Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
Pupil Premium School Overview 2022/2023
|School Name||Moreton School|
|Number of pupils in school||935|
|Proportion of pupil premium eligible pupils||58%|
|Academic year/years that our current pupil premium strategy plan covers||2022/2023 to 2025/2026|
|Date this statement published||Oct-22|
|Date on which it will be reviewed||Sep-23|
|Statement authorised by||Ben Dumayne|
|Pupil Premium Lead||Harmail Khela|
|Trustee Lead||Mr Marks|
|Pupil premium funding allocation this academic year||£512,200|
|Recovery premium funding allocation this academic year||£143,520|
|Pupil premium funding carried forward from previous years||£0|
|Total budget for 2022/23||£655,720|
Part A: Pupil premium strategy plan
Statement of intent
Moreton School has an improving track record for progress of our pupils at the end of Key Stage 4 it now above national average. The P8 outcomes for our disadvantaged pupils for 2022 was at national average using the Gov table checking data.
Our intention is that disadvantaged pupils make above average progress during their time with us so that at the end of Key Stage 4 they have narrowed the attainment gap on entry in Year 7. We want them to achieve above national average outcomes in all their subjects, particularly in English and mathematics, so that they can access the very best post-16 pathways as they continue their learning journey. We want our pupils to be confident, happy and resilient young people who want to become active citizens in their communities and have ambitions for themselves because of the excellent next steps and careers advice and guidance they receive.
Through our curriculum we will ensure that all our pupils have access to knowledge-rich programmes of study across the full range of English Baccalaureate and other subjects at Key Stage 3 and 4, including the arts, technology, PE and PSHE, with an emphasis on vocabulary, reading, personal development and cultural capital, so that they are equipped with the skills and learning they need to achieve. Pupils will be able to enjoy and enhance their learning through joining one of our many lunchtime and/or afternoon clubs as well as going out on visits and trips through our enrichment programme.
Our subject teachers will provide high quality teaching so that all pupils learn and achieve. Pupils will be assessed regularly and holistically to celebrate what they have learnt, diagnose next steps and identify those in need of intervention through in-class support and/or small group breakfast tuition sessions. Furthermore, our attendance and pastoral teams will work closely with those pupils in need of additional support in attending school regularly and those experiencing social and emotional issues that impact on their wellbeing and achievement.
ChallengesThis details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge Number||Detail of challenge|
|1, Wellbeing||Pupil voice, referrals and observations show that many of our pupils have been identified as having social and emotional issues, such as anxiety, low self-esteem, and lack of social skills. Last academic year, to date, we have received xx pupil referrals, across all Year groups, related to wellbeing. A higher percentage of our Key Stage 3 referrals are for disadvantaged pupils. Low levels of wellbeing are impacting negatively on pupils’ attendance to school, resilience, relationships with peers and attainment.|
|2, Lower attendance||Over the last 3 years there was a gap of 3% between the rates of attendance for disadvantaged and other pupils across all year groups. The absence for disadvantaged pupils was between 7-11% compared to 4-8% for other pupils. The difference between pupils presenting with persistent absence, however, was more pronounced. During the same period between 62-72% of persistently absent pupils were disadvantaged compared to other pupils. Our internal tracking of pupil progress, observations and discussions with Heads of Year and Academic Leads, show that poor and sporadic attendance to school impacts negatively on our pupils’ attainment and attitudes to school; and disproportionately so for disadvantaged pupils.|
|3, Low attainment in mathematics on entry||The mathematics attainment of disadvantaged pupils is generally lower than that of their peers. Teacher diagnostic assessments suggest that many pupils particularly struggle with problem solving tasks. Key Stage 2 Mathematics tests of our year 7 pupils in the last 3 years of external examination results indicate that between 16-23% of our disadvantaged pupils arrive below age-related expectations compared to 13-19% of their peers. Assessments on entry to year 7 in the last 2 years indicate that between 47-58% of our disadvantaged pupils arrive below age-related expectations compared to 46-50% of their peers.|
|4, Low attainment in English on entry||The English attainment of disadvantaged pupils is generally lower than that of their peers. Teacher diagnostic assessments suggest that many pupils particularly struggle with comprehension, spelling grammar and punctuation. Key Stage 2 English tests of our year 7 pupils in the last 3 years of external examination results indicate that between 18-28% of our disadvantaged pupils arrive below age-related expectations compared to 16-22% of their peers. Assessments on entry to year 7 in the last 2 years indicate that between 42-58% of our disadvantaged pupils arrive below age-related expectations compared to 42-45% of their peers.|
|5, Low reading ages on entry||Key Stage 2 English data showed disadvantaged pupils arrived with below age-related expectations compared to 54% of their peers. This gap was even wider when looking at the figures for significantly below age-related expectations and is typical of all our cohorts on entry.|
Intended OutcomesThis explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|Intended outcome||Success criteria|
|To support all of our |
pupils in need of
to improve and sustain
high levels of wellbeing
|· All pupils will actively engage with our PSHE curriculum across both key stages to further develop their understanding of wellbeing. |
· An increase in the number of disadvantaged pupils taking part in enrichment activities to support their wellbeing and develop their knowledge and skills in a range of curriculum activities will be evident in the figures from 2025/26.
|To support our families in ensuring that all pupils |
maintain high levels
of attendance and
punctuality to school
|• Due to the ongoing impact of Covid-19 on attendance rates it is not possible to set accurate targets related to absence and persistent absence at this time. However, we aim to achieve attendance figures for our disadvantaged pupils above national average during the duration of the pandemic. We will keep this under review.|
|To see improved levels of reading comprehension and use of a wider range of vocabulary among our disadvantaged pupils||• By the end of our current plan in 2025/26, reading test scores demonstrate improved reading ages in disadvantaged pupils so that the gap between their chronological and reading ages is narrowed and they catch up with their peers. |
• Teachers will see increased pupil engagement with our knowledge-rich, word-rich curriculum and improvements in their oracy and writing skills, as they acquire and use a wider and more sophisticated range of vocabulary.
|Improved attainment in English and mathematics among disadvantaged pupils at the end of Key Stage 4||• 2025/26 Key Stage 4 outcomes demonstrate that all pupils achieve their target grades in English and mathematics.|
• There is no gap in the % of disadvantaged pupils going on to take A Levels in English and mathematics compared to other pupils.
|Improved attainment among disadvantaged pupils at the end of KS4 in the EBacc subjects.||• 2025/26 Key Stage 4 outcomes demonstrate that all pupils achieve their target grades in their EBACC subjects.|
5 Low Reading ages on entry
• CPD training for all staff in September - Word rich strategies that included the explicit teaching of Tier 2 and 3 vocabulary. Launch of Reading rich in January that included consistent methods of reading a text. KB that contain specific word rich vocabulary
• CPD training for all staff – Dual coding and strategies for encouraging reading across the curriculum
• Intervention sessions – a series of sessions throughout the week with invited students before school and at form time
• Do all KS3 pupils have one lesson a week of reading – one period of reading within their English lessons, reading resources produced with the focus on short stories etc to ensure reading is fast paced.
|• Dual coding books - |
• Reading books for the library –
• Resources for creating a restful reading space in areas of the school
• S Birch – reading
Activity in this academic year
This details how we intend to spend our pupil premium and recovery funding during 2022/23 to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: Total £330,000
Activity in this Academic Year
|Activity & cost||Evidence that supports this approach||Challenge number(s) addressed||Cost|
|Additional teachers in English, Maths and Science to reduce group sizes and enable double teaching for small group tuition||EEF toolkit|
Impact on Moreton P8 2022 exams
|3,4,5||3 x UPS teachers + 20 OC|
£43,685 x 3 + 20% O/C
|Appointment of Maths, English and Science LPs to improve quality of education and improve recruitment and retention in Basics||EEF toolkit on effective CPD delivery through direct instruction and purposeful practise||3,4,5||6 LPs uplift of |
£72,000 + 20% OC
|Overstaffing of MFL to enable growth of EBACC above national average||Rising EBACC % @ MS||1||1 x UPS teacher|
|Use of QLA feedback to identify and bridge gaps in learning||EEF toolkit|
Moreton P8/A8 in maths,
Moreton A8 and P8 in open subjects which use Pupil Progress
|3,4,5||Educake license + staff CPD time £15,000|
Pupil Progress license + staff CPD time £15,000
|Use of KBs across the Amethyst Trust Academy to promote “knowledge rich curriculum” and word rich strategies.||MS exams results|
CW database on student acquisition of knowledge
Targetted Academic SupportBudgeted cost: £52,500
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Provision of a comprehensive range of afterschool and lunchtime enrichment activities including: dance, film, robotics, strategic games and international cooking.||Based on evidence on Life skills and enrichment from the Teaching and learning Toolkit and EEF projects. Education Endowment Foundation (EEF)||1, 2, 3, 4||Equipment, resources costs = |
|Cloud 9 HA morning program in English, Maths and Science - 3 x 30 minute sessions x 25 wks @ £25/hr||EEF small group tuition =||2, 3, 4, 5||Staffing approx|
Provision of learning materials
Total = £3.5k
|Delivery of Lexia program through 100 licenses||Increase in reading ages running program at EWA.||4, 5||Program £7k|
Staffing costs (non-specialists)
2 x 40 mins x 5 x 39wks = 260 hrs
Total = £11k
|Maintenance of additional ICT space for delivery of literacy based interventions||EEF toolkit – effective literacy programs||3, 4, 5||1 x additional room and PCs|
|Win@7 program - ongoing weekly targeted, high-quality, teacher led |
1 : 1 and small group tuition in English and mathematics (and a range of other EBACC and vocational subjects) across all Year groups. These are 45 min x ASchl sessions. Pupils in need of additional support are identified after each data capture submission point. Support programmes based on diagnostic assessment of need.
|Based on the evidence from the Education Endowment Foundation (EEF) |
Small group - Moderate impact of 4 months additional progress over a year.
1 : 1 – Moderate impact of 5 months additional progress over a year.
|3, 4||6 x session, 3 time a week for 45 mins|
= approx. 13hrs x 28 wks @£25/hr
|Slip stream curriculum?||Based on the evidence from the Education Endowment Foundation (EEF) |
Reading comprehension strategies – High impact of 6 months additional progress over a year.
|4, 5||Staff CPD and resources|
Wider StrategiesBudgeted cost: £314,000
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Ongoing deployment of ASLs, 5 Heads of Year and additional conduct leadership to provide our pupils with 1:1 sessions, wellbeing empowerment programmes and day-to-day pastoral care and support so that emotional, social and behavioural problems can be dealt with as soon as they occur.||Recommendations based on the evidence available set out in Social and emotional wellbeing in secondary education NICE guidance.|
The link between pupil health and wellbeing and attainment Public Health England
|1||ASL pay uplift with OCs|
5 x £6k = £30k
5 HoY £140,000
Conduct leadership uplift £15k
Total = £185k
|Ongoing deployment of an additional EWO and student welfare manager to support pupils and their families to identify and overcome barriers to attendance.||Embedding principles of good practice set out in DfE’s Improving School Attendance advice.||2||£60k|
|Delivery of Duke of Edinburgh across MS (equipment and cover time for expeditions)||1, 2||£15 k|
|Employment of Trust careers advisor to enable enhanced CEAIG opportunities to raise the aspirations of our learners||1,2||£40k @ 2 days out of 5|
|Use of scanner technology to promote good conduct and MS rewards system||1,2||130 scanners @£45 = £5,850|
1,000 lanyards at £5.00 (including replacements through the year)
|Free breakfast to ALL students at Moreton to reduce the stigmatism of being FSM||Internal data on the number of students accessing free breakfast|
NOMIS data and WCC data on local context data
|1, 2||Est £30,000|
Total budgeted cost: £ 696,500
Total funding: £655,720
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
Compared to the 2019 exam results our 2022 external exams produced an overall Attainment 8 figure for our disadvantaged pupils of 50.46, an increase from 47.72 points. We are delighted with this outcome in the truly unprecedented circumstances that these pupils found themselves, and the resilience and forbearance they displayed, both during the periods of remote learning in year 9 & 10, and afterwards when they were back in school faced with the many changes that had been put in place to keep them safe. In preparation for the return to school we formulated and introduced our ‘Get Ahead’ strategy whereby teaching groups were reorganised, staffing redistributed and subject curricula modified to provide the additional support to pupils most impacted by the pandemic.
Some of the planned 2019/20 pupil premium activities, of necessity, did not go ahead e.g. the Residential Basics event (Priority 1), Breakfast club sessions (Priority 2) and career events (Priority 1). However, targeted academic and pastoral pupil support interventions (Priority 1) were in place, along with the Forest School/DoE programme in the summer term (Priority 2). The teaching team also continued to develop the Knowledge Books for teaching in the autumn term 2021.
The impact of the ‘Get Ahead’ strategy and planned pupil premium activities resulted in the percentage of disadvantaged pupils gaining a strong pass (grade 5 or higher) and a standard pass (grade 4) in English and mathematics increasing by 6.7% and 1.9%, respectively, on the 2019 figures, to 46.4% and 63.9% of the cohort.
93 Year 7 to 11 pupils, identified as needing additional support by Subject leads and pastoral staff, attended a 15 week Mytutor program for small group after school sessions.