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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

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Pupil Premium Strategy Statement

School Overview

Metric

Data

School name

Oxted School

Students in school

1,796

Proportion of disadvantaged pupils

15.4%

Pupil premium allocation this academic year

£258,995

Academic year or years covered by statement

2020-2021

Publish date

Monday 19 April 2021

Review date

Monday 13 September 2021

Statement authorised by

Mr Russell Bond

Pupil Premium Lead

Miss Alexis Bergamo

Governor Lead

Mrs Alexandra Jane Murdoch

Disadvantaged Pupil Performance Overview for Last Academic Year (2019/20)

Progress 8

-0.61

Ebacc Entry

33.96%

Attainment 8

38.1

Percentage of Grade 5+ in English and Maths

26.8%

Strategy Aims for Disadvantaged Students

Aim

Target

Target date

Progress 8

PP Students’ P8 is in line with Non-PP students, striving for P8 ≥ 1. 

Scrutiny of PP proportion in setting.

Sep 2021 (post-Aug 2021 results). 

Jul 2021 - Ongoing data capture points for Year 10 students.

Attainment 8

PP Students’ A8 is in line with national average or with Non-PP peers, whichever is higher.

Ongoing support from senior staff in tutor time interventions.

Sep 2021 (post-Aug 2021 results).

Jul 2021 - Ongoing data capture points for all students across all years.

Percentage of Grade 5+ in English and Maths

PP Students’ percentage in E/M is in line with national average or with Non-PP peers, whichever is higher.

Sep 2021 - (post-Aug 2021 results).

Jul 2021 - Ongoing data capture points for all students across KS4 years.

Other

Disproportionately high number of PP students engaged in extra-curricular activities such as DofE, Scholar’s Programme, school performances/shows, music concerts, etc.

July 2021

Ebacc Entry

Engage Year 8 Learners who are narrowing curriculum choices for and choosing KS4 options in 2021/22 to improve Ebacc entry to national average or in line with Non-PP peers, whichever is higher.

July 2021

Teaching Priorities for Current Academic Year

The following plans are subject to the impact of COVID-19.

Measure

Activity

Priority 1

In Classroom and Preparation for In Classroom:

Quality-First Teaching using THINK! Strategies.

Designated staff leading aspects of teaching and learning with PP focus.

Day to day management including coordination of funding requests, organisation of initiatives, monitoring and reporting outcomes across all year groups.

Regular reporting, monitoring, and setting for disadvantaged students by Faculty and Year Leads to SLT.

Priority 2

Training:

CPD (in-house and outside speakers), PiXL membership, and maintaining whole staff focus on and raise staff expectations of this essential group of students.

Barriers to learning these priorities address

  • Low attendance
  • Low expectations and aspirations
  • Poor numeracy and literacy skills on arrival (for some)
  • Reduced tendency to read for pleasure
  • Lack of engagement in distance learning, creating gaps in knowledge more evident than in non-disadvantaged peers
  • Staff’s unconscious bias towards disadvantaged students

Projected Spending

£105,000

Targeted Academic Support for Current Academic Year

Measure

Activity

Priority 1

Faculty/Pastoral Support/intervention

  • Resources
  • 1:1 tuition
  • Drop-in sessions
  • Rewards
  • FLEs
  • Tutoring programme
  • Sixth form support in lessons
  • Alternative Provision
  • Careers Support

Priority 2

Literacy, Numeracy, and Wellbeing support

     Additional English and Maths

     Fresh Start Programme

     MFL Literacy Programme

     Lexia and Sum Dog Programmes

     Accelerated Reader Programme

     RW10 Programme

     Counselling, Mentoring, and Wellbeing provision

Barriers to learning these priorities address

  • Low attendance
  • Low expectations and aspirations
  • Poor emotional wellbeing
  • Poor numeracy and literacy skills on arrival (for some)
  • Family’s negative experience in/with education
  • Reduced tendency to read for pleasure
  • Lack of engagement in distance learning 

Projected Spending

£130,000

Wider Strategies for Current Academic Year

Measure

Activity

Priority 1

Scholars programme for those with High Prior Attainment

Priority 2

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
  • Breakfast Club

Barriers to learning these priorities address

  • Low attendance
  • Low expectations and aspirations
  • Poor numeracy and literacy skills on arrival (for some)
  • Family’s negative experience in/with education

Projected Spending

£23,995

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Low aspirations, attendance, engagement, expectations, and literacy.

Tutor time interventions by Faculty Leads in core subjects to help bridge the gap created during lockdown.  Improved core outcomes will improve attainment across curriculum.  High challenge will improve aspirations and relationships with specialised staff may alleviate unconscious bias among staff.

Targeted support

Low literacy, reduced tendency to read for pleasure, low emotional wellbeing.

Year teams to complete two Structured Conversations with every PP student and parent.  Wellbeing calls conducted weekly during lockdowns evolved into support in school, with a keen eye on new emotional, financial, and/or SG issues resulting from pandemic.

Wider strategies

Low aspirations, family’s negative experience with/in education.

Virtual Family Learning Events hosted by all Year Leads (7-9) to teach families how to support students and explain what wider opportunities are available.

Virtual Parent Information Evenings pertaining to specific events and available support.

Review: Last Year’s Aims and Outcomes

Aim

Outcome

Improved outcomes in line with non-disadvantaged peers

The gap between PP and non-PP students rose in 2020 in both 9-4 E&M and EBacc measures, which was expected given that the KS2 APS gap was significantly lower for PP students at 4.67 versus 4.99 for our non-PP students.  The overall P8 gap remains as in 2019: PP students were awarded an ALPS score of 6, compared to the 4 for non-PP students.

PP outcomes remained disparate compared to non-PP student outcomes at every data capture through the year.  PP Ebacc APS (3.4) was higher than in previous years (in 2019, this measure was 3.11), but still significantly lower (26%) than the whole school cohort APS of 4.6. 

The percent of PP students entered for EBacc decreased in 2020 from 44% to 37.5%.  On the surface, this could demonstrate a narrowed curriculum for this group of students, but since there was a non-PP drop in this measure by 4%, it likely illustrates a more rigourous tailoring, creating bespoke curriculum plans for all.  This said, progress measures in the Open Basket were low for PP students (-0.76), indicating that even in their chosen subjects, progress was limited.

The P8 score increased significantly (~14%) from -0.65 in 2019 to -0.56 in 2020.  Though still significantly negative and far from the whole school P8 score of 0.07, we are pleased with this substantive gain.  Our overall PP ALPS score of a 6 was positive compared to 2019’s ALPS 8.

Though the PP A8 score of 38.10 was significantly lower than the non-PP A8 score of 53.11, this is an improvement from 2019’s 35.82. 

Improved Behaviour for Learning

We are pleased with the fact that no permanent exclusions were PP students in 2019/2020.  In addition, the percentage of FTEs that were PP students fell in 2019/20 from 45% of all FTEs to 29%.  This is still too high a percentage, as it exceeds the proportion of PP in the cohort. 

The number of FTEs for both all students and PP students decreased from autumn to spring likely due to students settling into a new behaviour system.  This said, the proportion of FTEs applied to PP students was higher than in the previous term.  Though 100% of all FTEs (two in total) in the summer term were PP students, these figures do not reflect normal in-school activity, as school was closed due to lockdown during this period.   

Completion of Scholar’s Programme

Advent of Structured Conversations

24 students were chosen to take part in a mentorship by a PhD student at a local university.  Unfortunately, the programme at Reading University was postponed then later cancelled due to COVID restrictions. 

In 2020/21, the programme will run for 12 x Year 9 students whose prior attainment and literacy levels allows them to access the robust programme.  Most also have good attendance to support completion of the programme.

We used the programme as an incentive for harder-to-reach students and to increase aspirations.