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 wellbeing
- Poor numeracy and literacy skills on arrival (for some)
- Reduced tendency to read for pleasure
- Lack of engagement in distance learning
2019-20 Summary
In 2019-20, there were 276 students at Oxted School in receipt of the Pupil Premium funding. Therefore, the pupil premium allocation for the academic year 2019-20 is £258,060.
Diminishing the Difference
Year 11 Headline Data
Centre Assessed Grades and subsequent Exam Board Awarded Grades were scrutinised carefully by teachers, faculty leads, SLT, and the Head before being submitted. The process was clearly outlined, was fair, and predicted our best guess for the grade our students would have achieved had the exams happened as planned. This said, the grades reported herein reflect a wholly different data environment than in previous years, one not reliant on exam performance, but instead on teacher and faculty leads’ knowledge of their students and their exam specifications.
The gap between DV and non-DV students has risen again in both 9-4 E&M and EBacc measures, which may be expected given that the KS2 APS gap was significantly lower for our DV students at 4.67 versus 4.99 for our non-DV students. The overall P8 gap remains: DV students were awarded an ALPS score of 6, compared to the 4 for non-DV students.
DV outcomes remained disparate compared to non-DV student outcomes at every data capture through the year. DV 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 DV 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-DV 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 DV students (-0.76), indicating that even in their chosen subjects, progress was limited.
The P8 score increased dramatically 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 ALPS score of a 6 was positive compared to 2019’s ALPS 8.
Although the DV A8 score of 38.10 was significantly lower than the non-DV A8 score of 53.11, this is an improvement from 2019’s 35.82.
Behaviour
Behaviour for learning has improved at Oxted, and students are working with staff to have restorative conversations and reflect on their behaviour.
We are pleased with the fact that no permanent exclusions were DV students. In addition, the percentage of FTEs that were DV students fell last year from 45% of all FTEs to 29%. This is still too high a percentage, as it exceeds the proporrtion of DV in the cohort. The number of FTEs for both all students and DV students decreased from autumn to spring likely due to the students settling into the new behaviour system. This said, the proportion of FTEs applied to DV students was higher than in the previous term. 100% of all FTEs in summer were DV students, these figures do not reflect normal in-school activity, as school was closed due to lockdown during this period.
|
Behaviour Category |
Autumn |
Spring |
Summer |
|
FTE exclusions (all students) |
79 |
32 |
2 |
|
FTE exclusions (DV only) |
23 (29%) |
12 (37.5%) |
2 (100%) |
|
Permanent Exclusions (all students) |
1 |
0 |
0 |
|
Permanent Exclusions (DV only) |
0 |
0 |
0 |
Year 8 Scholars Programme
24 students were chosen to take part in being mentored by a PHD student and attending university. Unfortunately, the programme at Reading University was postponed then later cancelled due to COVID-19 restrictions.
In 2020/21, the programme will run for 24 Year 8 and Year 9 students whose prior attainment allows them to access the robust programme and whose attendance
We have also used the programme as an incentive for harder-to-reach students.
Key Data
|
Basic |
2016 |
2017 |
2018 |
2019 |
2020 |
|
School DV |
37% |
36% |
48% |
53% |
27% |
|
School All |
65% |
70% |
71% |
68% |
48% |
|
Attainment 8 |
2016 |
2017 |
2018 |
2019 |
2020 |
|
School DV |
38.5 |
34.22 |
36.1 |
37.72 |
38.10 |
|
School All |
51.7 |
46.88 |
49.4 |
47.48 |
50.40 |
|
P8 |
2016 |
2017 |
2018 |
2019 |
2020 |
|
School DV |
-0.73 |
-0.98 |
-0.69 |
-0.6 |
-0.56 |
|
School All |
+0.06 |
-0.22 |
-0.21 |
-0.3 |
0.07 |
|
EBACC |
2016 |
2017 |
2018 |
2019 |
2020 |
|
School DV |
20% |
15.38% |
14% |
10% |
14.29% |
|
School All |
41% |
38.35% |
25% |
23% |
28.03% |
Distribution of Funding for 2019/20
|
SIP Priorities |
Ensure systems and routines enable effective leadership of the school and promote school improvement To promote the highest standards of teaching and learning in every classroom To secure highly reliable systems to ensure behaviour, attendance and inclusion meets the needs 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:
DV Co-ordinator to firmly embed Structured Conversations (meeting with mentor and parent). |
£96,349.48 |
|
Faculty / Pastoral Support / Intervention
|
Close the gap in terms of progress and attainment of these students.
Raise their aspirations. |
See data tables at the top of this document. |
Assigning pastoral representatives to drive the focus on DV forwards.
Success seen with small group Maths support.
Action:
|
£53,479.12 |
|
Literacy and Numeracy Support Lessons
|
To close the gap in Maths and English. |
See catch up data at the top of this document. |
Selection of students needs to be based on their desire to embrace this support intervention.
Action: |
£49,627.62 |
|
Scholars’ Programme for the ‘Most Able’ in |
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 achieving their average FFT20 target grades. |
Though grades for chosen project increased through the duration of the programme, resiliency measures declined.
Action: |
£1,964.41 (actual cost £1900) |
|
Pastoral Support
|
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. |
£9,258.73 |
|
Staff CPD
|
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). |
£8,790.75 |
|
Alternative Provision (including Counsellors) |
Raise student 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:
|
£7,936.23 |
|
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: |
£14,632.42 |
|
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:
Create greater links with Bore Place for an alternative career path. |
£7,093.00 |
|
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:
|
£8,928.26 |
|
PP Approximate |
£258,000 |
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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 £2,300 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 2020-21
|
SIP Priority |
Provide a happy, safe and caring environment 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 basis for providing an inspirational learning environment Secure outstanding outcomes for all students |
||
|
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
|
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
|
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
|
Raise student aspirations
Improve school attendance of this group.
Improve emotional wellbeing. |
£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
|
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 Wellbeing provision |
Improve the mental well-being of students |
£14,155.28 |
95% attendance 100% improvement in well-being screeners completed pre v 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 2020/21 |
£249,645.00 |
|
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