Pupil Premium Strategy
Pupil Premium Strategy Statement – Oxted School
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged students.
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.
School Overview
|
Detail |
Data |
|
School name |
Oxted School |
|
Number of students in school |
1,725 |
|
Proportion (%) of pupil premium eligible students |
16% |
|
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) |
2021-2022 until 2023-2024 |
|
Date this statement was published |
October 2023 |
|
Date on which it will be reviewed |
October 2024 |
|
Statement authorised by |
Anne-Louise Payne |
|
Pupil Premium Lead |
Katy Fitzpatrick |
|
Governor / Trustee Lead |
Ian Wilson |
Funding Overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£265,995 |
|
Recovery premium funding allocation this academic year |
£77,781 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
|
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£343,776 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
Our intention is that all students, irrespective of their background or the challenges they face, make good progress across the curriculum. The focus of our pupil premium strategy is to support all disadvantaged students to achieve their potential and ensure they are emotionally and academically prepared for the next stage of their lives.
We aim to achieve this by having:
- high expectations in and out of the classroom
- high quality teaching, learning and assessment
- high quality pastoral care and support
- rigorous tracking allowing for timely and appropriate intervention
- effective communication with parents and students
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged students.
|
Challenge Number |
Detail of Challenge |
|
1 |
Literacy levels are generally lower for disadvantaged students than those of their peers. Diagnostic assessments suggest that many students have significantly lower reading ages than their chronological age on entry to the school in Year 7. In recent years, we have found that more than half of FSM students have a reading age of 9 or lower, compared with a quarter of non-FSM students. |
|
2 |
Our observations suggest many lower attaining disadvantaged students lack metacognitive / self-regulation strategies when faced with challenging tasks. Students can have low self-esteem and lack the resilience to keep trying when attempting difficult tasks. The whole-school teaching and learning focus on THINK strategies, to encourage students to think hard, may not have the same impact with disadvantaged students compared with their peers. |
|
3 |
Our assessments, observations and discussions with students and families suggest that the education and wellbeing of many of our disadvantaged students have been impacted by partial school closures to a greater extent than for other students. Disadvantaged students did not engage as well in remote learning, despite provision of laptops. These findings are backed up by several national studies. This has resulted in significant knowledge gaps resulting in students falling further behind age-related expectations. |
|
4 |
Our assessments, observations and discussions with students and families have identified social and emotional issues for many students, such as anxiety, depression and low self-esteem. These challenges particularly affect disadvantaged students, including their attainment. During the pandemic, teacher referrals for support markedly increased. |
|
5 |
Due to financial constraints, some students and their families have difficulty in providing the basic equipment and uniform needed at school. Access to resources can hinder progress in lessons. Parents/carers can struggle to replace uniform and lost equipment which can lead to behavioural issues with students which are beyond their control. |
|
6 |
Our attendance data shows that attendance among disadvantaged students has been approximately 10% lower than for non-disadvantaged students. Persistent absence figures are higher for disadvantaged students compared with their peers. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged students’ progress. Persistent absence for pupils in receipt of free school meals is significantly higher than those not in receipt of free school meals. |
Intended Outcomes
This 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 |
|
Improved literacy levels among disadvantaged students across KS3. |
By the end of our current plan in 2023-2024, literacy tests demonstrate improved literacy levels among disadvantaged students and a smaller disparity between the scores of disadvantaged students and their non-disadvantaged peers. |
|
Improved metacognitive and self-regulatory skills among disadvantaged students across all subjects. |
Teacher reports and class observations suggest disadvantaged students are more able to monitor and regulate their own learning. This finding it supported by homework completion rates across all classes and subjects. |
|
Improved outcomes for disadvantaged students at GCSE |
The gap between disadvantaged students and their non-disadvantaged peers has diminished. |
|
To achieve and sustain improved wellbeing for all students, including those who are disadvantaged. |
Sustained high levels of wellbeing from 2023-24 demonstrated by: qualitative data from student voice, student and parent surveys and teacher observations. quantitative data of decreased wellbeing referrals. |
|
To achieve and sustain improved attendance for all students, particularly our disadvantaged students. |
Sustained high attendance from 2023-24 demonstrated by: a smaller overall disparity in attendance figures between disadvantaged students and their non-disadvantaged peers a reduction in the % of disadvantaged students who are persistently absent |
Activity in this Academic Year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 146,000
|
Activity |
Evidence that supports this approach |
Challenge Number(s) Addressed |
|
Quality-first teaching using THINK! strategies |
Thinking Hard is a national programme that has been developed by The PiXL Club Partnership (a national collective of schools and teachers working together to develop new teaching resources and strategies) to inspire challenge for all learners in the classroom. Thinking Hard at its core rests on a very basic concept High Impact Teaching Strategies (HITS) are developed and delivered by teachers which in turn result in students learning in a deeper and more meaningful manner. |
2, 3 |
|
CPD training, including focus groups and toolkits |
It has been shown that high-quality CPD for teachers has a significant effect on pupils’ learning outcomes. CPD programmes have the potential to close the gap between beginner and more experienced teachers: the impact of CPD on pupil outcomes (effect size 0.09) compares to the impact of having a teacher with ten years’ experience rather than a new graduate (0.11). |
2, 3 |
|
Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in Secondary Schools guidance. We will fund professional development and instructional coaching focused on each teacher’s subject area. |
Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject: Improving Literacy in Secondary Schools Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in Maths and English: |
1 |
|
Literacy in the curriculum (Literacy lessons and Accelerated Reader) |
As above |
1 |
|
Purchase of standardised diagnostic assessments. Training will be provided for staff to ensure assessments are interpreted correctly. |
Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction: Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF Training will also be provided to staff to ensure their effectiveness. |
1, 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £110,000
|
Activity |
Evidence that supports this approach |
Challenge Number(s) Addressed |
|
School-led tutoring programme |
Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF |
1, 3 |
|
Academic mentoring with a focus on self-regulation |
Teaching metacognitive strategies to pupils can be an inexpensive method to help pupils become more independent learners. There is particularly strong evidence that it can have a positive impact on Maths attainment: Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF |
2 |
|
Tutor time intervention – enhancement of our curriculum planning, funding teacher release time. |
Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF |
1, 2, 3 |
|
Alternative provision – curriculum adaptations for specific students where needed |
Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF |
1, 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £87,776
Total budgeted cost: £343,776
|
Activity |
Evidence that supports this approach |
Challenge Number(s) Addressed |
|
Uniform and equipment provision |
Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified. |
5 |
|
Attendance project - Embedding principles of good practice set out in DfE’s Improving School Attendance advice. Staff will get training to develop and implement new procedures. Attendance/support officers will be appointed to improve attendance. |
The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. |
6 |
|
Transport funding for medical appointments |
Attendance has been negatively impacted by difficulties in students travelling to school before/after necessary medical appointments. |
6 |
|
Wellbeing support |
It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development and learning as well as their physical and social health and their mental wellbeing in adulthood. |
4 |
|
Homework clubs |
EEF research states that homework can have a +5 effect but that not all students have a quiet space for learning. |
2, 3 |
|
GRT Pupil-focused consultation |
Research shows children and young people whose ethnicity is declared as Gypsy, Roma or Traveller (GRT) are the most at risk in the education system. |
6 |
Part B: Review of outcomes in the previous academic year
Pupil Premium Strategy Outcomes
This details the impact that our pupil premium activity had on students in the 2022 to 2023 academic year.
Disappointingly, our internal assessments and public exam results continue to show that the performance of disadvantaged pupils is lower than those of non-disadvantaged students.
Our assessment of the reasons for these outcomes points primarily to COVID-19 impact, which disrupted all of our subject areas to varying degrees. As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure, which was aided by use of online resources as well as provision of laptops and internet access to all disadvantaged students who needed it.
Attendance in 21/22 significantly improved compared with previous years due to highly impactful interventions from the attendance team. Attendance decreased in 22/23 but was broadly in line with national average. However, attendance of disadvantaged students is still an issue.
Our assessments demonstrated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach in our new plan.
Quality-First Teaching using THINK! Strategies have been effectively embedded and this will continue to be a focus. Day to day management including coordination of funding requests and organisation of initiatives was effective in ensuring that students had access to equipment needed and some students were able to be involved in small-scale projects. In 22/23 we experienced a significant increase in requests from parents and carers to support with the purchase of uniform. There was regular reporting and monitoring of the outcomes of disadvantaged students and curriculum and timetable planning ensured that best practice was used for allocating disadvantaged students.
Impact of our interventions was positive. Our literacy interventions, including Accelerated reader, resulted in our Year 8 students closing the gaps in their reading ages since joining the school in Year 7. The Boosting reading programme, a 1:1 reading intervention, resulted in some students increasing their reading age by over 2 years or more. Qualitative data from student voice, student and parent surveys shows that academic mentoring is valued by students and those around them and has helped in building positive relationships of the students mentored with their teachers, as well as provided academic support in revision. Impact of online tuition for our Year 10 and Year 11 students had a positive impact on closing the gaps in specific areas of the curriculum. Barrier screening has reduced the barriers for students attending school, such as providing laptops, uniform and equipment. In terms of wellbeing support, the increase in capacity in the wellbeing team has meant that more students have received the support needed.
Our increased training and understanding around literacy has resulted in us being able to plan for 23/24 so that we can effectively screen students and then ensure that all interventions are appropriate and targeted.