Pupil Premium

Pupil Premium Strategy Statement

School Overview

MetricData
School nameMoreton School
Pupils in school782
Proportion of disadvantaged pupils60.6%
Pupil premium allocation this academic year£397,157
Number of pupils eligible for PP474
Academic year or years covered by statement2019/2020 – 2020/2021
Publish dateNovember 2020
Review dateAugust 2020
Statement authorised byNicola Bayliss
Pupil premium leadHarmail Khela
Governor leadOverseen 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.

Progress 8-0.49
Ebacc entry 18.3 %
Attainment 841.98 In school Increase by 2%
% Grade 5+ in English and maths35.2 In school Increase by 13%

Strategy aims for disadvantaged pupils

AimTargetTarget date
Progress 8Achieve national average for Progress 8 for the current Year 11 cohort.August 2021
% Grade 5+ in English and mathsAchieve national average English and maths 5+ scores for similar schools.August 2021
Literacy and oracyImprove basic literacy, oracy, numeracy and financial literacy levels.August 2021
OtherImprove attendance to above national average.August 2021
OtherPP 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
OtherIncreased 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

MeasureActivity
Priority 1Reduction 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 2Develop 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 3All 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 addressLower literacy, oracy, numeracy and financial literacy levels in disadvantaged students.
Projected spending £147,000

Targeted academic support for current academic year

MeasureActivity
Priority 1Whitemoor 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 2Delivery 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 3A 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 addressLower progress of disadvantaged students.
Projected spending£19,000

Wider strategies for current academic year

MeasureActivity
Priority 1All pupils to have access to a Forest School/DofE programme to increase aspirations and improve cultural capital of the students.
Priority 2Programme 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 addressPP students have limited access career plans for themselves and a less clear understanding of progression pathways into post 16 courses and beyond.
Projected spending£87,025

MeasureActivity
Priority 1Systems 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 2To 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 3Purchasing of IT to support with further lockdowns and bubbles to enable access for PP students.
Barriers to learning these priorities addressLower parental engagement of PP students.
Projected spending£ 144,132

Monitoring and implementation

AreaChallengeMitigating action
TeachingEnsuring 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 supportEnsuring 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 strategiesPP 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.

AimOutcome
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 curriculumAchieved.
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.

COVID-19 catch-up premium report

COVID-19 catch-up premium spending: summary

Total number of pupils:778
Amount of catch-up premium received per pupil:£80
Total catch-up premium budget:£62240

Strategy Statement

School catch-up priorities

  • To develop a recovery curriculum that reclaims all that is lost during the school closure, including social, emotional and academic losses.
  • To upskill staff with teaching and learning strategies and techniques post pandemic
  • To develop a programme of bespoke intervention to ensure that Year 11 students have the best possible chance of achieving their target grades and beyond, thus increasing life chances
  • To develop a Year 11 aspiration and mental/emotional health programme to foster motivation, positivity and hope during and after the pandemic
  • To develop a Year 10 intervention programme to ‘catch up’ lost learning
  • To develop a KS3 social and emotional programme; academic intervention, with a focus on core subjects

Core approaches to be implemented

  • Academic recovery curriculum review to focus on ‘Key Concepts’ as a way to address missed learning.
  • Social and emotional recovery embedded within each departmental curriculum; tailored sessions delivered in the form of assemblies, ‘Happiness Hour’, The Eden Centre and intervention.
  • CPD to support staff in structuring and delivering a recovery curriculum along with upskilling on teaching live lessons.
  • Teaching and Learning focus on retrieval, AFL, feedback, scaffolding as well as effective virtual lesson delivery.
  • Additional Year 11 intervention sessions running to support identified students; mental and physical health, emotional wellbeing, resilience and careers and aspiration sessions delivered to support students holistically.
  • Year 10 core ‘catch up’ intervention programme developed to ensure that students make rapid progress to make up for missed learning.
  • KS3 social and emotional programme developed and implemented by the pastoral intervention manager.
  • KS3 English and Maths ‘catch up’ sessions.

 

Overall Aims

  • Narrowing the attainment gap between disadvantaged and SEND pupils and others, both academically and socially.
  • To raise the attainment of all pupils at all key stages to close the gap created by COVID-19 school closures.
  • To instill confidence, self-belief and aspiration for pupils during and after the pandemic.
  • To ensure that students achieve their target English and mathematics target grades to increase life chances.
  • To fully equip teachers with the confidence and skills to design and deliver the recovery curriculum.

Barriers to learning

Low levels of literacy and numeracy at KS3 following missed learning.
Low levels of ICT literacy.
Poor access to laptops/internet for home learning, particularly disadvantaged students.
Low levels of student confidence, self-belief and hope, academically, socially and emotionally.
Upskilling of staff to build confidence teaching in a pandemic.
Lack of opportunity for live feedback in a pandemic.
Low levels of student attendance both in school and in virtual school.
High levels of parental anxiety, fear and confidence.

BARRIERS TO FUTURE ATTAINMENT
Academic Barriers
ALow levels of literacy and numeracy at KS3 following missed learning.
BDisremembering key concepts and ‘basics’ taught prior to the pandemic.
C
ADDITIONAL BARRIERS
External barriers:
DMany home environments are not suitable for home learning.
ELack of IT equipment, access to the internet and confidence in learning virtually.
FLow attendance due to illness, self-isolation of household/bubble.

Planned expenditure for current academic year

Quality of Teaching for all

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
T&L Focus on Retrieval - Supporting retrieval of substantive and procedural knowledge
- Identifying gaps in knowledge
- Addressing gaps in knowledge and misattributions from distance learning
- Freeing working memory to allow students time to cope with trauma from Covid-19
- EEF report shows the impact of retrieval to close the gap and ensure all students can progress
- DfE guidance stresses the importance of retrieval to allow all students to get back on track by 2021
- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
- Staff CPD
LBR/Lead PracsTermly
Phonics Intervention for Y7 and Y8 students - Close the gap between the word rich and poor
- Ensure reading ages move close to chronological age to allow students to access the curriculum
- Phonics can add up to four months of progress based on EEF research.
- OUP Word Gap report
- QA
- Student Voice
- Reading Test data
- Monitoring intervention
- Staff CPD
AKE/KDAHalf-termly
Targeted CPD on virtual learning technology- Increased efficacy with how to deliver virtual lessons using Teams platform
- Improved student engagement with blended learning to stop the disadvantage gap widening
- T&L priorities maintained during blended learning
- EEF & DfE guidance shows the importance of good virtual teaching to ensure students can progress with the curriculum
- Staff voice tells us that this is needed
- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
- Staff CPD
LBR/Lead Pracs Half-termly
Revision guides for Y11 students- Chunked information to allow students time to process content
- Revisiting content taught during lockdown without ‘re-teaching’
- Increased attainment with all groups
- Focused revision to keep momentum during periods of blended learning
- John Hattie reports that teaching study skills can have an effect size of 0.63 – this will help close the disadvantage gap- QA
- Student Voice
- Assessments
- Subject meetings with Head of Department
- Learning Walks
SLT subject links/HODHalf-termly

Targeted Support

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
KS4 extended school day, providing 1:6 small group tuition- Closure of gaps that have opened due to missed learning.
- Closure of the disadvantaged/SEND gap.
- Improved attainment in all subjects, with an emphasis on English and Maths.
- Students are more confident, have self-belief and are optimistic about the future.
-EEF evidence suggests that extending the school day and small group tuition has a high impact as an approach to catch up.-QA of sessions.
-Learning walks with a focus on individual student feedback.
-Close monitoring of attendance and swift action if students don’t attend.
-Pupil voice conducted to measure impact and make changes where necessary.
-Staff CPD on how to run an effective intervention session that is data driven.
NRE/VRO/SRUTermly
Intervention sessions built into the timetable for English, Maths and Science through appointment of additional staffing in these areas- Closure of gaps that have opened due to missed learning in Core subjects.
- Closure of the disadvantaged/SEND gap.
- Improved attainment in English, Maths and Science.
-EEF evidence suggests that extending the school day and small group tuition has a high impact as an approach to catch up.-QA of sessions.
-Learning walks with a focus on individual student feedback
-Pupil voice conducted to measure impact and make changes where necessary.
-Staff CPD on how to run an effective intervention session that is data driven.
NRE/VRO/SRUTermly
KS3 literacy and numeracy catch up- Closure of gaps that have opened due to missed learning in Core subjects.
- Closure of the disadvantaged/SEND gap.
- Students become more literate and numerate across the curriculum.
- Increase in reading ages for KS3 students
-EEF research states that literacy intervention can improve progress up to 5 months.-QA of sessions
-Pupil voice conducted to measure impact and make changes where necessary.
-Close monitoring of attendance to sessions and swift follow up where students have not attended.
-Staff CPD in effective delivery of Literacy/Numeracy programmes.
HKH/KDA/TMUTermly

Other Approaches

ActionIntended outcome and success criteriaWhat’s the evidence and rationale for this choice?How will you make sure it’s implemented well?Staff leadWhen will you review this?
Sound reading-Phonics development to impact on reading age-Sound reading has a well evidenced impact on student reading ages. Phonics can add up to four months of progress based on EEF research.-Staff CPD to ensure impactful delivery
-QA of sessions
-Regular testing to measure impact
KDA/LBRHalf Termly
Access to technology-Audit of student devices and access to the internet, supporting those who do not have access with school laptops/internet access.-Due to periods of self isolation from school, students can access virtual school.-Half termly technology audits.
-Support for parents and carers.
-Monitoring online engagement and swift parental contact if students do not engage.
HKH/ASLsHalf termly
Total budgeted cost:£13,000

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 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.

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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