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 Pupil Premium

Introduction

Oxted School aims to secure excellent achievement for students who are eligible for the Pupil Premium finding.  We hope to support all disadvantaged students to maximise their potential and ensure they are emotionally and academically prepared for the next stage of their lives.  The pupil premium is additional funding for publicly funded schools in England to close the gap between disadvantaged student outcomes and those of their peers. 

Summary of the main barriers faced by eligible students: 

The barriers and challenges that disadvantaged students may face at Oxted School can be complex and varied: there is no single obstacle faced by all.  

We have identified, in the main, the following to be barriers for our DV students: 

  • Low attendance
  • Low expectations and aspirations
  • Poor emotional well-being
  • Poor numeracy and literacy skills on arrival (for some)
  • Reduced tendency to read for pleasure

2018-19 Summary

In 2018-19, there were 281 students at Oxted School in receipt of the Pupil Premium funding.  Therefore, the pupil premium allocation for the academic year 2018-19 was £262,735.

Diminishing the Difference

Year 11 Headline Data

The gap between DV and non-DV students has fallen again in 9-4 English and Maths, which may be expected given that the KS2 APS gap has diminished as well from 0.4 in 2018 to 0.31 in 2019. 

DV outcomes improved at every data capture through the year.  DV Ebaac APS (3.11) was significantly lower (27%) than the whole school cohort (4.24).  

The Attainment 8 score remains consistent, dropping only 0.28 from 2018 to 2019.  Pleasingly, the number of DV students filling all elements of the Attainment 8 has increased significantly in 2019 to 83% (from 72% in 2018), whereas the whole cohort has remained fairly consistent (small rise from 92% to 94%).  

Attainment 8 was improved in 2019 from last year, as was the DV Progress 8 score (-0.6 versus -0.69).  In a whole-school climate where the Progress 8 score declined by as much as this increased, this rise is significant.

Behaviour

Behaviour has improved throughout the year due to the interventions implemented.

There is a higher proportion of DV students with Fixed Term Exclusions (FTEs) than whole population.  Since DV represents approximately 17% of the cohort, 45% of all FTEs in Autumn is high.  This percentage dropped down to 41% in Spring and declined significantly in Summer to 21%.  We are pleased with the fact that no Permanent Exclusions were DV students.

Behaviour Category

% Autumn

% Spring

% Summer

FTEs (all students)

44

34

48

FTEs (DV only)

20

14

10

Permanent Exclusions (all students)

2

1

0

Permanent Exclusions (DV only)

0

0

0

Year 8 Scholars Programme

10 students took part in being mentored by a PHD student and attending university

20% achieved a 1st or 2.1 in their final assignment

32% progress within the programme (21% is national average)

4% metacognition progress (3% national average), motivation progress -6% (0% is national average)

Self-efficacy progress -6% (national average 1%)

School final assignment submission rate 70% (national average 89%)

33% of our students say that they know how to apply for a university course

There was a 17% increase in understanding what and how people study in a university (50% pre-programme and 67% post-programme)

Key Data

Basic

2015

2016

2017

2018

2019

School DV

36%

37%

36%

48%

53%

School All

69%

65%

70%

71%

68%

Attainment 8

2015

2016

2017

2018

2019

School DV

35.0

38.5

34.22

36.1

37.72

School All

52.0

51.7

46.88

49.4

47.48

Progress 8

2015

2016

2017

2018

2019

School DV

-0.64

-0.73

-0.98

-0.69

-0.6

School All

+0.11

+0.06

-0.22

-0.21

-0.3

EBACC

2015

2016

2017

2018

2019

School DV

11%

20%

15.38%

14%

10%

School All

38%

41%

38.35%

25%

23%

Distribution of Funding for 2018-19

SIP Priorities          

  • Provide a happy, safe and caring environment
  • Secure excellent outcomes for all students
  • Educate students very effectively and inspire them to be highly motivated
  • Create a culture in which all staff thrive and excel
  • Ensure the school has a sustainable base to provide an inspirational learning environment
  • Secure excellent outcomes for all students

Strategy

Action

Impact

Lessons Learned

Cost

Designated Staff Leads

Day to day management of activities and to maintain staff focus on this essential group of students.

Successful performance management.

Reduction in the gap between PP and non-PP students.

Pastoral leader in each year group working with our DV students (as opposed to one person) increased accountability, though more of a focus on progress is still necessary.

Action:

One mentor from each year team (form tutor or senior pastoral team) to be accountable for the DV students in their year group.

DV Co-ordinator to firmly embed Structured Conversations (meeting with mentor and parent).

£98,118.94

Faculty / Pastoral Support / Intervention

 

  • Resources
  • 1:1 tuition (Maths and English)
  • Period 6
  • Rewards
  • Software packages
  • FLEs
  • Tutoring Programme
  • Sixth form support in lessons

Close the gap in terms of progress and attainment of these students.

Raise their aspirations.

See data tables at the top of this page.

Assigning pastoral representatives to drive the focus on DV forwards.

 

Success seen with small group Maths support.

 

Action:

Sixth form support timetabled into lessons each week to support DV students.

£54,447.94

Literacy and Numeracy Support Lessons

  • Additional English and Maths
  • Fresh Start Programme
  • MFL Literacy Programme
  • Lexia and Sum Dog Programmes
  • Accelerated Reader Programme
  • RW10 Programme

To close the gap in Maths and English.

See catch up data at the top of this page.

Selection of students needs to be based on their desire to embrace this support intervention.

 

Action:

English and Maths tutors to continue to work for a sustained period with our lowest-achieving DV students.

£50,526.67

Scholars’ Programme for the ‘Most Able’ in Years 8 and 9

To stretch and challenge the most able students by working through a programme with support from a PhD mentor.

100% positive response from students involved.

 

All students achieveing their average FFT20 target grades.

Though grades for chosen project increased through the duration of the programme, resiliency measures declined.

 

Action: Stretch and Challenge Coordinator to work with DV Coordinator to better understand outcomes of testing before and after programme.

£2,000

Pastoral Support

  • Trips
  • Enrichment
  • Uniform support
  • D of E
  • Year 8 camp
  • Rewards
  • Transition schools
  • Departmental requests
  • Achievement For All (AFA)

      

Raise student aspirations and improve school attendance of this group.

100% of students accessed one or more enrichment activities

100% positive feedback from students and parents relating to our transition work.

All faculties and Year Teams used the financial request system to purchase resources for those most in need.

 

Continue in the same manner. Implement a more consistent method of monitoring enrichment participation rates with assistance from Enrichment Coordinator. 

Action:

Implementation of PARS to track attendance in enrichment activities more closely so that specific students can be targeted more often and with more ease. 

20% minimum of all enrichment trips and visits to be made up of DV students.

£9,426.46

Staff CPD 

  • PiXL
  • Outside Speakers

 

Raise staff awareness of the barriers to learning for disadvantaged students

 

100% positive feedback from staff that attended training.

Continued drive to raising T&L standards.  DV was one of the core strands in the CPD programme in 2018/19

Action:

Improve Quality First Teaching across the school 

DV Co-ordinator to firmly embed Structured Conversations (meeting with mentor and parent).

£8,950

Alternative Provision (including Counsellors)

Raise pupil aspirations and to help ensure successful post 16 applications.

0% NEET students

100 % of students leaving with qualifications.

Continue to maintain a rigorous selection process to maximise impact of this intervention. 

Action:

Build evidence to support referral to programmes such as Springboard at ESC, ensuring the right students study at the right school.

£8,080

Counselling

Improve the mental well-being of students

100% of DV students referred have been seen.

100% positive feedback from students receiving this intervention. 

80% of those seen psychological stress has improved.

 

This resource is vitally important, however some students do not require this level of support. 

Two additional members of staff were trained for ELSA, but obligations in Year Teams have made time for this provision challenging.

Action:

Streamline accountability model across year teams to ensure time allocated for ELSA support for those who can deliver it.

£14,897.50

Careers Support

Raise student aspirations and to help ensure successful post 16 applications.

0% NEET students

100% knowledge of Post 16 destination data

To continue maintain accurate records of who has attended what. 

Action:

To continue to provide opportunities for students to attend various institutions. 

Create greater links with Bore Place for an alternative career path.

£7,221.50

Breakfast Club

Improve well-being, attendance and improve attitudes towards school.

Improvement in the number of students using their allocation on a regular basis in comparison to last year.

To ensure maximum uptake to continue to inform parents of students not accessing this resource. 

Action:

Continue to allow students to carry over the breakfast entitlement to break and lunch. To continue to contact the parents of students not using their allocation regularly. 

£9,090

PP Approximate Spending 2018/19

£262,865.01

Pupil Premium 2019-20

In 2019-20, pupil premium funding will remain at £935 per student and will continue to be allocated for every student registered for free school meals, either currently or at any time in the past six years.  This aims to support those families that might be facing the challenging barriers of poverty and help these students to ‘close the gap’.    

Based on initial estimations, this applies to 267 (Year 7-11 disadvantaged students) of our 2019-20 student body.  Additionally, students who are looked-after or have been previously looked-after are allocated an additional £2300 per student and students with parents in the armed forces are allocated £300.  The school will therefore be allocated somewhere in the region of £249,645 that will contribute to improving the outcomes of these students.  This is approximately 95% of the budget of 2018/19. 

Main Areas of Focus for 2019-20 

Oxted School has bold aims to improve the outcomes (currency), character, and culture of our DV students during the academic year.  

Raise the profile of disadvantaged students with staff through an increased focus on research-informed teaching and Quality First Teaching and a new teaching and learning strategy for 2018/19 

Evaluate the impact of interventions to improve the outcomes for all students 

Provide a supportive structure to improve the motivations and mind-set of the disadvantaged students to ensure emotional barriers to learning are removed, in the hopes that this would increase expectations of our DV students 

Increase take-up of enrichment activities in line with non-DV student take-up 

We will achieve this by having:

  • High expectations in and out of the classroom
  • High quality teaching and learning in the classroom, embracing PiXL strategies
  • High quality assessment, moderation, and standardisation practices in all faculties
  • High quality pastoral care and support
  • Rigourous tracking allowing for timely, cost-effective, high-impact, and research-informed intervention
  • Effective communication with parents and students about said interventions
  • Bespoke programme of mentoring and parental engagement by elected, committed, student-mentor pairs, chosen by year teams and coached by PP Coordinator using previously adopted AFA model of structured conversations
  • Implementation of tutors in core subjects to accelerate the progress of students who started KS3 below expected levels
  • One to one DV mentoring including Sixth Form Ambassadors and Sixth Form Subject Captains in lessons
  • Barriers to learning, strategies in place that work, and extra support needed added by staff at each data capture
  • DV student profiles created for a greater number of students, then shared with staff

Distribution of Funding for 2019-20

 

Strategy

Reason

Estimated Cost

Impact Measure

Designated staff leading aspects of teaching and learning with PP focus

Day to day management of activities and to maintain whole-staff focus on and raise staff expectations of this essential group of students.

£93,230.45

Successful performance management. 

Reduction in the gap between PP and non PP students. 

ALPS score of 4 

Attendance figure in line with national target (95%).

Faculty/Pastoral Support/intervention

  • Resources (including revision books for all PP Year 11 students)
  • 1:1 tuition
  • Drop-in sessions
  • Rewards
  • FLEs
  • Tutoring programme
  • Sixth form support in lessons

Close the progress and attainment gap of these students.

 

Raise student aspirations.

£51,735.23

Reduction in the gap between PP and non PP students.

 

ALPS score of 4

Literacy and numeracy support 

  • Additional English and Maths
  • Fresh Start Programme
  • MFL Literacy Programme
  • Lexia and Sum Dog Programmes
  • Accelerated Reader Programme
  • RW10 Programme

To close the gap in Maths and English. 

To bridge the literacy gap between PP and non-PP students. 

Increase tendency to read for pleasure.

£48,009.33

All students achieving/ exceeding their benchmark grades in English and Maths. 

All students meeting expected standards in comparison to their entry data 

ALPS score of 4

Scholars programme for those with High Prior Attainment

To challenge the most able students by working through a programme with a PHD mentor. 

Increase tendency to read for pleasure.

£3,840.00

All students achieving their average FFT20 target. 

100% positive response from students on Student Voice

Pastoral Support

  • D of E
  • Year 8 Camp
  • Rewards
  • Transition Programme
  • Departmental Requests
  • SEND Interventions (ELSA/ Lego etc.)
  • Attendance Support (EWO)
  • Student Psychologist
  • Sensory Room

Raise student aspirations 

Improve school attendance of this group 

Improve emotional well-being

£8,956.81

>92% attendance for DV students

Reduction in percentage of DV students receiving FTE and PEX. 

90% positive student voice (on average across the questions)

Staff CPD

  • Pivotal Behaviour
  • PiXL
  • Outside Speakers 

Raise staff awareness of the barriers to learning for disadvantaged students

£8,504.09

100% good or better lesson observations 

ALPS grade 4

Alternative Provision (which may include GASP Motor Programme for 10 students)

Raise pupil aspirations and to help ensure successful post 16 applications.

£7,677.44

0% NEET students

100% of students leaving with qualifications.

Counselling, Mentoring, and Well-being provision

Improve the mental well-being of students

£14,155.28

95% attendance 

100% improvement in well-being screeners completed pre / post intervention 

Careers Support (which may include GASP Motor Programme for 10 students)

Raise student aspirations and to help ensure successful post-16 applications

£6,861.71

0% NEET students

100% knowledge of Post-16 destination data

Breakfast Club

Improve attendance and improve attitudes towards school.

£8,637.12

100% uptake of allocation

PP Spending 2019-20 

£251,607.46 

TOTAL PP Approximate Funding 2019/20 

£249,645.00 

 

Pupil Premium Statement Review - This strategy will next be reviewed in July 2020