premium lead||Harmail Khela|
|Governor lead||Overseen by Amethyst Ambassadorial committee|
Disadvantaged pupil performance overview for last academic year
* Results are based on the 2020 Summer Exams which were the Centre Assessed Grades. Nationally the results were shown to be higher than expected, so caution should be taken in comparing these results to prior years. Teaching also switched to online from Monday 23rd March 2020, with Year 11 teaching suspended as advised by the Government. Year 11 Centre Assessed Grades were benchmarked using the prior year’s national averages and FFT summer analysis package which showed results closer to national average.
|Ebacc entry||18.3 %|
|Attainment 8||41.98 In school Increase by 2%|
|% Grade 5+ in English and maths||35.2 In school Increase by 13%|
Strategy aims for disadvantaged pupils
|Progress 8||Achieve national average for Progress 8 for the current Year 11 cohort.||August 2021|
|% Grade 5+ in English and maths||Achieve national average English and maths 5+ scores for similar schools.||August 2021|
|Literacy and oracy||Improve basic literacy, oracy, numeracy and financial literacy levels.||August 2021|
|Other||Improve attendance to above national average.||August 2021|
|Other||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.||August 2021|
|Other||Increased engagement and participation in learning, so that expected progress is made in the classroom leading to raised attainment. Adjust this so that virtual engagement will allow this to take place moving forward.||September 2021|
Teaching priorities for current academic year
|Priority 1||Reduction in class sizes in English and maths to support progress with the implementation of high-quality resources for each of these additional teachers to use. English and maths teachers to utilise specific TLAC strategies to support the attainment of students and increase their chance of achieving 9-5 Basics.|
|Priority 2||Develop specific literacy and oracy strategies to increase basic skills such with the use of curriculum reading time, the use of wider oracy, numeracy and finical literacy in the curriculum.|
|Priority 3||All pupils access additional literacy and numeracy support in lessons where appropriate. |
Staff are supported in their literacy and numeracy development including CPD to develop specific cross-curricular links.
|Barriers to learning these priorities address||Lower literacy, oracy, numeracy and financial literacy levels in disadvantaged students.|
Targeted academic support for current academic year
|Priority 1||Whitemoor Lakes residential focusing on English and Mathematics progress for specific objectives highlighted from GAP analysis from mock examination feedback from the week commencing 9th March 2021. If this is unable to run the focus will remain as in-house booster and blast sessions.|
|Priority 2||Delivery of whole year blast sessions starting at 9am in the morning to ensure that students have a healthy breakfast and focus on their specific areas of improvement across multiple subject areas.|
|Priority 3||A comprehensive programme of ‘blast’ and holiday sessions if able to run during (Easter and Whitsun) covering the whole range of subjects was provided to Year 11 and Sixth Form pupils. Residential for pupils in year 10.|
|Barriers to learning these priorities address||Lower progress of disadvantaged students.|
Wider strategies for current academic year
|Priority 1||All pupils to have access to a Forest School/DofE programme to increase aspirations and improve cultural capital of the students.|
|Priority 2||Programme of career events for all year groups planned to focus on the specific needs of individual groups.|
All pupils to have career interviews to focus on their aspirations and how to achieve them. Options for Year 8 involve an interview with either SLT or ASL to enable students to make a more informed decision.
|Barriers to learning these priorities address||PP students have limited access career plans for themselves and a less clear understanding of progression pathways into post 16 courses and beyond.|
|Priority 1||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. The system to be moved online using a platform such Parent Evening from school cloud.|
|Priority 2||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.|
|Priority 3||Purchasing of IT to support with further lockdowns and bubbles to enable access for PP students.|
|Barriers to learning these priorities address||Lower parental engagement of PP students.|
|Projected spending||£ 144,132|
Monitoring and implementation
|Teaching||Ensuring enough time is provided to allow for staff professional development and completion of knowledge books.||Use of focused teaching and learning briefings to support staff in developing TLAC; Improvements in supporting SEN through specific and focused twilight sessions running throughout the year. Inset days to be used to support the planning and further development of knowledge rich curriculum.|
|Targeted support||Ensuring the interventions are timely and staff can work with small groups to support attainment.||Additional payments made to staff to support the delivery of these sessions outside of the standard school day and for residential events.|
|Wider strategies||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.||Newly appointed lead to source external providers to up-skill students in readiness for pupils’ choices in post sixteen and beyond.|
Review: last year’s aims and outcomes
* Reviews should be considered with caution when compared external results due to results are based on the 2020 Summer Exams which were the Centre Assessed Grades. Nationally the results were shown to be higher than expected, so caution should be taken in comparing these results to prior years. Teaching also switched to online from Monday 23rd March 2020, with Year 11 teaching suspended as advised by the Government. Year 11 Centre Assessed Grades were benchmarked using the prior year’s national averages and FFT summer analysis package which showed results closer to national average.
|To raise pupil outcomes in English, mathematics and Science and increase life chances for all.||Partially achieved: Total pupil outcomes increased in English, maths, and Science with P8 scores still below NA for disadvantaged students in all elements, however improvements were made in all. |
Looking at the number of PP students who obtained grades 9-5 this improved by 14% from 21.3% from 2019 to 35.3 in 2020.
|To raise the % of PP pupils securing a strong or standard pass in English and mathematics to increase their life chances.||Not met.|
Whilst the number of disadvantaged students securing 9-4 and 9- 5 improved they are still well below NA.
|To increase attendance for disadvantaged students.||Partially achieved|
Attendance for disadvantaged students saw improvements in subgroups but was still below at 92.7%.
|To improve the levels of literacy and oracy in all pupils to allow access to the curriculum||Achieved. |
Pupils were provided with opportunities to access a number of out-of-school enrichment opportunities including Year 11 ‘meet the poets’ visits, speak up challenge hosted virtually this year after March 2020. Student voice was positive based on the number of opportunities available to students and their accessibility including funding support.
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:
|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 funding 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.
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:
|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.